Corporal Punishment as a Parental Practice and Anxiety in Pre-adolescent Children

Yaffe, Yosi; Burg, David

doi:10.5296/jsss.v1i2.5099

Cited by 4 publications

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“…Adverse childhood experiences and early interpersonal difficulties have been linked with emotional distress in adulthood (Oshio et al 2013), and serious family dysfunctionsuch as domestic violencewith subsequent mental and somatic problems (Arnow 2004). Several studies have also found specific associations between childhood physical punishmentsuch as pushing, grabbing, shoving, slapping, hittingand difficulties in later psychological, physical or social development (Afifi et al 2012;Breen et al 2015;Gershoff 2002;Osterman et al 2014;Yaffe and Burg 2014). A meta-analysis by Ferguson (2013) indicated minor, but significant longitudinal relationships between corporal punishment and several negative long-term outcomes.…”

Section: Introductionmentioning

confidence: 99%

“…In one Finnish cross-sectional study, frequent corporal punishment in childhood was associated with depression and other mental health problems during adulthood (Osterman et al 2014). Although the adverse effects of physical punishment have led to legislation against corporal punishment in many countries, some researchers and professionals still disagree about the advantages of moderate corporal punishment as an effective method of education (Yaffe and Burg 2014).…”

Section: Introductionmentioning

confidence: 99%

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Is a harsh childhood growth environment reflected in parental images and emotional distress in adulthood?

et al. 2020

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Harsh parenting can predispose a child to emotional distress, whereas a supportive childhood environment furthers later subjective well-being. We investigated whether the mother’s self-reported assessment of her strictness and the adult offspring’s recollections of the disciplinary methods of their parents are reflected in the adult offspring’s recalled parental images and current emotional distress, anxiety and depression as assessed by the Hopkins Symptom Check List (HSCL-25). Further, we investigated whether the offspring’s parental images were also associated with the HSCL-25 scores. Data was collected from northern Finland. The mothers responded to a questionnaire when their child was seven years old (N = 354) and the adult offspring responded at age 28–29 (N = 337). The mother’s assessment of her own strictness was associated both with the adult offspring’s dominating images of their parents and their current emotional distress, anxiety and depression. The offspring’s recollections of restriction and corporal punishment were associated with dominating parental images, and these images further with current emotional distress, anxiety and depression of the offspring. Correspondingly, the offspring’s recollections of parental dialogic discipline were associated with supportive and sociable parental images, and recalled paternal dialogic discipline was associated with lower current emotional distress, particularly in the female offspring. In conclusion, harsh parenting was associated with dominating parental images, which in turn were associated with emotional distress in adulthood. Dialogic discipline and the father’s role in parenting were emphasized in the offspring’s well-being, but more research is needed to assess the importance of paternity for the offspring’s subjective well-being.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Is a harsh childhood growth environment reflected in parental images and emotional distress in adulthood?

et al. 2020

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A narrative review of the relationship between parenting and anxiety disorders in children and adolescents

Yaffe

2021

International Journal of Adolescence and Youth

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This theoretical study aims to identify types of parental behaviour and parent-child relationships that play a role in children's and adolescents' anxiety disorders. The article integrates the relevant literature on the familial climate and parental characteristics that correlate with children's and adolescents' anxiety disorders and describes their theoretical role in the emergence and persistence of those anxieties. The role of social learning in this context is also presented, depicting mechanisms of anxiety acquisition such as parental modelling of anxious or avoidance behaviour, as well as parental attitudes and actions. An association was found between parenting styles and practices and children's anxiety, with the strongest effect found for different types of parental control and parental corporal punishment. Children and adolescents with anxiety disorders are more likely to be raised by non-authoritative parents (e.g. overprotective, authoritarian, and neglectful styles), who tend to employ exaggerated (e.g. preventing autonomy), harsh, or inconsistent control. The article discusses some aetiological conditions in which anxiety in children is more likely to be induced by these parental patterns, describing the interplay between parent and child characteristics in this context.

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Parenting Styles, Parental Involvement in School, and Educational Functioning of Children with Special Needs Integrated into Mainstream Education

Yaffe¹

2015

JSE

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The study examined the relationship between parenting style and parental involvement in school and educational functioning among children with various disabilities integrated into mainstream education. It includes 116 parents of children with special needs who reported their children according to formal educational evaluations they possessed. The sample of children reported by parents disproportionately represents six age layers | =9.23, SD=1.85|and 3 main disability groups. Multivariate regression analyses indicated that parenting style and parental involvement in school explain a significant proportion of the variance in educational functioning among children with attention deficit disorders and complex disabilities. Within the first group, parental involvement significantly mediated the relationship between parenting style and educational functioning. Parenting style and parental involvement modestly predicted academic achievements in language skills and mathematics field (respectively) in the general sample. Significant relationships between parenting style and educational functioning and achievements in these tests pointed to better performance of children of authoritative parents compared with children of authoritarian parents. The main findings stress the need to encourage and nurture authoritative parenting traits, along with consistent parental involvement in school, as significant means of improving and strengthening the educational functioning among children with special needs integrated into mainstream education.The theoretical and educational implications of these findings are discussed in the light of relevant literature.

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Corporal Punishment as a Parental Practice and Anxiety in Pre-adolescent Children

Cited by 4 publications

References 38 publications

Is a harsh childhood growth environment reflected in parental images and emotional distress in adulthood?

Is a harsh childhood growth environment reflected in parental images and emotional distress in adulthood?

A narrative review of the relationship between parenting and anxiety disorders in children and adolescents

Parenting Styles, Parental Involvement in School, and Educational Functioning of Children with Special Needs Integrated into Mainstream Education

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