Where do they learn violence? The roles of three forms of violent socialization in childhood

Kim, Jeong-Suk; Lee, Bora; Farber, Naomi

doi:10.1016/j.childyouth.2019.104494

Cited by 13 publications

(15 citation statements)

References 52 publications

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“…However, neutrality expectations coincide with those studies, since many parents leave their children to decide when to use violence [ 7 ]. In consonant, it was reported that boys experience more advised violence from family, but even from non-family members, including neighbors and peers [ 10 ]. This fact could represent a stressful factor regarding the socially expected behavior of men facing conflicts.…”

Section: Discussionmentioning

confidence: 99%

“…This fact could represent a stressful factor regarding the socially expected behavior of men facing conflicts. The social acceptance of violence exposes children to the risk of reproducing it in their daily relationships [ 10 , 11 , 47 ], and exposes them to chronic stress [ 17 ] and posttraumatic stress disorders in young adulthood [ 18 ]. In this study, male teenagers showed higher state anxiety associated with using moral disengagement mechanisms, such as diffusion of responsibility and dehumanization.…”

Section: Discussionmentioning

confidence: 99%

“…Growing up perceiving situations of violence both in the family and in the community has been associated with children’s legitimation of violence [ 7 , 8 , 10 , 11 ]. A context that legitimizes violence reduces prosocial behaviors [ 12 ] and reduces the negative affect of the anxiety associated with witnessing these events and recognizing its manifestations [ 13 ].…”

Section: Introductionmentioning

confidence: 99%

“…A context that legitimizes violence reduces prosocial behaviors [ 12 ] and reduces the negative affect of the anxiety associated with witnessing these events and recognizing its manifestations [ 13 ]. For this reason, the social acceptance of violence exposes children to the risk of reproducing violence in their daily relationships [ 10 , 11 , 14 ], but also in the society that they will constitute in adulthood [ 15 , 16 ].…”

Section: Introductionmentioning

confidence: 99%

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Gender, Anxiety, and Legitimation of Violence in Adolescents Facing Simulated Physical Aggression at School

et al. 2021

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We analyzed gender and anxiety differences in middle school students facing a physical peer aggression situation. The participants were 1147 adolescents aged between 12 and 18 years (male: n = 479; female: n = 668) who watched a 12 s animation representing the situation and filled out a questionnaire to analyze the legitimation of violent behaviors and anxiety levels. We registered their decisions to solve the situation using a categorical scale that included assertive, avoidant, aggressive, submissive, and supportive behaviors. Gender was not associated with the adolescent’s behaviors in facing a simulated peer aggression situation. However, male teenagers tended to perceive adults as sanctioners and neutrals; those who used the diffusion of responsibility and dehumanization to justify their behavior also showed a higher state of anxiety. Female teenagers who expected legitimation from their peers, presented higher anxiety as well. Educational interventions may use these results, helping adolescents to understand that their acts have substantial implications in the lives of others. It is essential to develop group interventions that modify how adolescents manage their conflicts and change gender stereotypes that significantly impact health. We highlight the need for linking families in educational programs facing the challenges of transforming the legitimization of violence in parental practices.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Gender, Anxiety, and Legitimation of Violence in Adolescents Facing Simulated Physical Aggression at School

et al. 2021

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“…These findings further show that according to the teacher, children's violent behaviour is the result of imitating parents or adults around them. In the discourse of child development, child's violent behaviour is formed due to environmental influences [31]. In cases of violence in early childhood, teachers judge parents and adults around them as role models for children to learn about violence.…”

Section: Blaming the Adults Discoursementioning

confidence: 99%

“They are Empty Baskets”: Teachers’ Perspective on Violence Among Children

Maysara¹,

Dahlan²,

Yulindrasari³

2021

Proceedings of the 5th International Conference on Early Childhood Education (ICECE 2020)

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Violence behaviour in Kindergarten children has raised concerns about how teachers handle children's violence cases. Teachers' involvement in preventing and coping with children's violent behaviour relies on teachers' assessment of the situation or the care. Perceptions of children's violence could be different among teachers and academics. Using grounded theory, this research tries to discover the underlying dominant discourses behind teachers' perception of violence among children. This study interviewed three teachers who work at one of Kindergarten in West Bandung District, Indonesia. The findings show that there are three discourses embedded in teachers' perception of violence among children. The discourses are the normalization of violence among children, the innocent child, and blaming the adults. All of these discourses are perpetuated by the dominant developmentalism discourse. Viewed from a poststructuralist lens, this study discusses alternative perspectives about violent behaviour in Kindergarten. The findings may be helpful for preventive programs.

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