Percepções e Vivências de Psicólogos/as sobre a Punição Física em Crianças / Perceptions and Experiences of Psychologists about Physical Punishment in Children / Percepciones y Experiencias de los Psicólogos/as sobre el Castigo Físico en Niños/as

Este estudo qualitativo e transversal investigou as percepções e vivências dos/as psicólogos/as sobre o uso da punição física em crianças. Participaram do estudo 13 psicólogos/as brasileiros/as, que responderam a um questionário sociodemográfico on-line, um roteiro de entrevista e vinhetas de situação-problema. A análise de conteúdo revelou duas categorias: Ambivalência nas percepções sobre o uso da punição física: A palmada não é uma forma de agressão?; e Reprodução da punição física geração após geração: a forma de educar mudou?. Constataram-se percepções endossando o uso da punição física e experiências pessoais de punição física na infância, mas vários participantes buscam não repetir com os filhos e são desfavoráveis a todos os níveis dessa prática. Participantes favoráveis ao uso, principalmente da palmada, demonstraram desconhecimento da sua ineficácia enquanto método educativo e de seus efeitos prejudiciais. A transgeracionalidade e a naturalização da palmada foram motivos salientados para a persistência do uso da punição física. São necessárias capacitações a psicólogos/as e estudantes sobre os prejuízos e alternativas à punição física em crianças.

This qualitative and transversal work aimed to investigate the perceptions and experiences of psychologists about the use of physical punishment in children. Thirteen Brazilian psychologists participated in the study, who answered a socio-demographic questionnaire, an interview script and problem-situation vignettes online. Content analysis revealed two categories: Ambivalence in perceptions about the use of physical punishment: Isn't spanking a form of aggression? and Reproduction of physical punishment generation after generation: has the way of educating changed? Perceptions endorsing the use of physical punishment and personal experiences of physical punishment in childhood were found, but several participants try not to repeat it with their children and are unfavorable to all levels of this practice. Participants favorable to the use, mainly of spanking, demonstrated ignorance of its ineffectiveness as an educational method and its harmful effects. The transgenerationality and the naturalization of spanking were highlighted reasons for the persistence of the use of physical punishment. Training is needed for psychologists and students on the harm and alternatives to physical punishment in children.

Este estudio cualitativo y transversal tuvo como objetivo investigar las percepciones y experiencias de psicólogos sobre el uso del castigo físico en niños. Participaron del estudio trece psicólogos brasileños, que respondieron un cuestionario sociodemográfico, un guión de entrevista y viñetas de situaciones-problema en línea. El análisis de contenido reveló dos categorías: Ambivalencia en las percepciones sobre el uso del castigo físico: ¿Las nalgadas no son una forma de agresión? y Reproducción del castigo físico generación tras generación: ¿ha cambiado la forma de educar? Se encontraron percepciones que avalan el uso del castigo físico y experiencias personales del castigo físico en la infancia, pero varios participantes intentan no repetirlo con sus hijos y son desfavorables a todos los niveles de esta práctica. Los participantes favorables al uso, principalmente de las nalgadas, demostraron desconocer su ineficacia como método educativo y sus efectos nocivos. La transgeneracionalidad y la naturalización de las nalgadas fueron razones destacadas para la persistencia del uso del castigo físico. Se necesita capacitación para psicólogos y estudiantes sobre el daño y las alternativas al castigo físico en los niños.

Adaptação da Escala de Crenças sobre Punições Físicas para o contexto brasileiro / Adaptation of the Physical Punishment Beliefs Scale to the Brazilian context / Adaptación de la Escala de Creencias sobre Castigos Físicos para el contexto brasileño

O estudo tem como objetivo apresentar o processo de adaptação da Escala de Crenças sobre Punições Físicas (ECPF) para o contexto brasileiro, bem como as evidências iniciais de dimensionalidade e precisão da escala para uma amostra de brasileiros. Além disso, investigou-se se gênero, faixa etária, parentalidade, histórico de maus-tratos na infância e histórico de violência por parceiro íntimo exercem influência sobre os níveis de crenças sobre punições físicas. Participaram 257 indivíduos, sendo 196 (76,3%) do gênero feminino. Os resultados indicaram que a versão brasileira da escala apresentou melhores índices de ajuste na estrutura unifatorial (TLI = 0,96; RMSEA [90% I.C.] = 0,08 (0,08 - 0,09). As cargas fatoriais variaram de 0,31 a 0,91. Identificou-se, também, que os níveis de crenças sobre punições físicas foram influenciados pelo gênero e idade dos participantes. Os resultados obtidos são favoráveis ao uso da ECPF em amostras brasileiras.(AU)

The study aimed to adapt the Physical Punishment Beliefs Scale to the Brazilian context, and presents the initial evidence of dimensionality and reliability of the scale for a Brazilian sample. It was also investigated whether gender, age group, parenting, history of child maltreatment, and history of intimate partner violence influenced the beliefs related to the levels of physical punishment. Participants were 257 individuals, 196 (76.3%) of whom were female. The results indicated that the Brazilian version of the scale presented better fit indices for the single factor structure (TLI = .96; RMSEA [90% I.C.] = .08 (.08 - .09). The factor loadings ranged from .31 to .91. It was also identified that the beliefs related to the levels of physical punishment were influenced by gender and age group. The results obtained are favorable for the use of the scale in Brazilian samples.(AU)

El estudio tiene como objetivo presentar el proceso de adaptación de la Escala de Creencias sobre Castigos Físicos (ECPF) para el contexto brasileño, así como las evidencias iniciales de dimensionalidad y precisión de la escala para una muestra de brasileños. Además, se investigó si el género, el grupo de edad, la parentalidad, los antecedentes del maltrato infantil y los antecedentes de violencia de pareja influyen en los niveles de creencias sobre el castigo físico. Participaron 257 indivíduos, de las cuales 196 (76,3%) eran mujeres. Los resultados indicaron que la versión brasileña de la escala presentó mejores índices de ajuste en la estructura unifactorial (TLI = 0,96; [90% I.C.]. = 0,08 (0,08 - 0,09). Las cargas factoriales oscilaron entre 0,21 y 0,91. También se identificó que los niveles de creencias sobre castigos físicos fueron influenciados por el género y la edad de los participantes. Los resultados obtenidos son favorables al uso de la ECPF en muestras brasileñas.(AU)

Nature and extent of disciplinary practices used by school teachers

Background: The aim of the study is to analyze the nature, extent and associated factors of disciplinary practices used by school teachers.Methods: A cross-sectional analytic study. Subjects: 165 school teachers. Methods: Teachers completed a structured questionnaire, which included nature and extent of disciplinary methods used and their views on the issue. Statistical analysis was done through Chi square test.Results: 70.9% Teachers felt that physical punishment is needed to discipline school children. 58.2% of teachers indulged in the same though of these 84.2% opinioned that it may be harmful. Methods used were: counselling followed by physical punishment 41.67 % , slapping (14.6%), angry shouting (11.5), shaking (9.4), swearing (6.2), and skin pinch (3.1). Common reasons for punishment included: telling a lie (31.3%), not good at studies (28.1%),disobeying (14.6%),tantrums (7.3%) and stealing (3.1%). Teachers disclosed that they learned it from personal experience (55.2%) and schools (29.2%).Stressful events were present in 47.3%. Physical punishment was significantly more in this category (Chi square 3.84,p 0.05). Almost 77% of teachers had received punishment during childhood. The modal age for getting last punishment was 14 years. Significantly greater number of teachers getting punishment during childhood opinioned in favor of punishing children(Chi square 5.769,p 0.016) and were also involved in this activity(Chi square 6.534,p o.o11).Conclusions: Physical punishment of school children by teachers is common. Stress in the family and punishment during childhood were significant risk factors.

Physical punishment of children by US parents: moving beyond debate to promote children's health and well-being

Abstract Physical punishment remains a common practice in the USA despite significant empirical evidence of its potential harm and ineffectiveness, arguments that its use violates children's human rights, and professional recommendations against its use. The purpose of the current paper is to offer explanations as to why, in the face of a worldwide movement to protect children from violence, the USA continues to support physical punishment of children. The paper also summarizes the various debates engaged in by experts that stem from these explanations for physical punishment and argue that the time has come to move beyond these debates and eliminate the physical punishment of children. We offer suggestions for changing attitudes and practices related to physical punishment of children in order to promote their health and well-being. We conclude by suggesting that the burden of proof in debates about physical punishment, which has typically fallen upon those who argue children should never be physically punished, should shift to those who continue to promote its use despite evidence of its harm and ineffectiveness.

Twenty-Five Years of Physical Punishment Research: What Have We Learned?

Over the past quarter century, research on physical punishment has proliferated. Almost without exception, these studies have identified physical punishment as a risk factor in children's behavioral, emotional, cognitive and brain development. At the same time, the United Nations has established that physical punishment constitutes a breach of children's basic human rights to protection and dignity. Together, research findings and human rights standards have propelled profound global change. To date, 51 countries have prohibited all physical punishment of children. In this article, we review the literature on physical punishment within its historical context, and provide recommendations for health professionals working with families.

Normative minor childhood stress and risk of later adult psychopathology in Saudi Arabia.

Chronic minor childhood stress in the form of corporal punishment predicts adult psychopathology in the United States but has not been demonstrated in a country where corporal punishment is normative. We tested whether adult psychopathology was predicted by recalled frequency of childhood corporal punishment and recalled controllability of punishment in Saudi Arabia. Two hundred and fifty nine Saudi men with substance addictions (who for cultural reasons were at risk for depression) completed a survey measuring: demographic variables, frequency of beating and controllability of punishment as a child, depression and borderline personality disorder symptoms (BPD). Beating frequency and punishment control were uncorrelated and unrelated to patients’ or parents’ education. 92 men (36%) had major depression (PHQ-9 ≥15). Compared to those never beaten, those experiencing infrequent beating (once or twice a year) were significantly more likely to have major depression and higher BPD symptoms, after controlling for demographic variables. Those experiencing frequent beating (monthly or more frequent) were more likely to have major depression and higher BDP symptoms compared to those never beaten, but only when perceived control was low. Perceived punishment control was not significantly related to outcome for those who never had or had infrequent corporal punishment. These results provide evidence in a culture where corporal punishment is normative that corporal punishment, even when infrequent, predisposes to adult psychopathology and that uncontrollability increases the pathogenic effect of frequent corporal punishment. These results support the hypothesis that frequent minor stressors in childhood act as kindling factor for later depression.

Relações entre práticas educativas maternas e problemas de externalização em pré-escolares / Relationship between maternal upbringing and externalizing behavior problems in pre-school children

Este estudo investigou relações entre as práticas educativas maternas e os problemas de externalização na infância. Participaram 64 díades mãe-criança, selecionadas em escolas públicas (68,8%) e particulares (31,3%) de Salvador, Bahia, por meio de amostragem por acessibilidade e também por indicações feitas pelas participantes. Os dados foram coletados em visitas domiciliares ou nas escolas. As mães responderam a uma ficha de dados sociodemográficos, a uma entrevista estruturada sobre as práticas educativas maternas e ao Inventário de Comportamentos da Infância e Adolescência 4-18 anos. A análise de regressão linear múltipla revelou que o modelo que incluiu como variáveis preditoras dos problemas de externalização a escolaridade materna, a renda familiar e as práticas negociação e troca e punição física explicou 15,8% da variância nos problemas de externalização. Discute-se o impacto da punição física no desenvolvimento dos problemas de externalização e o poder preditivo do nível de instrução e da renda familiar em relação às práticas educativas parentais.

This study investigated the relationship between maternal upbringing and externalizing behavior problems in childhood. Participants in the study included 64 mother-child dyads recruited from public (68.8%) and private (31.3%) schools in Salvador, in the Brazilian state of Bahia, via a convenience sampling method and through referral by other participants. The data were collected during home visits or in school. Mothers completed a socio-demographic data form, underwent a structured interview about the practice of maternal upbringing and the Child Behavior Checklist 4-18. A multiple linear regression analysis revealed that the model that included mother's schooling, family income, negotiation and corporal punishment as predictor variables of externalizing behavior problems, accounted for 15.8% of the variance in externalizing behavior problems. The impact of corporal punishment on the development of externalizing behaviors and the predictive power of the level of instruction and family income in relation to the child's upbringing, are discussed.