Do multigenerational homes moderate the intergenerational transmission of maternal adverse childhood experiences?

ABSTRACTBackground: Maternal adverse childhood experiences (ACEs) may lead to increased behavioural problems in children. However, the mediating roles of psychological distress and corporal punishment, two common mechanisms underlying the intergenerational transmission of maternal ACEs, in these relations have not been examined in Chinese samples. Multigenerational homes (MGH) are the dominate living arrangement in China; however, limited research focuses on the effects of MGHs on the intergenerational transmission of maternal ACEs.Objective: This study explored the parallel mediating effects of corporal punishment and psychological distress on the association between maternal ACEs and children's behaviour and whether MGHs can strengthen or weaken the relationship between maternal ACEs and corporal punishment or psychological distress.Participants and setting: Participants were 643 three-year-old children and their mothers (mean age of 32.85 years, SD = 3.79) from Wuhu, China.Methods: Mothers completed online questionnaires measuring ACEs, psychological distress, corporal punishment, their family structure, and children's behavioural problems. This study used a moderated mediation model.Results: The findings suggest that psychological distress and corporal punishment mediate the association between maternal ACEs and children's behavioural problems. The mediating role of corporal punishment was found depend on whether mothers and their children reside in MGHs. MGHs were not found to have a moderating role in the indirect relationship between maternal ACEs and children's behaviour problems via psychological distress.Conclusion: Our findings highlight the importance of addressing psychological distress and corporal punishment when designing interventions targeted Chinese mothers exposed to ACEs and their children, especially those living in MGHs.

Psychological distress and corporal punishment have parallel mediating roles in the associations between maternal adverse childhood experiences and offspring behavioural problems.Mothers with more adverse childhood experiences and in multigenerational homes were more likely to use corporal punishment.Multigenerational homes did not moderate the indirect relationship via psychological distress.

A Community-based Responsive Caregiving Program Improves Neurodevelopment in Two-year Old Children in a Middle-Income Country, Grenada, West Indies

Many young children in low- and middle-income countries (LMICs) are at risk of developmental delays. Early child development (ECD) interventions have been shown to improve outcomes, but few interventions have targeted culturally normative violence such as corporal punishment (CP). We partnered with an existing community-based ECD organization in the LMIC of Grenada to implement a parallel controlled-trial single-blind responsive caregiving intervention that educates parents about the developing brain and teaches alternatives to corporal punishment while building parental self-regulation skills and strengthening social-emotional connections between parent and child. Parents and primary caregivers with children under age two were eligible. Allocation to the intervention and waitlist control arms was unblinded and determined by recruitment into the program. Neurodevelopment was assessed by blinded testers when each child turned age two. Primary comparison consisted of neurodevelopmental scores between the intervention and waitlist control groups (Clinicaltrials.gov registration xxx NCT04697134). Secondary comparison consisted of changes in maternal mental health, home environment, and attitudes towards CP. Children in the intervention group (n = 153) had significantly higher scores than children in the control group (n = 151) on measures of cognition (p = .022), fine motor (p < .0001), gross motor (p = .015), and language development (p = .013). No difference in secondary outcomes, including CP, was detected. (AU)

Muchos niños en países de renta media y baja corren el riesgo de sufrir retrasos en el desarrollo. Las intervenciones en periodos tempranos del desarrollo infantil pueden mejorar sus resultados, pero pocas de ellas abordan la violencia culturalmente normativa, como el castigo corporal. En asociación con una organización comunitaria que trabajaba en el ámbito del desarrollo infantil temprano en Granada se llevó a cabo una intervención paralela de parentalidad responsiva mediante un ensayo controlado de simple-ciego con el fin de educar a los padres sobre el cerebro en desarrollo y alternativas al castigo corporal, a la vez que les enseñaban destrezas de autorregulación y se fortalecían los vínculos socioemocionales entre padres e hijos. Para ello se eligieron padres y cuidadores primarios de niños menores de dos años. La asignación a los grupos de intervención y lista de espera de control no fue ciega, estando determinada por el reclutamiento al programa. El desarrollo neurológico fue evaluado a ciegas cuando el niño cumplía dos años. La comparación primaria constaba de puntuaciones en neurodesarrollo entre los grupos intervención y lista de espera de control (Clinicaltrials.gov registration xxx NCT04697134). La comparación secundaria constaba de cambios en la salud mental materna, entorno del hogar y actitudes hacia el castigo corporal. Los niños en el grupo de intervención (n = 153) tenían puntuaciones significativamente superiores a las de los niños del grupo control (n = 151) en las medidas de cognición (p = .022), motricidad fina (p < .0001), motricidad gruesa (p = .015) y desarrollo del lenguaje (p = .013). No se encontraron diferencias en los resultados secundarios, entre los que se incluía el castigo corporal. (AU)

O uso do castigo físico em crianças e adolescentes como prática educativa: algumas perspectivas da sociologia, filosofia e psicologia / The use of physical punishment in children and adolescents as an educational practice: some perspectives from sociology, philosophy and psychology / El uso del castigo físico en niños y adolescentes como práctica educativa: algunas perspectivas de la sociologia, filosofía y psicología

Com a finalidade de buscar subsídios teóricos para a discussão sobre o uso do castigo físico em crianças e adolescentes no Brasil foram feitas leituras de algumas obras da Sociologia, Filosofia e Psicologia. Em Durkheim foi possível perceber que a violência não coaduna com os propósitos educativos. Já, Kant considera que o aprimoramento da criança é a finalidade das punições físicas. Arendt contribui com o conceito de crise da autoridade nas famílias e Vigotski posiciona-se contra a palmada porque a criança deixa de fazer algo errado porque foi amedrontada ou humilhada e não porque entendeu o erro cometido. O castigo físico teria lugar, segundo Adorno, quando aplicado de forma consciente e sem originar-se no principio da violência. Com base nessas leituras foi possível concluir que o uso do castigo físico é uma temática que pede uma complexa discussão, se uma mudança sociocultural no Brasil quiser ser implementada.

In order to search for theoretical support to discuss the use of physical punishment in children and adolescents in Brazil, readings of some works of sociology, philosophy and psychology were made. In Durkheim it was possible to perceive that violence is not consistent with educational purposes. Kant considers that the improvement of a child is the purpose of physical punishments. Arendt contributed to the concept of crisis in family authority and Vigotski is opposed to spanking because the child does not do something wrong due to being frightened or humiliated, and he or she does not understand the error. Physical punishment would take place, according to Adorno, when applied consciously and without having as its origin the principle of violence. Based on these readings it was concluded that the use of physical punishment is an issue that calls for a complex discussion if a socio-cultural change in Brazil is to be implemented.

Con el fin de buscar fuentes teóricas para analizar el uso del castigo físico en los niños y adolescentes en Brasil, se realizaron lecturas de algunas obras de la sociología, la filosofía y la psicología. En Durkheim fue posible percibir que la violencia no es consistente con fines educativos. Kant considera que el propósito de los castigos físicos es la mejora de un niño. Arendt contribuyó com el concepto de crisis de autoridad familiar y Vigotski se opone a nalgadas porque el niño deja de hacer algo mal debido a tener miedo o ser humillado y no porque entiende el error. El castigo físico seria adecuado, según Adorno, cuando se lo aplica de manera consciente y sin tener como origen el principio de la violencia. Sobre la base de estas lecturas se concluyó que el uso del castigo físico es una cuestión que exige una compleja discusión si un cambio socio-cultural en Brasil debe ejecutarse.

Punição corporal aplicada por funcionários de duas escolas públicas brasileiras: prevalence in two public schools / Corporal punishment by school staff in Brazil: prevalencia en dos escuelas públicas Brasileñas / Castigo corporal por los empleados de escuelas

Esse estudo identificou casos de alunos vítimas de agressões físicas por parte de funcionários de escolas brasileiras e verificou sua relação com características demográficas, depressão e engajamento escolar. Responderam ao Questionário de Investigação de Prevalência de Violência Escolar, ao Inventário de Depressão Infantil e à Escala de Engajamento Escolar 396 estudantes de duas escolas públicas. No total, 21 alunos foram agredidos fisicamente por funcionários (AFF). Houve diferenças significativas entre o grupo AFF e o dos que não foram agredidos fisicamente (NAFF). No primeiro houve maior proporção de alunos do sexo feminino, de alunos violentos com os pares e de alunos vítimas de colegas, e maior índice de depressão. Não houve diferenças significativas entre os grupos quanto aos aspectos idade, escolaridade, reprovação e engajamento escolar. Supõe-se que o aluno AFF apresente comportamentos de agressão aos colegas e funcionários da escola e que por isso seja agredido, o que o levaria a continuar sendo agressivo com os outros. Tal hipótese deve ser investigada em estudos futuros.

This study identified the prevalence of students who are victims of physical punishment by school staff in Brazil, and verified relations to demographic data, depression and school engagement. 396 students of two public schools answered the School Violence Prevalence Investigation Questionnaire, the Child Depression Inventory and the School Engagement Scale. Totally, 21 students were physically beaten by school staff. There were significant differences between the group of students victims of physical aggression (AFF) and the students that were not victims (NAFF): the former had a higher proportion of female students, students with violent peers, students victims of colleagues, and a higher rates of depression. There were not statistical differences between the groups in respect of gender, age, school background, school failure and school engagement. It is supposed that the student AFF has violent behaviors with peers and school staff and, therefore, which would lead him to continue being aggressive with others. This hypothesis should be investigated in future studies.

Este Este estudio identificó la prevalencia de estudiantes víctimas de castigo físico por los empleados de escuelas brasileñas y posibles relaciones con depresión, demografía y compromiso en la escuela. Respondieron a Cuestionario de Investigación de Prevalencia de Violencia Escolar, Inventario de Depresión para Niños y Escala de Participación Escolar, 396 estudiantes de dos escuelas públicas. En total, 21 estudiantes fueron golpeados físicamente por profesionales de la escuela. Hubo diferencias significativas entre el grupo de estudiantes golpeados para los que no fueron. En el primer grupo hubo una mayor proporción de estudiantes del género femenino, violentos con sus compañeros, víctimas de sus compañeros y mayor tasa de depresión. No hubo diferencias significativas entre los grupos de edad, escolaridad, participación y fracaso escolar. Se supone que el estudiante golpeado presente comportamientos agresivos a colegas y profesionales, por eso, sea atacado, lo que le llevaría a seguir siendo agresivos con los demás. Esta hipótesis se debe investigar en futuros estudios.

Punição corporal aplicada por funcionários de duas escolas públicas brasileiras: prevalence in two public schools / Corporal punishment by school staff in Brazil: prevalencia en dos escuelas públicas Brasileñas / Castigo corporal por los empleados de escuelas

Esse estudo identificou casos de alunos vítimas de agressões físicas por parte de funcionários de escolas brasileiras e verificou sua relação com características demográficas, depressão e engajamento escolar. Responderam ao Questionário de Investigação de Prevalência de Violência Escolar, ao Inventário de Depressão Infantil e à Escala de Engajamento Escolar 396 estudantes de duas escolas públicas. No total, 21 alunos foram agredidos fisicamente por funcionários (AFF). Houve diferenças significativas entre o grupo AFF e o dos que não foram agredidos fisicamente (NAFF). No primeiro houve maior proporção de alunos do sexo feminino, de alunos violentos com os pares e de alunos vítimas de colegas, e maior índice de depressão. Não houve diferenças significativas entre os grupos quanto aos aspectos idade, escolaridade, reprovação e engajamento escolar. Supõe-se que o aluno AFF apresente comportamentos de agressão aos colegas e funcionários da escola e que por isso seja agredido, o que o levaria a continuar sendo agressivo com os outros. Tal hipótese deve ser investigada em estudos futuros.(AU)

This study identified the prevalence of students who are victims of physical punishment by school staff in Brazil, and verified relations to demographic data, depression and school engagement. 396 students of two public schools answered the School Violence Prevalence Investigation Questionnaire, the Child Depression Inventory and the School Engagement Scale. Totally, 21 students were physically beaten by school staff. There were significant differences between the group of students victims of physical aggression (AFF) and the students that were not victims (NAFF): the former had a higher proportion of female students, students with violent peers, students victims of colleagues, and a higher rates of depression. There were not statistical differences between the groups in respect of gender, age, school background, school failure and school engagement. It is supposed that the student AFF has violent behaviors with peers and school staff and, therefore, which would lead him to continue being aggressive with others. This hypothesis should be investigated in future studies.(AU)

Este Este estudio identificó la prevalencia de estudiantes víctimas de castigo físico por los empleados de escuelas brasileñas y posibles relaciones con depresión, demografía y compromiso en la escuela. Respondieron a Cuestionario de Investigación de Prevalencia de Violencia Escolar, Inventario de Depresión para Niños y Escala de Participación Escolar, 396 estudiantes de dos escuelas públicas. En total, 21 estudiantes fueron golpeados físicamente por profesionales de la escuela. Hubo diferencias significativas entre el grupo de estudiantes golpeados para los que no fueron. En el primer grupo hubo una mayor proporción de estudiantes del género femenino, violentos con sus compañeros, víctimas de sus compañeros y mayor tasa de depresión. No hubo diferencias significativas entre los grupos de edad, escolaridad, participación y fracaso escolar. Se supone que el estudiante golpeado presente comportamientos agresivos a colegas y profesionales, por eso, sea atacado, lo que le llevaría a seguir siendo agresivos con los demás. Esta hipótesis se debe investigar en futuros estudios.(AU)