Violence and maltreatment in Tanzanian families—Findings from a nationally representative sample of secondary school students and their parents

Though the Sustainable Development Goals of the United Nations aim to end all forms of violence against minors, child maltreatment remains a globally prevalent phenomenon. Despite the fact that parents in numerous countries apply violent discipline methods to control children’s behavior, little is known about the prevalence of maltreatment and violent discipline in Sub-Saharan Africa. In this study, we examined the prevalence of maltreatment and violent discipline from both the adolescents’ and parents’ perspectives. In addition, we explored risk factors that could be associated with violent discipline by parents. We administered questionnaires to a nationally representative sample of 700 Tanzanian secondary school students (52% girls, mean age: 14.92 years, SD = 1.02, range: 12–17) and 333 parents or primary guardians (53% females; mean age: of 43.47 years, SD = 9.02, range: 19–71). More than 90% of all students reported exposure to violent discipline by a parent within the past year. Concurrently, more than 80% of parents acknowledged using violent discipline techniques. Using a path model, we found that violent discipline by parents was associated with parental stress. Other risk factors contributed to a higher stress level but were not directly linked to maltreatment. Our findings indicate high levels of violent discipline in Tanzanian families. There is a pressing need to design and implement interventions that prevent children from experiencing violence at home. Reducing parents’ stress levels may be a starting point for intervention. Yet, due to the high levels of violent discipline, societal beliefs also need to be considered.     

Parental harsh discipline in mainland China: Prevalence,frequency, and coexistence

The study examined the prevalence, frequency, and coexistence of psychological aggression (PA), corporal punishment (CP), and severe physical abuse (SPA) in mainland China. Using a sample of 2,518 father–mother dyads of 3–15-year-old children, the findings revealed that parental harsh discipline was prevalent in mainland China. The rates of harsh discipline in the current study fell in the middle of the ranges of rates found in other studies. Harsh discipline was most likely directed at boys or children aged 7 years and committed by mothers, young fathers, or high and low socioeconomic status (SES) parents. The prevalence of maternal and paternal PA and CP declined with the children's age. Maternal and paternal SPA first increased and then decreased with child age. The frequency of the three types of maternal and paternal harsh discipline fluctuated depending on the age of the children. In addition, approximately 50% of the mothers and fathers who reported using severe forms of disciplinary practices also engaged in less severe forms of harsh disciplinary practices against their children. SPA generally coexisted with CP and PA, and CP was usually accompanied by PA; however, PA was more likely to occur independently compared with CP and SPA. Moreover, maternal harsh discipline coexisted with paternal harsh discipline to some extent. The coexistence decreased with increasing severity of parental harsh discipline and differed according to child gender. These findings highlight the importance of studying these three types of parental harsh discipline simultaneously and intervening in harsh discipline by mothers and fathers within the same family.     

Stress and positive attitudes towards violent discipline are associated with school violence by Ugandan teachers

BackgroundGlobally, the use of violent discipline methods by teachers to manage child behavior is still highly prevalent despite enactment of laws that prohibit school violence. In the case of Uganda there is a dearth of accurate prevalence statistics on school violence and factors associated with the use of violence by teachers.ObjectivesTherefore, the current study examined the prevalence of and attitudes towards violence. The study also explored the association between teachers’ stress, positive attitudes towards violence and the use of violent discipline management methods.MethodsA representative sample of 291 teachers and 702 students from 12 public secondary schools in southwestern Uganda responded to anonymous self-administered questionnaires. Data were collected from April to November 2017.ResultsFindings indicated that 86.5% of the teachers reported having used violent disciplinary methods on students in the past month while 91.5% of the students reported experiencing violence by teachers. Teachers (88.3%, n = 256) endorsed positive attitudes towards violent discipline. Teachers’ stress was related to higher levels of violent discipline (β = 0.20). This relation was mediated by positive attitudes towards violence (0.06, SE: 0.01, 95%-CI: 0.035–0.092).ConclusionsOur findings indicate that teacher reported stress was associated with their use of violent behavior and positive attitudes and that positive attitudes reduced the association between teachers’ stress and violent behavior. Therefore, interventions aiming to reduce violence by teachers may need to integrate effective stress management skills, in addition to nonviolent discipline strategies, and fostering attitudinal change towards the use of violent methods.     

Violence against children in Afghanistan: Concerns and opportunities for positive change

Violence against children (VAC) in Afghanistan is a serious issue in the context of many decades of conflict and poverty. To date, limited studies have explored the extent of VAC in Afghanistan and the settings where VAC takes place. To understand (i) the extent of VAC, (ii) settings where VAC takes place, (iii) parental forms of VAC and (iv) regional differences, an interview administered cross-sectional survey was employed among a community sample of 145 children and 104 parents living within Kabul, Torkham, and Jalalabad. Demographic information was collected as well as items from the International Child Abuse Screening Tool (ICAST-CH). In this study, 71% of children reported experiencing physical violence is some form in the past year. Home was the most likely location of violence. The overwhelming majority of parents reported using physical violence as a discipline method. Parents who attained higher levels of education and had more skilled occupations used violence less as a discipline method. However, consistent with international research, children cited their parents as their preferred source of support in situations of violence. Interestingly, parents did not see violent forms of discipline as more effective than non-violent strategies. The results offer a disturbing yet ‘on the ground’ insight into VAC in Afghanistan from the experience of children and parents. The results have important implications for programming design and provide a focus for stopping and preventing VAC in Afghanistan and similar contexts.     

Child discipline in low- and middle-income countries: Socioeconomic disparities at the household- and country-level

BackgroundIn the past month, an estimated eight of ten children worldwide have experienced violent discipline. Understanding the economic and social contexts in which parents are more likely to use particular disciplinary practices is necessary to reduce violence against children. Critical examination of disciplinary practices and beliefs in cross-country analysis of low- and middle-income countries (LMICS) has been limited.ObjectiveTo estimate the association of country-level stressors and household-level economic stressors with disciplinary behaviors and beliefs.Participants and settingUsing Multiple Indicator Cluster Survey data between 2010 and 2013, 231,221 parents from 32 LMICS were included.MethodsThe prevalence of past-month nonviolent discipline, physical discipline, psychological aggression, belief in the utility of physical discipline, and incongruence of disciplinary practice and belief were estimated. Country-level prevalence was regressed on country-level stressors (economic burden, economic inequality, human security, and human development). Individual-level disciplinary practices and beliefs were regressed on household wealth.ResultsCountry-level stressors predicted psychological and physical discipline use and belief in the utility of physical discipline. Lower household wealth was associated with increased violent disciplinary practice and belief. Lower household wealth was associated with increased likelihood of using violent discipline, even when the caregiver did not believe in its utility (OR = 1.63 [1.34, 1.98]).ConclusionsDiscipline use and belief in LMICS should be understood within the context of salient societal and household stressors.Parental disciplinary beliefs and practices reflect complex interplay with broader social, political and economic contexts and should not be taken to be defined by monolithic views of culture.     

Understanding caregivers' attitudes towards physical punishment of children: evidence from 34 low- and middle-income countries

Objectives

This article presents findings on caregivers’ attitudes towards physical punishment of children from 34 household surveys conducted in low- and middle-income countries in 2005 and 2006. The article analyzes the variability in attitudes by background characteristics of the respondents to examine whether various factors at the individual and family levels correlate with the caregivers’ beliefs in the need for violent discipline. The article also examines to what extent attitudes influence behaviors and compares groups of respondents to see how attitudes relate to disciplinary practices across caregivers of different socio-economic backgrounds.

Methods

The analysis is based on nationally representative data from 33 MICS and 1 DHS surveys. Questions on child discipline were addressed to the mother (or primary caregiver) of one randomly selected child aged 2–14 years in each household. The questionnaire asked whether any member of the household had used various violent and non-violent disciplinary practices with that child during the past month. Additionally, the interviewers asked the respondent if she believed that, in order to bring up that child properly, physical punishment was necessary. The sample included 166,635 mothers/primary caregivers.

Results

The analysis shows that, in most countries, the majority of mothers/primary caregivers did not think there was a need for physical punishment. Overall, characteristics such as household wealth and size, educational level and age, as well as place of residence were significantly associated with caregivers’ attitudes. The analysis confirms that beliefs influence disciplinary practices to a large degree: in all the countries but two, children were significantly more likely to experience physical punishment if their mothers/primary caregivers thought such punishment was needed. However, large proportions of children were found to be subject to physical punishment even if their mothers/primary caregivers did not consider this method necessary. This discrepancy between attitudes and behaviors is observed, although to different extents, in all the countries and across groups of mothers/primary caregivers with different levels of education and wealth.

Conclusions

The data presented in this article are among the few resources available to help develop a more global understanding of caregivers’ motivation in using violent discipline across a multitude of low- and middle-income countries. As such, the analysis of these data provides important insights for the development of effective strategies that will promote positive parenting practices. However, further data collection and analysis are needed to fully understand the reasons why physical punishment is used – even when caregivers do not think such method is necessary – opening the door for an even sharper programmatic response to change the practice.     

Comenius,moral and pious education,and the why,when and how of school discipline

ABSTRACT

The present study provides an analysis of John Amos Comenius’s thoughts on moral and pious education, educational governance and school discipline as expressed in Didactica Magna. This is examined from the background of his view of education as a societal phenomenon, the purposes of different categories of knowledge for individual formation and the role of pedagogy in the upbringing of children. Theoretically, this paper expands on Michel Foucault’s ideas about governmentality and discipline, as well as on Henri Lefebvre’s spatial theories. The article argues that Comenius can be viewed as a significant contributor to the early modern shift towards new administrative techniques for school governance, transmitting the mode of disciplinary power into pedogogised and didactic forms. The article contributes to achieving more systematic knowledge for understanding the focused areas of schooling, the concept of discipline and the pedagogic premises of disciplinary practice in an early-modern European educational context.     

我国职业教育学科建设:使命与方略

我国职业教育学科建设在学科体系、学科梯队、学科成果、学科平台及学科反思方面取得了令人瞩目的成就。今后的主要任务是:谋划学科布局,明确主攻方向,构建学科体系,完善规训制度,创建研究学派。其建设策略是:着眼价值学科,丰满学科事实;着重应用研究,催生学科理论;着力人才培养,彰显学科功能;着实合作研究,打造学科精品;着手学科整合,构建学科文化。     

A meta-analysis of child physical abuse prevalence in China

This study estimated the prevalence of child physical abuse in China, compared Chinese prevalence with international and Asian estimates, and ascertained whether some differences in sample characteristics and methodological factors (e.g., time prevalence, definitional or regional difference) help explain variations in Chinese rates. Based on a meta-analysis of 47 studies found in English- and Chinese-language peer-reviewed journals that involved general populations of students or residents reporting child physical abuse prior to age 18, the life time prevalence of any child physical abuse in China was estimated at 36.6% (95% CI: 30.4–42.7), which was significantly higher than either the international or the Asian estimate in Stoltenborgh et al.’s (2013) study. Chinese prevalence was estimated at 43.1% (95% CI: 36.6–52.5) for minor physical abuse, 26.6% (95% CI: 21.4–31.8) for severe physical abuse, and 7.8% (95% CI: 5.0–10.5) for very severe physical abuse. Subgroup analysis found a significant difference between lifetime and 12-month or less prevalence only for minor physical abuse. The prevalence of any and minor child physical abuse in mainland China was significantly higher than that in non-mainland China. The mainland and non-mainland difference was significant even controlling for definitional and methodological factors as well as sample characteristics. The findings suggested the need to develop educational programs to promote non-violent parenting particularly in mainland China.     

Neighborhood crime undermines parenting: Violence in the vicinity of households as a predictor of aggressive discipline

Child discipline is a central component of parent-child interactions. Evidence suggests corporal discipline impairs children’s physical, cognitive, and socioemotional development and compromises their future chances, especially since it is more frequently used against at-risk children. Using geocoded data for 1209 children under the age of five and their mothers, this study analyses the relation between the occurrence of crimes in close proximity to households in four major urban municipalities of Colombia and a particularly violent corporal discipline practice: hitting children with objects. Results indicate that exposure to violent crimes, such as homicides and personal injuries, predicts a higher probability of hitting children with objects, even after controlling for a set of individual, family, and neighborhood characteristics. Sensitivity analyses suggest violent crimes are not related to other discipline methods, and less threatening crimes, such as robbery and drug trafficking, are not associated with hitting children with objects. These findings suggest households’ walls are permeable, and outside threats may interfere with families’ dynamics and well-being. Future directions and implications are discussed.     

高校基础学科与应用学科协调发展对策研究

基础学科与应用学科协调发展虽然不是大学学科建设的唯一内容,但两者之问的关系是提高大学学科水平的重要因素之一。在基础学科与应用学科发展中,我国大学还存在着基础学科薄弱、应用学科未达到高层次等问题。影响基础学科与应用学科协调发展的因素很多,文章从三个方面提出了具体的措施建议。     

Transnationalism,parenting, and child disciplinary practices of African immigrants in Alberta,Canada

Child discipline remains a topic of public health interest across the globe. Despite this enduring interest, very little is known about the child disciplinary practices of African immigrants in Canada. This paper explores the disciplinary practices of African immigrant parents in Alberta, a Canadian province with a recent surge in the population of African immigrants. Employing a critical ethnographic methodology, informed by transnational theory, we collected data through in-depth qualitative interviews with a purposive sample of African community leaders (n = 14), African immigrant parents (n = 32), policymakers (n = 2), and health and immigrant settlement workers (n = 10). As members of the African immigrant community, we were deeply immersed in the research settings, which afforded us the opportunity to collect pertinent observational data in the form of reflexive notes. Thematic analysis of the data revealed child disciplinary approaches that incorporate Canadian and African parenting practices, as well as practices that appear somewhat unique to this demographic. We found that African immigrant parents used corporal discipline, persuasive discipline, and a hybrid of the two, as well as emerging practices involving transnational fostering and emotional isolation of children who persistently misbehaved. These practices, in their totality, appeared to be influenced by the transnational experiences of parents and precepts that are traceable to Canada’s legal and educational systems. We present theoretical, policy, and service implications of our findings, including a recommendation to incorporate sociocultural dimensions of child discipline into Canadian child welfare policies and practices.     

知识与学科——兼论教育学学科地位

学科产生伴随着知识分化,学科地位的高低又与知识分层密不可分,故知识与学科之间存在着唇齿相依的关系。从知识的角度来看,一种知识能不能成为一门学科,涉及到该科知识有没有分化并在大学得以建制,而一门学科的地位如何,涉及到该种知识的权力大小问题。从教育学知识及其学科权力的形成来看,教育学要真正突显其学科价值,就应以开放的态度迎接各学科知识的融合,积极投身于大学科系统之中,为社会发展贡献自己的力量。探讨教育学的形成以及教育学学科地位的形成,相较于就教育学谈教育学学科地位来说,更能说明教育学的学科地位及其未来发展趋势。     

新建地方本科院校学科建设的问题及对策

新建地方本科院校学科建设起步较晚,基础薄弱,存在对学科建设认识不足,学科总体水平不高,优势特色学科不足,学科队伍不强,科研水平不高,学科经费不足等问题。针对这些问题提出学科建设应采取的对策:提高对学科建设的认识,优先建设特色优势学科,积极构建学科体系,加强学科队伍建设,提升科研水平,增加经费投入,完善运行机制等。     

世界一流大学基础学科与应用学科协调发展的经验研究

基础学科与应用学科的协调发展虽然不是大学学科建设的唯一内容,但两者之间的关系是提高大学学科水平的重要因素之一。文章通过对世界一流大学的具体分析,总结出它们在基础学科与应用学科协调方面的共同成功因素,以期为我国大学基础学科与应用学科协调发展提供参考与指导。     

Comparing disciplinary methods used by mothers in Palestine and Qatar

This paper explores child disciplinary methods used by parents in Qatar and Palestine. In this study ICAST-P, an internationally recognized tool, was used with mothers reporting on one of their children up to their 12th birthday. It questions about disciplinary methods: nonviolent; physical: moderate and severe; and psychological methods that had been used in the previous year on the index child in the family. A comparative national cross-sectional household survey of mothers aged 25–50 years old was conducted in both Qatar and Palestine, both Arabic Muslim states, but with very different socio-economic and political contexts that place Qataris in a much more advantageous position. Our results show that the 1299 Palestinian mothers interviewed were younger, had more children and less education compared to the 1018 Qatari mothers. Fewer mothers from Palestine were working. The index child in Palestine tended to be younger with 60% being under 5 years, while 73.7% of Qatari children were over 5 years of age. Severe physical disciplinary methods were reported significantly more often, in Palestine, e.g. Kicking the child (P value < 0.001), using hand or pillow to prevent breathing (P value < 0.001) and hitting child with object or fist (P value < 0001). Moderate as well as psychological disciplinary methods were also significantly higher among Palestinian mothers (P value < 0.001). Our results suggest that challenging circumstances that Palestinian mothers experience, as compared to their Qatari peers, are associated with greater prevalence of the harsher forms of discipline. Our findings have policy implications and preventative strategies for child maltreatment in both countries.     

论基础学科与应用学科协调发展——兼论大学学科建设

基础学科与应用学科的协调是大学学科建设的重要内容。基础学科是应用学科的源头和后盾,应用学科是基础学科的延伸和继续。协调基础学科与应用学科既是当代学科和科学技术发展的要求,又有利于大学三大职能的发挥,有利于创新人才的培养,有利于重大科研成果的产生,有利于更好地服务社会。     

Attitudes of Turkish parents, pediatric residents, and medical students toward child disciplinary practices

OBJECTIVE: The aims of the study were to: determine the attitudes of parents, pediatric residents, and medical students from a Turkish population toward childhood disciplinary methods; ascertain the association of participants' abusive childhood history with their attitudes toward discipline; and assess their attitudes about disciplinary actions, which should be reported as abuse. METHOD: A cross-sectional survey was conducted in Ankara University School of Medicine, Department of Social Pediatrics. Sixty-five parents, 39 pediatric residents, and 106 medical students completed a questionnaire (Survey of Standards of Discipline). This questionnaire was designed to measure sociodemographic characteristics, attitudes toward childhood disciplinary practices, and abusive childhood experiences. There were 43 different disciplinary acts in this questionnaire. The participants were expected to give responses to these acts in three categories: (a) acceptable as discipline; (b) unacceptable as discipline; and (c) unacceptable as discipline-would report to authorities as child abuse. Based on the responses to this questionnaire, we developed the Severity Scale. Using this scale, physical severity scores, verbal severity scores, and total severity scores were measured for each participant. RESULTS: None of the participants accepted life-threatening practices as discipline, but some declared certain abusive disciplinary practices as acceptable. Some forceful disciplinary methods were not considered as reportable by participants. All severity scores of both residents and students were found to be higher than those of the parents (for verbal severity scores p=.042). Also, both verbal and physical severity scores of parents with one child were higher than those of parents with two children (for verbal severity scores p=.044). Ninety-one participants (43.3%) indicated that beating was an acceptable form of discipline. Of parents, 66.9% reported abusive childhood history by their own criteria. Of medical students with an abusive childhood experience, 56.5% accepted beating as appropriate (p=.001). Both verbal and physical severity scores were found to be higher in participants with abusive childhood history. CONCLUSIONS: Abusive childhood history and lack of education regarding appropriate discipline techniques are linked to the acceptance of certain physical discipline practices. Turkey's cultural and traditional norms may be associated with the use of physical punishment, and in some cases, physical abuse. The lack of awareness of abusive discipline methods among physicians constitutes problems for child protection and must be addressed. Thus, educational programs on child disciplinary practices are required to provide an increased awareness of child abuse among health professional trainees and parents in Turkey.     

蒙台梭利纪律教育思想与幼儿园常规教育

蒙台梭利在她的教育著作中就纪律教育问题作了专门的论述,不仅提出了一个全新的纪律教育观:纪律必须通过自由而获得(突破了传统教育派将纪律和自由二者相互对立的局限),而且还就良好纪律的培养途径以及培养的阶段性等问题从实践角度作了有益的论述。这对于纠正当前幼儿园常规教育在认识或实践方面尚存在的缺陷和不足具有积极作用。     

中国艺术史学科的可能性、路径及艺术史学

中国艺术史学科虽然自成立以来就遭受质疑,但也不难予以合理的回应:西方的艺术史正在从艺术门类史而变得越来越具有艺术门类综合性和文化多元性;中国自身的文化、学术及艺术传统本身则具有艺术史书写的动力。中国艺术史学科的可能性来自于两方面:艺术史学科制度建立本身,中国式门类艺术汇通及古今学术汇通传统。艺术史学科路径可以有门类艺术史、宽视角门类艺术史、观念艺术史、比较艺术史、跨门类综合艺术史等。对艺术史学科路径的反思可能引导出艺术史学——对艺术史研究方法或路径的反思。中国艺术史学科可以由三个分支构成:艺术通史,跨门类、跨媒介或跨学科的艺术史,艺术史学。