Long-term effects of child punishment on Mexican women: a structural model

OBJECTIVE: The aim of this study was to investigate long-term effects of parental use of physical and verbal punishment on Mexican women. To study both direct and indirect effects of these phenomena, a structural model was developed and tested. METHOD: One hundred and fifty Mexican women were interviewed with regard to their history of child abuse, their level of depression, alcohol use, antisocial behavior, and punishment of their own children. Factors representing such constructs were specified within a structural equation model and their inter-relations were estimated. Women's history of abuse was considered as an exogenous latent variable directly affecting three other factors: mothers' antisocial behavior, their alcohol consumption, and their levels of depression or anxiety. These factors, in turn, were specified as influencing mothers' harsh discipline of their own children. RESULTS: Data supported this model, indicating that a history of abuse has long-term effects on women's behavior and psychological functioning, which in turn cause women's punitive behavior against their children. CONCLUSIONS: These results are discussed in terms of the theoretical framework of intergenerational transmission of violence. The direct consequences (depression, anxiety, alcohol consumption, and antisocial behavior) of child punishment act as risk factors for the next generation of child abuse.     

The effects of community violence on children in Cape Town, South Africa

OBJECTIVE: The primary objective of the study was to investigate the relationship between exposure to community violence (neighborhood, school, police, and gang violence) and psychological distress in a sample of children living in the Cape Town, South Africa area. Another objective was to identify variables that moderate and mediate the relationship between exposure to community violence and psychological distress. METHODS: Face-to-face interviews were conducted with 185 children between the age of 8 and 13 from five Cape Town Township schools. Structured scales were used to measure exposure to several forms of community violence, family functioning, social support, perceptions of safety, and "unknown" locus of control. RESULTS: Exposure to all forms of violence was extremely high and resulted in substantial psychological distress. Perceived safety functioned as a mediating variable for all forms of violence. Unknown locus of control, social support, family organization, and family control moderated the effects of exposure to certain kinds of violence. Surprisingly, exposure to murder was not related to psychological distress, suggesting a possible "numbing" effect of extreme forms of violence. Hearing about violence from others had almost the same effect as actually witnessing it. Older children had witnessed more violence and were experiencing more distress, suggesting an "exposure accumulation" effect. CONCLUSIONS: The findings suggest the importance of a child's ability to feel safe in reducing the distress that occurs as a result to exposure to violence. Parents and schools can help children cope, but there appear to be limits. Early intervention, before maladaptive coping mechanisms have developed, also appears to be important.     

浅析城管执法中公务化暴力的成因及对策

城市管理中的暴力执法行为愈演愈烈,成为值得关注的一个社会问题。这种公务化暴力行为具有权力来源合法性、心理结构扭曲性、表现方式双重性的特征。城管执法中公务化暴力产生的原因是多方面的,化解公务化暴力需要转变城市发展观念、扩大公民参与城市管理的渠道、加强城市管理法制化建设。     

青少年社区暴力接触的研究概述

社区暴力接触已经成为一个公共健康问题,近二十年来,学术领域对儿童和青少年的社区暴力接触给与了充分的关注。本文在回顾青少年暴力接触相关研究文献的基础上,分析了社区暴力接触的相关概念、青少年社区暴力接触的影响因素、主要理论模型,并对社区暴力接触对青少年的消极影响以及对青少年社区暴力接触的预防和干预措施等进行了介绍,此外,分析了既有研究存在的问题,探讨了未来的研究方向。     

Externalizing Problems in Head Start Children: An Ecological Exploration

The increased familial and environmental stressors affecting Head Start families over the last two decades have precipitated an escalation of mental health difficulties among participant children (Yoshikawa & Knitzer, 1997). Using an ecological framework (Bronfenbrenner, 1979). this study explored externalizing behavior problems among a group of Head Start children in a suburban county. Children were assessed for externalizing behavior problems in the home and classroom. Additionally, parents participated in interviews about a variety of ecological factors related to children's behavior problems. Almost one-quarter of the children were identified by their parents as having externalizing behavioral problems in the borderline or clinical range. Twice as many girls as boys had borderline or clinical levels of behavioral problems. Child externalizing behavior was positively associated with child internalizing behavior, parent psychological symptomatology, child temperament, family environment, and exposure to community violence. Children with parent-identified externalizing behavior did have specific social problem-solving skills deficits. Additionally, they were observed to have high levels of specific inappropriate behavior, but did not exhibit high levels of teacher-rated behavior problems. The implications of these findings for Head Start program planning are discussed.     

Externalizing Problems in Head Start Children: An Ecological Exploration

The increased familial and environmental stressors affecting Head Start families over the last two decades have precipitated an escalation of mental health difficulties among participant children (Yoshikawa & Knitzer, 1997). Using an ecological framework (Bronfenbrenner, 1979). this study explored externalizing behavior problems among a group of Head Start children in a suburban county. Children were assessed for externalizing behavior problems in the home and classroom. Additionally, parents participated in interviews about a variety of ecological factors related to children's behavior problems. Almost one-quarter of the children were identified by their parents as having externalizing behavioral problems in the borderline or clinical range. Twice as many girls as boys had borderline or clinical levels of behavioral problems. Child externalizing behavior was positively associated with child internalizing behavior, parent psychological symptomatology, child temperament, family environment, and exposure to community violence. Children with parent-identified externalizing behavior did have specific social problem-solving skills deficits. Additionally, they were observed to have high levels of specific inappropriate behavior, but did not exhibit high levels of teacher-rated behavior problems. The implications of these findings for Head Start program planning are discussed.     

Impact of child maltreatment and interadult violence on children's emotion regulation abilities and socioemotional adjustment

The present investigation sought to examine the unique and interactive effects of child maltreatment and interadult violence on children's developing strategies of emotion regulation and socioemotional adjustment, as well as the mediational role of emotion dysregulation in the link between children's pathogenic relational experiences and behavioral outcomes. Person-oriented emotion regulation patterns (EMRPs) were determined based on children's emotional behavioral and self-reported responses to simulated interadult anger. One hundred thirty-nine 4- to 6-year-olds (88 maltreated, 51 nonmaltreated) and their mothers served as participants. Maltreatment history predicted children's EMRPs, with approximately 80% of the maltreated preschoolers exhibiting dysregulated emotion patterns (i.e., undercontrolled/ambivalent and overcontrolled/unresponsive types) compared with only 37.2% of the nonmaltreated controls. Undercontrolled/ambivalent EMRPs were associated with maternal reports of child behavior problems, and were found to mediate the link between maltreatment and children's anxious/depressed symptoms. The present study's findings increase understanding of process relations in pathogenic relational environments, and provide insight into emotion regulation deficits that may impede the development of psychological well-being in maltreated children with varying histories of interadult violence exposure.     

Trajectories of psychological dating violence perpetration in adolescence

BackgroundMore than one adolescent out of three will use psychological dating violence (DV) as a strategy to resolve conflict in romantic relationships, which will have major consequences on their partner’s well-being. However, over time, most adolescents will learn skills to better interact and face conflicts, suggesting that psychological DV rates should decrease over time. Yet, because of individual characteristics and experiences, evolution over time may differ across adolescents. Risk factors for psychological DV have not been examined specifically, even though it is the most common form of dating violence.ObjectiveThis study aimed to explore latent trajectories of psychological DV perpetration and examine risk factors predicting trajectory group membership.Participants and methodsA sub-sample of 449 adolescents who reported being in a dating relationship for the three waves of the Youths’ Romantic Relationships (YRR) Survey completed printed and online self-report questionnaires.ResultsResults from the group-based modeling identified 4 trajectories of psychological DV perpetration: absence of violence (30.7%), low violence (61.3%), high descending (4.2%), and moderate elevating (3.8%). Age, DV victimization, exposure to father toward mother violence, low self-esteem, marijuana use, DV victimization of peers, and antisocial behaviors of peers predicted trajectory membership. The model explained 36.7% of the variance.ConclusionsThese results support the need for a person-oriented approach to study psychological DV and for developing prevention programs adapted to the specific characteristics of vulnerable youth.     

Low Income African American Mothers' Parenting Stress and Instructional Strategies to Promote Peer Relationships in Preschool Children

This study investigated mothers' stress as a predictor of her instructional strategies for promoting peer relationships in preschool children. Forty-two low income African American mothers responded to structured interviews on the teaching strategies they frequently used to facilitate peer interactions of their two to three- and-a-half-year-old children. Mothers' stress was measured by The Parenting Stress Index-Short Form. Using regression analysis, three stress predictors of mothers' strategies to promote peer relationships were examined: parental distress, difficult child, and parent-child dysfunctional interactions. The three predictors of stress had a differential impact on mothers' instructional strategies. As stress increased: (a) when teaching their own children, mothers more frequently used strategies that reduced antisocial behaviors and less frequently used the strategies that promoted pro-social behaviors towards peers; (b) when teaching their children's peers, mothers less frequently used strategies that would directly benefit these children. Educational implications of these findings for stressed parents, professionals who work with stressed parents, as well as those professionals who teach parent educators are examined.     

The role of parenting styles in children's problem behavior

This study investigated the combination of mothers' and fathers' parenting styles (affection, behavioral control, and psychological control) that would be most influential in predicting their children's internal and external problem behaviors. A total of 196 children (aged 5-6 years) were followed up six times from kindergarten to the second grade to measure their problem behaviors. Mothers and fathers filled in a questionnaire measuring their parenting styles once every year. The results showed that a high level of psychological control exercised by mothers combined with high affection predicted increases in the levels of both internal and external problem behaviors among children. Behavioral control exercised by mothers decreased children's external problem behavior but only when combined with a low level of psychological control.     

青少年暴力成因及干预对策——一个花季少年为何走上犯罪的深渊

青少年时期是生理心理发育的关键时期,也是心理冲突和情绪、行为问题的高发阶段,攻击行为及暴力便是其中较为突出的问题之一。文章以一位正在服刑的青少年暴力犯的成长故事为线索分别从青少年个体、家庭、学校等视角探讨了影响青少年暴力攻击行为发生的因素,并在此基础上得出影响暴力的最本质的因素是青少年缺乏足够的社会能力和正确的自我认知观念。为此,本研究建议对青少年暴力行为进行生活技能的培训和认知行为的训练,以预防和减少青少年暴力行为的发生。     

Randomized trial of a statewide home visiting program to prevent child abuse: impact in reducing parental risk factors

OBJECTIVES: To assess the impact of a home visiting program in reducing malleable parental risk factors for child abuse in families of newborns identified, through population-based screening, as at-risk of child abuse. METHODS: This randomized trial focused on Healthy Start Program (HSP) sites operated by three community-based organizations on Oahu, HI, USA. From 11/94 to 12/95, 643 families were enrolled and randomly assigned to intervention and control groups. Mothers in both groups were interviewed annually for 3 years (88% follow-up each year) to measure mental health, substance use, and partner violence. HSP records were reviewed to measure home visiting services provided. Home visitors were surveyed annually to measure their perceived competence. RESULTS: Malleable parental risks for child abuse were common at baseline. There was no significant overall program effect on any risk or on at-risk mothers' desire for and use of community services to address risks. There was a significant reduction in one measure of poor mental health at one agency and a significant reduction in maternal problem alcohol use and repeated incidents of physical partner violence for families receiving > or =75% of visits called for in the model. Home visitors often failed to recognize parental risks and seldom linked families with community resources. HSP training programs were under-developed in preparing staff to address risks and to link families with community resources. CONCLUSIONS: Overall, the home visiting program did not reduce major risk factors for child abuse that made families eligible for service. Research is needed to develop and test strategies to improve home visiting effectiveness in reducing parental risks for child abuse.     

学校社会工作与高校暴力防控

近年来频发的校园暴力事件严重影响着高校的教育和教学,对广大青年学生的身心健康产生了不良影响。传统的思想政治教育对于校园暴力防控显得力不从心。在社会转型过程中,高校预防校园暴力的功能在削弱,传统的学生管理工作需要一个系统的机制来预防校园暴力。学校社会工作以其专业优势,有助于解决当前校园暴力防控的困境。     

The Effects of Political Violence on Palestinian Children's Behavior Problems: A Risk Accumulation Model

Interviews with 150 Palestinian mothers and their children living amidst the Intifada in the West Bank were conducted to assess exposure to political violence and family negativity as risk factors associated with behavioral problems as measured by the Child Behavior Checklist. The number of risks present in the child's life was significantly correlated with the number of behavioral problems the child exhibited ( R = .53, p < .001). The analysis further examined the role of gender, age, and community context in moderating the impact of high levels of accumulated risk on children's behavioral problems. Under conditions of high accumulated risk, boys evidenced more problems than girls, and younger children exhibited more problems than older children. Community context (as indicated by a high or low level of political violence) was a significant factor for girls but not for boys.     

Domain-specific antecedents of parental psychological control and monitoring: the role of parenting beliefs and practices

This research examined the effects of domain-differentiated beliefs about legitimate parental authority and ratings of restrictive parental control on adolescent- and mother-reported psychological and behavioral control. The influence of parenting beliefs and practices regarding socially regulated (moral and conventional) and ambiguously personal (multifaceted and personal) issues was examined in 93 middle-class African American early adolescents (M = 13.11 years, SD = 1.29) and their mothers, who were followed longitudinally for 2 years. Domain-specific parenting beliefs and ratings predicted adolescent-reported maternal psychological control and parental monitoring, but the nature and direction of the relations differed. Adolescents who rated parents as more restrictive in their control of personal issues and who believed that parents should have less legitimate authority over these issues rated their mothers as higher in psychological control. In contrast, more adolescent-reported parental monitoring was associated with gender (being female) and adolescents' beliefs that parents have more legitimate authority to regulate personal issues. As expected, adolescent age and gender influenced mother-reported monitoring and psychological control; in addition, the effects of mothers' ratings of restrictive control on both psychological control and monitoring were moderated by gender. The results indicate that psychological control and monitoring can be understood in terms of the particular behaviors that are controlled, as well as the style in which control is exercised.     

Examining the intergenerational transmission of violence in a New Zealand birth cohort

OBJECTIVE: This paper examines whether exposure to interparental violence in childhood predicts subsequent involvement in interpartner violence and violent crime after controlling for potentially confounding factors. METHOD: The investigation analyses data from the Christchurch Health and Development Study, a prospective, longitudinal study of a birth cohort of over 1000 New Zealand young adults studied at multiple assessment points from birth to the age of 25. RESULTS: After controlling for potentially confounding risk factors, observed associations between exposure to interparental violence in childhood and increased risks of both (a) psychological interpartner violence perpetration and victimization and (b) violent crime, were reduced to statistical non-significance. No statistically significant associations were observed between exposure to interparental violence in childhood and increased risk of physical interpartner violence perpetration or victimization. CONCLUSIONS: It is concluded that the effects of childhood exposure to interparental violence on subsequent interpartner violence are weak and largely explained by the psychosocial context within which childhood exposure to interparental violence occurs.     

Community violence exposure, social cognition, and aggression among urban elementary school children

The effects of witnessing community violence on aggressive cognitions and behavior were investigated in an ethnically diverse sample of 4,458 children living in urban neighborhoods. Prior violence exposure had a significant effect in increasing aggression, normative beliefs about aggression, and aggressive fantasy. Although exposure to violence predicted aggressive behavior both in Grades 1 through 3 (ages 5-8) and Grades 4 through 6 (ages 9-12), the effects on social cognition were only evident in the later grades. Furthermore, the effect of violence exposure on aggression in the later grades was partially mediated by its effect on social cognition. These findings suggest that witnessing community violence has an effect on children's aggressive behavior through both imitation of violence and the development of associated cognitions as children get older.     

Effectiveness of a school-based multicomponent program for the treatment of children with ADHD

The objective of this study was to evaluate the efficacy of a multicomponent program for treating attention-deficit/hyperactivity disorder (ADHD) carried out by teachers in a classroom context. Dependent measures included neuropsychological tasks, behavioral rating scales for parents and teachers, direct observation of behavior in the classroom, and academic records of children with ADHD. Fifty children with ADHD participated in the study. The teachers of 29 of the 50 students were trained in the use of behavior modification techniques, cognitive behavior strategies, and instructional management strategies. The other 21 students formed the control group. Parents' and teachers'ratings detected improvements in primary symptoms (inattention-disorganization, hyperactivity-impulsivity) and in behavioral difficulties usually associated with ADHD (e.g., antisocial behavior, psychopathological disorders, anxiety). Furthermore, the results showed increased academic scores, enhanced classroom behavioral observations, and improved teachers' knowledge about the strategies directed toward responding to the children's educational needs.     

Linkages Among Preschoolers' Playground Behavior, Outcome Expectations, and Parental Disciplinary Strategies

To explore relationships among parent's self-reported disciplinary strategies, preschoolers' outcome expectations, and playground behavior, 136 mothers of preschool-age children (age range = 39-71 months) participated in home disciplinary style interviews. Measures of preschoolers' outcome expectations and observations of childrens' prosocial, antisocial/disruptive, and nonsocial/withdrawn playground behavior in preschool settings were also obtained. Results indicated that power-assertive mothers had preschoolers who engaged in more antisocial/disruptive behavior and who expected successful instrumental outcomes for hostile methods of resolving peer conflict. Preschoolers with such outcome expectations also participated in more antisocial playground behavior. Older preschoolers of inductive mothers engaged in more prosocial behavior and expected prosocial behavior to lead to both instrumental gains and enhanced relations with peers. Preschoolers who were more prosocial envisioned friendly-assertive strategies as leading to instrumental gains and, in the case of less nonsocial behavior, to enhanced relations with peers. Children's outcome expectations were also found to be different for older versus younger preschoolers. Evidence was also obtained suggesting that maternal discipline and outcome expectations make separate and independent contributions to children's social and aggressive play behavior.     

The governmentality of reconciliation: adult education as a community relations technique in Northern Ireland

Despite a successfully negotiated peace agreement in Belfast in 1998, tensions between different community groups continue to exist in Northern Ireland. This situation creates a governmental need to find solutions to problems such as segregation, inter- and intra-group violence and other forms of sectarian antagonisms. On the one hand, this is attempted by disciplinary measures such as ‘peace walls’ and an increased presence of state powers such as police and armed forces. On the other hand, community relations discourses remain a common refrain in Northern Ireland with their focus on a ‘conduct of conduct’ approach. In this article, I seek to understand adult community education through community relations initiatives and designated anti-sectarian courses as a governmental technology in Northern Ireland designed to change technologies of the self. The article highlights the possibilities for a way forward inherent in this approach and links community relations to broader contexts of policy developments in Northern Ireland.