Family Disruption and Parenting During the COVID-19 Pandemic.

Using unique data from an economically and racially diverse sample of 448 caregivers with young children (ages 4-9 years) in Ohio, we assess multiple sources of family social and economic disruptions and their associations with parenting activities during the COVID-19 stay-at-home order. Caregivers reported extensive social and economic challenges during this time, while also increasing (on average) their time spent in play/learning activities. Time spent in discipline was less likely to increase during this period. We found significant associations among disadvantaged social conditions/experiences and parenting, and that some effects were moderated by 2019 household income status. Unexpectedly, changes in economic conditions, particularly caregiver job loss, were associated with higher odds of increases in reading/telling stories time across household income groups. Overall, findings indicate that social conditions associated with the stay-at-home period of COVID-19 might have been more disruptive to parenting for caregivers with young children than the short-term economic changes.

Changes in Child Discipline Strategies in Iran During the Outbreak of COVID-19.

During the prolonged COVID-19 pandemic, anxiety and depression were common among caregivers and parents more prone to adopt harsh disciplinary techniques when angry or stressed. The purpose of this study was to investigate if there are any differences in parents' disciplinary strategies following social distancing efforts during the COVID-19 pandemic. An online questionnaire was completed by a convenience sample of parents (N = 605) and mothers (n = 533; 88.1%) aged 37.80 years old (SD = 5.66; range = 20-59) who lived with children aged 6-12 years in Iran during the COVID-19 pandemic. Iran's Multiple Indicator Demographic and Health Survey questionnaire was used to gauge child discipline. There was an increase in shaking (1.8%), shouting and yelling (15.5%). The findings of this study serve as a reminder to researchers and government officials that child abuse and violence are more likely to occur during stressful times and provide the scientific foundation for the development of tailored psychological treatment.

Conservative Protestantism and attitudes toward corporal punishment, 1986-2014.

Research indicates that conservative Protestants are highly supportive of corporal punishment. Yet, Americans' support for this practice has waned during the past several decades. This study aggregates repeated cross-sectional data from the General Social Surveys (GSS) to consider three models that address whether attitudes toward spanking among conservative Protestants shifted relative to those of other Americans from 1986 to 2014. Although initial results reveal a growing gap between conservative Protestants and the broader American public, we find that average levels of support have remained most robust among less educated conservative Protestants, with some erosion among more highly educated conservative Protestants. Moreover, trends in variability suggest that conservative Protestants exhibit more cohesive support for this practice than do others. These results provide a window into the cultural contours of religious change and the social factors that facilitate such change.

Status (in)consistency in education and violent parenting practices towards children.

Violent childrearing practices represent an invisible threat for global health and human development. Leveraging underused information on child discipline methods, this study explores the relationship between parental educational similarity and violent childrearing practices, testing a new potential pathway through which parental educational similarity may relate to child health and wellbeing over the life course. The study uses data from Multiple Indicator Cluster Surveys (MICS) and Demographic and Health Surveys (DHS) covering 27 sub-Saharan African (SSA) countries. Results suggest that couples where partners share the same level of education (homogamy) are less likely to adopt violent childrearing practices relative to couples where partners face status inconsistency in education (heterogamy), with differences by age of the child, yet less so by sex and birth order. Homogamous couples where both partners share high levels of education are also less (more) likely to adopt physically violent (non-violent) practices relative to homogamous couples with low levels of education. Relationships are stronger in countries characterized by higher GDP per capita, Human Development Index, and female education, yet also in countries with higher income and gender inequalities. Besides stressing the importance of female education, these findings underscore the key role of status concordance vs discordance in SSA partnerships. Tested micro-level mechanisms and country-level moderators only weakly explain result heterogeneity, calling for more research on the topic.

Association Between Harsh Disciplinary Methods and Child Functioning in Children Aged 7-14 Years in Punjab, Pakistan.

Despite having adverse physical and mental health outcomes, harsh disciplinary methods are commonly practiced all over the world. This study aims to measure the harsh disciplinary actions taken by parents and their association with child functioning in children, aged 7 to 14 years in Punjab, Pakistan. This study is based on secondary data obtained from the United Nations Children's Fund (UNICEF's) Multiple Indicator Cluster Survey, conducted in the Punjab province from 2017 to 2018. Parents/caregivers of 19,721 children were included in the analysis. Questionnaire-based interviews were conducted, and the data collection form included sociodemographic information, questions on different "Methods of Child Discipline" and the "Child functioning module." The data was analyzed using STATA 15.0. Multiple logistic regression analysis was conducted to calculate the adjusted odds ratio and 95% CI exploring the association between harsh disciplinary methods and child functioning. More than 50% of children were exposed to severe physical, psychological, and emotional disciplinary methods. Exposure to severe physical aggression was associated with increased difficulty in learning (2.60 [1.27, 5.31]), remembering (2.83 [1.47, 5.44]), controlling behavior (1.63 [1.21, 2.18]), anxiety (1.98 [1.25, 3.13]), depression (2.57 [1.57, 4.22]) and making friends (1.94 [1.01, 3.79]). Whereas moderate physical aggression and psychological aggression were associated with (1.48 [1.19, 1.84]) and 1.5 times (1.20, 1.84) increase in difficulty in controlling behavior, respectively. Nonviolent actions were associated with protective odds for self-care (0.33 [0.17, 0.65]), communication (0.51 [0.27, 0.96]), learning (0.56 [0.33, 0.95]), remembering (0.62 [0.39, 0.90]), concentration (0.50 [0.31, 0.80]), anxiety (0.60 [0.46, 0.79]) and depression (0.67 [0.49, 0.92]). Severe disciplinary methods are detrimental to the child's personal care, mental, social, emotional, and psychological well-being, whereas nonviolent actions are associated with positive child functioning. In a third-world country such as Pakistan, this topic is widely undiscovered and understudied, thus emphasizing the need for awareness and education of parents and healthcare providers.

"Help Children Walking on the Right Path": Understanding Parents' and Grandparents' Perceptions on Violence Against Children in Cambodia and Prevention Strategies.

This study examined parents' and grandparents' understanding of violence against children (VAC) strategies to prevent VAC in the home. Research questions: What do parents and grandparents understand about VAC? Which child discipline practices are violent? What are strategies to prevent VAC? Participants: 30 parents and grandparents from a small rural community. Six focus group discussions (FGDs) in which participants shared their perceptions and practices relating to child discipline, forms of VAC, and proposed intervention strategies. In two community forums, participants discussed intervention strategies produced in separate FGDs and agreed on three priority strategies. During the FGDs and community meetings, none of the participants ever mentioned any laws, regulations, or government strategies to address VAC in the home. Participants expressed confusion and mixed feelings and responses on forms of VAC. Some agreed on deception, manipulation, intimidation (som lot), threats (Kom ream, harsh words, scolding (je), and physical punishment (i.e., beating or beating with an object) as an unacceptable discipline that would adversely impact children's well-being. Others agreed on cautiously using such disciplines to a certain degree and context. Participants proposed three priority strategies to address VAC in the home, of which two-community awareness and education and community-based efforts-fit with the Cambodia 2017 to 2024 Action Plan Strategies to Prevent and Respond to VAC. The third strategy, addressing alcohol harm-related violence, though not regarded in the 2017 to 2024 Action Plan, was considered pivotal in preventing VAC. Parents and grandparents have a substantial role in child protection at home. Nevertheless, without a clear definition of VAC or articulation of protecting children from violence in the home, it would be challenging to involve parents/grandparents for effective intervention. Participants' three priority strategies have a substantial policy and program implications for Cambodia's primary prevention of VAC action strategy. Community-based mobilization, education, and capacity building need to start and sustain the community.

Women's intergenerational intimate partner violence and household child abuse in Burma (Myanmar).

Intimate partner violence (IPV) and child abuse are prevalent in Burma (Myanmar). However, gaps exist in our understanding of intergenerational cycles and co-occurrence of violence, and whether patterns of violence vary by women and children's life course transitions and developmental stages. Using data from the 2015-2016 Demographic and Health Survey, we estimated structural equation models to evaluate the pathways between women's exposure to IPV perpetrated by her father against her mother (maternal abuse), her own past-year experiences of IPV, attitudes toward IPV, and household child discipline practices. We ran stratified analyses by women's age at first birth and child's age to assess whether intergenerational cycles and co-occurrence of violence in the household vary by pivotal life events and development stages. Maternal abuse was directly and indirectly associated with women's past-year exposure to physical and/or sexual IPV and children's exposure to physical or emotional child abuse by a caregiver in the household. Stratified models indicated significant intergenerational cycles of IPV and co-occurrence of IPV and child abuse among women who experienced first childbirth before age 23, and among women living with older children. We conclude that synchronized efforts to prevent violence against women and violence against children are integral to addressing cyclical and co-occurring patterns of violence in Burma (Myanmar). Violence prevention efforts might consider developmental stage and life course factors that may intensify risk of intergenerational violence.

Is It Time for "Time-In"?: A Pilot Test of the Child-Rearing Technique.

Time-out, a mainstay of non-punitive discipline for over 60 years, has been criticized for isolating and distancing children from others. An alternative technique, one promoted by advocates of positive parenting practices, is labeled "time-in". This procedure is intended to help the child connect to the parent, communicate their feelings, and learn how to self-regulate. Although the technique has been advocated in the positive parenting literature since at least the 1990s, there are few empirical studies evaluating it. This pilot mixed-models study was designed as an initial test to determine whether mothers, following a brief training, would use the procedure over a two-week period, and how they would view it. Based on the daily reports as well as post-intervention interview of a small sample of mothers, the technique was evaluated as easy to use and effective. This study provides initial information about mothers' use of the technique and sets the stage for a comprehensive set of studies to rigorously test and evaluate the technique.

Educating Parents About Corporal Punishment and Effective Discipline: Pediatricians' Preparedness, Motivation, and Barriers.

OBJECTIVE: To assess US pediatricians' preparedness, motivation, and barriers related to educating parents about corporal punishment (CP) and effective child discipline. METHODS: A random sample of 1500 pediatricians was drawn from a nationwide database in the United States. A self-administered questionnaire was sent via mail in 2016. The response rate (53%; n = 787) was maximized via repeated survey mailings and use of cash incentives. RESULTS: The majority of respondents were White (69%), female (59%) and were members of the American Academy of Pediatrics (85%). Most pediatricians felt somewhat prepared to advise parents about child discipline, particularly CP, and perceived their colleagues to be slightly less prepared than themselves. Although most (72%) respondents believed it was "extremely/very" likely that parents valued their advice about child discipline, only 36% believed parents were "extremely/very" likely to follow their advice. Most respondents were highly motivated to participate in activities designed to change norms regarding CP. The most common strategy pediatricians identified for improving child behavior was being consistent with rules (71%). Perceived barriers to providing child discipline advice to parents included lack of time (90%), lack of insurance reimbursement (48%), and lack of training and educational resources (47%). CONCLUSIONS: Pediatricians are a key source of professional advice for parents about how to discipline children safely. Given this, along with strong approval and use of CP in the United States and its harm for children, the current findings suggest a strong need for pediatricians to receive additional training on how to advise parents about child discipline along with removal of barriers to providing such advice.

Child disciplinary practices, abuse, and neglect: Findings from a formative study in Chitungwiza, Zimbabwe.

BACKGROUND: Zimbabwe has a high prevalence of children who have experienced abuse according to national data. OBJECTIVE: To understand how parents/caregivers and children describe child discipline, abuse, and neglect and what factors influence each, in order to inform the adaptation of a positive parenting/caregiving intervention in Chitungwiza, Zimbabwe. PARTICIPANTS: A total of eight focus groups were conducted, four with parents/caregivers (N = 40) and four with their children ages 10-14 (N = 40), separately, between June-July 2016. SETTING: Chitungwiza, Zimbabwe. METHODS: We used an inductive and deductive analytic approach to analyze focus group transcripts, using MAXQDA 12. RESULTS: There were similar themes across focus groups of children and parents/caregivers. Findings suggest that parents/caregivers and children may be somewhat aware of the differences between discipline and abuse, but they are not completely clear about what the definitions of discipline and abuse are, and where the boundaries between discipline and abuse lie. The use of both non-physical and physical forms of discipline were described in the community, however physical discipline was a reoccurring theme in the focus groups of both parents/caregivers and their children. There were several factors that influenced discipline and/or abuse of children in the community, including the child's gender and theseverity of the child's misbehavior/actions. Parents/caregivers shared that orphan/non-biological children were particularly vulnerable to forms of abuse and neglect committed by parents/caregivers in the community, for example, withholding food and overworking a child. CONCLUSIONS: Understanding the differences between discipline, abuse and neglect, as well as factors that influence occurrences of abuse/neglect and/or severity of abuse/neglect, need to be considered when assessing the vulnerability of children, in order to develop and refine parenting/caregiving interventions for the Zimbabwean context.

Associations between young children's exposure to household violence and behavioural problems: Evidence from a rural Kenyan sample.

Little is known about how young children in low- and middle-income countries (LMICs) experience violence in their homes, and how different types of household violence may affect child development. This study reports on levels of exposure to household violence and associations with child behavioural outcomes in preschool-aged children in western Kenya. A sample of 465 caregivers, whose children (n = 497) attended early learning centres supported by an international NGO, were enrolled in the study. Caregivers reported on exposure to intimate partner violence (IPV), household discipline practices, attitudes about gender roles, and child behavioural outcomes. Multivariable analysis showed significant predictive effects of IPV (regression coefficient = 1.35, SE = 0.54, p = 0.01) and harsh psychological child discipline (regression coefficient = 0.74, SE = 0.22, p = 0.001), but not physical discipline (regression coefficient = 0.42, SE = 0.24, p = 0.08), on worse child behavioural problems. These findings indicate that child exposure to violence in different forms is highly prevalent, and associated with poorer outcomes in young children. Community-based programmes focused on parenting and early child development are well-positioned to address household violence in LMIC settings, but must be supported to provide a broader understanding of violence and its immediate and long-term consequences.

Child disability and caregiving in low and middle income countries: Big data approach on open data.

BACKGROUND: The presence of child disabilities might affect the amount of caregiving attention the child receives, with potential ramifications on the development of the child and increasing the likelihood of developing a more severe condition. Little is known about the association between child disabilities and caregiving practices in less developed countries, penalized by both lack of data and a research bias toward western societies. METHOD: In this study, we apply data mining methods on a large (N = 29,525) dataset from UNICEF to investigate the association between caregiving practices and developmental disabilities of the children, and highlight the differences between intellectual and other disabilities. RESULTS: Our results highlight that, compared to other types of disabilities, intellectual disabilities increased the risk of being neglected by the caregiver in those activities oriented to the cognitive development. The education of the caregiver and the socioeconomical development of the country are actively involved in the moderation of the risk. CONCLUSION: We demonstrated that educational policies of parental training, such as psychoeducation regarding intellectual disabilities and destigmatization campaigns, are needed to benefit parental practices in low- and middle-income countries.

Children with Developmental Disabilities in Low- and Middle-Income Countries: More Neglected and Physically Punished.

Little is known about parenting in the context of developmental disabilities in low- and middle-income countries (LMIC), penalized by both lack of data and a research bias toward western societies. In this study, we apply data mining methods on a large (N = 25,048) dataset from UNICEF to highlight patterns of association between developmental disabilities of children and parental involvement. We focus on the co-presence of multiple disabilities and the quality of childcare in three parenting domains: discipline, caregiving, and education. Our results show that, in LMIC, children with more severe developmental conditions are also more likely to receive low-quality parental care. Specific policies of parental training are needed to improve parental practices in LMIC.

Prevention of child physical and verbal abuse from traditional child discipline methods in rural Thailand.

BACKGROUND: In rural areas of Thailand, physical and verbal abuse are accepted as child discipline strategies due to the strong influence of religious beliefs and social norms. OBJECTIVE: To investigate the effects of a nonviolent parenting program on subject's knowledge and attitudes regarding physical and verbal abuse in child discipline. PARTICIPANT: This randomized controlled trial enrolled the villagers who had children under care in a rural area of Thailand. METHODS: This study was scheduled in the following three stages with 3-month intervals: before the program (P0); 3 months after the program (P1); and 6 months after the program (P2). We compared knowledge and attitude scores of subjects at each stage. RESULTS: A total of 85 subjects were enrolled in this study: 50.6% (n = 43) in the control group and 49.4% (n = 42) in the intervention group. In the intervention group, the knowledge score increased after the intervention (P1), decreased 3 months later (P2), but was still higher than the score at P0 (p = < 0.001). The attitude score increased after the intervention at P1 and was maintained at P2 (p = < 0.001). In the control group, data did not demonstrate any difference regarding knowledge and attitude toward child discipline. CONCLUSIONS: The nonviolent parenting program was effective in increasing knowledge and changing attitudes in this study. The intervention can be applied effectively in rural communities because of its simplicity, ease of use, and no required technology.

Civil conflict, domestic violence, and poverty as predictors of corporal punishment in Colombia.

BACKGROUND: With lingering effects from more than 50 years of war, young children in Colombia are exposed to multiple risk factors such as poverty, civil conflict, and domestic violence. In addition to these environmental stressors, public and legal support for corporal punishment remains high, which is shown by the high prevalence of young children exposed to corporal punishment in Colombia. OBJECTIVE: The purpose of this study is to identify individual, family, and municipality-level predictors of corporal punishment (i.e., hitting with objects and spanking) in Colombia in order to inform prevention and intervention strategies. PARTICIPANTS AND SETTING: We use information gathered in 2015 from a representative sample of 11,759 mothers of children younger than five in Colombia. METHODS: We employed multi-level models to account for the clustering of families in 217 municipalities. RESULTS: Results show that mothers' prior exposure to corporal punishment by their own parents (ß=0.229;p<0.01), attitudes towards domestic violence ß=0.013;p<0.05, municipality homicide rates ß=0.028;p<0.05 and presence of armed groups ß=0.031;p<0.05, household poverty ß=0.030;p<0.01 and poverty of the municipality ß=0.022;p<0.05 predicted mothers' hitting their young children with an object. However, family ß=-0.028;p<0.05 and municipality poverty ß=-0.016;p<0.05 had a negative association with mothers' use of spanking. CONCLUSIONS: These findings suggest that both family and neighborhood level factors have simultaneous associations with parents' use of corporal punishment. Given the accumulating evidence concerning the adverse effects of corporal punishment on child well-being and development, legislative efforts aimed at reducing and ultimately banning corporal punishment are warranted.

Early childhood exposure to non-violent discipline and physical and psychological aggression in low- and middle-income countries: National, regional, and global prevalence estimates.

BACKGROUND: Advocates for children's rights have recommended the elimination of all forms of violent discipline given its detrimental effects on children's development. Yet, little is known about the global prevalence of various forms of discipline, including physical and psychological aggression, as well as alternative forms of non-violent discipline, especially in low- and middle-income countries (LMICs). OBJECTIVE: This study aims to obtain national, regional, and global prevalence estimates of the percentage and number of 2- to- 4-y-olds in LMICs exposed to these disciplinary practices by their caregivers. PARTICIPANTS AND SETTING: We use data collected between 2010 and 2016 from 107,063 2- to- 4-y-old children living in 49 LMICs as part of the Multiple Indicator Cluster Survey (MICS). METHODS: Using the best-fitting model based on cross-validation techniques, we performed predictive modeling to generate country-level prevalence estimates for 131 LMICs in 2013, as well as 95% confidence intervals around these estimates. RESULTS: We estimate that 296.2 million 2- to- 4-y-olds (95% CI 256.9, 300.9) were exposed to non-violent discipline in 2013, which corresponds to 83.9% of the population. Furthermore, 220.4 million (95% CI 138.1, 283.7) and 230.7 million (95% CI 128.4, 300.6) children were exposed to aggressive physical and psychological discipline, respectively, which corresponds to prevalence of 62.5% and 65.4%. We also identify a high heterogeneity in the estimates across and within regions, finding a higher prevalence of both violent disciplinary methods in South Asia and Sub-Saharan Africa. CONCLUSIONS: These results suggest the need for new policies and programs to minimize violent discipline around the world.

Parameters of Time-out: Research Update and Comparison to Parenting Programs, Books, and Online Recommendations.

In reviews published more than 30 years ago, eight parameters important to the use of time-out were identified and available research was summarized. The purpose of the current paper is to provide an updated summary of existing research for each parameter of time-out. Within each parameter, we conducted a thorough review of the published literature and identified all peer-reviewed articles addressing each parameter. We identified and summarized a total of 46 articles across the eight parameters, including 32 not cited in previous reviews. Sufficient findings were available to draw conclusions regarding time-out warning, schedule of time-out, contingent versus noncontingent release, and duration. Tentative conclusions based on only a few studies could be drawn in regard to instructional versus physical administration and verbalized reason for time-out. No conclusions could be drawn regarding time-out signal and specific time-out location. While we know much more today regarding effective implementation of time-out, there is a clear need for further exploration within these identified parameters. In addition to summarizing the literature, we reviewed recommendations made by behavioral parent training programs, parenting books, and parenting Web sites, and compared how well their recommendations matched current research based on the conclusions drawn from our review. We found that parenting sources made strong and specific recommendations on several of the parameters that were either not consistent with available research or simply lacked a sufficient research base.

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.

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.

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.