Browsing by Subject "Discipline of children"
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Item Corporal punishment and ridicule--residual psychological effects in early adulthood : implications for counselors(Texas Tech University, 1999-05) Spencer, Melissa J.Corporal punishment at home has been positively correlated with aggression (Cohen & Brook, 1995; Straus, Sugarman, & Giles-Sims, 1997) and intemalizing disorders (Luby & Morgan, 1997; Tumer & Finkelhor, 1996). Corporal punishment at school has also been positively associated with post-traumatic stress disorder (Hyman, 1990; Krugman & Kingman, 1984). Ridicule was found to be positively related to anti-social behaviors (Egeland & Erickson, 1987) depression (Braver, Bumberry, Green, & Rawson, 1992) and PTSD (Krugman & Krugman, 1984). The preponderance of the literature addressed the association between corporal punishment at home and psychopathology in children. The purpose of this study was to examine the relationship between corporal punishment experienced in childhood and psychopathology; specifically, anxiety, depression, phobic anxiety, and PTSD evident in adulthood. In addition, positive or negative attitude regarding childhood punishment experiences was examined. Psychopathology was assessed with the Brief Symptom Inventory (Derogatis, 1993) and the Impact of Event Scale-Revised (Weiss & Marmar, 1997). Multivariate analysis of variance and t-tests were used to examine the data.Item Stability and change in parenting attitudes and behaviors regarding discipline : the effectiveness of a hands-on training program in positive guidance(2009-05) Saunders, Rachel Cook, 1977-; Jacobvitz, DeborahThis study examined which methods are most effective in training parents to use positive guidance techniques, a lecture-base only parent training series or a lecture-based plus hands-on parent training series. Maternal characteristics of depression, stress level, and attitudes towards positive guidance were explored as possible moderators. A two way repeated measures ANOVA indicated that the cognitive understanding of the use of positive guidance over time of the participants in the control versus treatment groups did not significantly differ. However, a t-test showed that both groups improved in their cognitive understanding of positive guidance over time. A second two way repeated measures ANOVA confirmed that the behavioral use of positive guidance over time of the participants in the control versus treatment groups significantly differed. Further investigation revealed that, while the two groups did not differ in their behavioral use of positive guidance before the program, the treatment group improved over time whereas the control group did not. Depression, stress level, and attitudes towards positive guidance did not moderate the effects of being in the control versus treatment group on participants' behavioral use of positive guidance. The results indicate that all participants gained a better understanding of effective parenting techniques, but a hands-on component in parent training programs may be necessary for parents to incorporate these strategies into their parenting behaviors.Item The relationship between discipline and functional speech problems(Texas Tech University, 1971-12) Monnier, Wilnette EddeanNot available