Spanking: Receptive, Aggressive & Risk Aspects for Parenting - Essay Sample

Introduction

Spanking envisages both receptive and aggression terminology across the first decade of a child’s growth and development and accounts for a variety of risk aspects. Most parents in the United States employ corporal punishment as a disciplinary measure on their children. American Academy of Pediatrics has warned on the possible harmful impact of spanking and provided advice to parents to apply alternative means of disciplining children (MacKenzie et al., 2013). Parents continue to administer corporal punishment to preschool, school-age, and children under the age of ten years. The research question involves whether there exists a relationship between paternal and maternal spanking and juvenile conduct and mental development.

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The article examined a longitudinal database that pursued a vast and varied sample of youngsters from birth to below the age of ten years and the effect maternal and paternal spanking has on their behavior, cognitive development, and aggression. The objective of the study included: to evaluate the occurrence of paternal and maternal spanking of youngsters at the ages of three and five, and the link between spanking and juveniles’ expressing conduct and sympathetic language through age nine (MacKenzie et al., 2013). The dependent and independent variables included families and children (age three and five) in medium to large American towns, reports of spanking, conveying conduct and amenable language, and controls plus earlier actions of the youngster results.

Discussion

There exists a prevalence of corporal punishment among United States families with associated effects on the behavior and intellectual development of children. MacKenzie et al., (2013) assert that the assessment remains unique in the context of control variables the article incorporated, depicting a transactional viewpoint in theorizing how threats and stressors in the household and setting influence parental corrective approaches and the danger for deprived child growth and development.

Besides, the article supports contemporary findings that help enhance people’s comprehension of the sequelae and backgrounds related to the parental beating of their children. Maternal spanking of children of age five, whether at a low or high rate, generally results in greater downstream of age nine children expressing conduct, even after a broad set of family and child attitudes got controlled. These attitudes include previous externalizing performance and paternal beating (MacKenzie et al., 2013). The relationship portrays the impact of spanking on the behavior of a child instead of a simple false connection.

However, the article notes the limitation on depending on the motherly report of youngster externalizing performance, which provides no room for overruling that the negative opinions of the juvenile can encourage parents to administer corporal punishment and lead to expressing behavior (MacKenzie et al., 2013). Besides, fatherly spanking at five years affects a child’s speech development at nine years. There exists the need to research whether beating has a connection with cognitive progress through trauma, stress, and other neural and physiologic processes. Also, studies must focus on whether corporal punishment has an indirect substitute for different unstudied parenting manners less expected to express or involve their juvenile in forms significant for mental advancement.

Conclusion

The discussion above reflects a vital relationship between corporal punishment and the aggressive attitude and language development of a child through potential longitudinal strategies regulating variables, such as several families, parent, and child. Besides, the discussion included vocabulary and previous child aggression to come to a verdict on the correlation between beating and child cognitive growth and behavior. The article incorporated fatherly spanking to examine the impact of a spanking on mental outcomes of a child. More studies must concentrate on offering households a clarity on the impacts links with spanking and provide alternative disciplinary approaches.

Reference

MacKenzie, M. J., Nicklas, E., Waldfogel, J., & Brooks-Gunn, J. (2013). Spanking and child development across the first decade of life. Pediatrics, 132(5), e1118-e1125. www.pediatrics.aappublications.org/content/132/5/e1118.short