Primary Prevention of Child Abuse: The Role of the Family Life Educator (From Child Abuse, P 239-246, 1988 -- See NCJ-116992)

• NCJ Number: 117020
• Author(s): M Marion
• Date Published: 1988
• Length: 8 pages
• Sale Source: Phi Delta Kappa
• Publication Type: Issue Overview
• Language: English
• Country: United States of America
• Note: Reprinted from Family Relations, V 31, N 4 (October 1982).

Annotation

Multiple interdependent forces contribute to child abuse. Family life educators who recognize that the high incidence of abuse is linked, in part, to societal acceptance of coercive discipline can help break the cycle of violence by teaching positive alternative discipline strategies to future parents.

Abstract

Corporal punishment can and often does become abuse because it is relatively ineffective in suppressing deviant behavior, resulting in an escalation of the intensity of the punishment. Further, coercive discipline techniques provide a model for punitive tactics both in the child's peer relationships and in later duplication of these hurtful tactics in adulthood. Schools can address the child abuse problem through parenthood education programs that teach adolescents about child development and positive childrearing strategies. Such programs should emphasize the contribution of cultural forces to child abuse, invite student perspectives on the topic of discipline, identify and illustrate disciplinary and childrearing concepts, elicit students' cognitive and affective reactions, and provide practice in the application of concepts. 4 notes and 29 references.