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Harsh discipline relates to internalizing problems and cognitive functioning : findings from a cross-sectional study with school children in Tanzania

Harsh discipline relates to internalizing problems and cognitive functioning : findings from a cross-sectional study with school children in Tanzania

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Prüfsumme: MD5:36b72fbcd34a93a793a0bdd2bad051be

HECKER, Tobias, Katharin HERMENAU, Charlotte SALMEN, Martin TEICHER, Thomas ELBERT, 2016. Harsh discipline relates to internalizing problems and cognitive functioning : findings from a cross-sectional study with school children in Tanzania. In: BMC Psychiatry. 16, 118. eISSN 1471-244X. Available under: doi: 10.1186/s12888-016-0828-3

@article{Hecker2016-12Harsh-34246, title={Harsh discipline relates to internalizing problems and cognitive functioning : findings from a cross-sectional study with school children in Tanzania}, year={2016}, doi={10.1186/s12888-016-0828-3}, volume={16}, journal={BMC Psychiatry}, author={Hecker, Tobias and Hermenau, Katharin and Salmen, Charlotte and Teicher, Martin and Elbert, Thomas}, note={Article Number: 118} }

eng Elbert, Thomas 2016-06-06T12:16:56Z Elbert, Thomas 2016-12 Salmen, Charlotte Harsh discipline relates to internalizing problems and cognitive functioning : findings from a cross-sectional study with school children in Tanzania Teicher, Martin Salmen, Charlotte Hermenau, Katharin Hecker, Tobias Teicher, Martin Background<br />Child maltreatment poses a risk to children and adolescents’ mental health and may also affect cognitive functioning. Also harsh discipline has been frequently associated with mental health problems. However, within societies in which harsh disciplinary methods are culturally normed and highly prevalent less is known about the association between harsh punishment, mental health problems, and cognitive functioning.<br /><br />Methods<br />In a cross-sectional study, we conducted structured clinical interviews with a sample of Tanzanian primary school students assessing exposure to harsh discipline (Maltreatment and Abuse Chronology of Exposure), internalizing problems (Strength and Difficulties Questionnaire, Children’s Depression Inventory), and working memory (Corsi Blocktapping Task). School performance was measured by using the exam grades in 4 core subjects. The 409 children (52 % boys) had a mean age of 10.5 years (range: 6 – 15).<br /><br />Results<br />Using structural equation modeling, a strong relationship was found between harsh discipline and internalizing problems (β = .47), which were related to lower working memory capacity (β = −.17) and school performance (β = −.17).<br /><br />Conclusions<br />The present study suggests that harsh discipline is closely linked to children’s internalizing mental health problems, which are in turn associated with lower cognitive functioning and school performance. Given the high rates of harsh discipline experienced by children in East African homes and elsewhere, the findings of the present study emphasize the need to inform the population at large about the potentially adverse consequences associated with harsh discipline. Hermenau, Katharin 2016-06-06T12:16:56Z Hecker, Tobias

Dateiabrufe seit 06.06.2016 (Informationen über die Zugriffsstatistik)

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