Toward a Developmental-Contextual Model of the Effects of Parental Spanking on Children's Aggression.
Gunnoe, Marjorie Lindner PhD; Mariner, Carrie Lea MA
[Article] Archives of Pediatrics & Adolescent Medicine. 151(8):768-775, August 1997.

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Objective: To challenge the application of an unqualified social learning model to the study of spanking, positing instead a developmental-contextual model in which the effects of spanking depend on the meaning children ascribe to spanking.

Design: Population-based survey data from 1112 children aged 4 to 11 years in the National Survey of Families and Households. Controlled for several family and child factors including children's baseline aggression.

Main Outcome Measures: Schoolyard fights and antisocial scores on the Behavior Problems Index at the 5-year follow-up.

Results: Structural Equation modelingyielded main effects (P

Conclusions: For most children, claims that spanking teaches aggression seem unfounded. Other preventive effects and harmful effects of spanking may occur depending on the child and the family context. Further efforts to identify moderators of the effects of spanking on children's adjustment are necessary.

Arch Pediatr Adolesc Med.1997;151:768-775

Copyright 1997 by the American Medical Association. All Rights Reserved. Applicable FARS/DFARS Restrictions Apply to Government Use. American Medical Association, 515 N. State St, Chicago, IL 60610.