当家长和老师的合作变成暴力时:美国学校的体罚和随后的 (二级) 创伤
Da'Shay Templeton1, Ruslan Korchagin1, Bree Valla1
1Educational Leadership, California Lutheran University, Thousand Oaks, CA 61360, USA.
Children (Basel, Switzerland)
|June 26, 2025
概括
密西西比州学校的体罚,涉及家长和教育工作者之间的合作,导致学生的负面学术和心理结果. 调查结果强调需要改变政策来解决创伤和种族差异.
科学领域:
- 心理学 心理学 心理学
- 教育教育教育教育教育教育.
- 社会学 社会学 社会学
背景情况:
- 童年创伤理论为理解不良经历的长期影响提供了一个框架.
- 学校的体罚仍然是一个有争议的问题,记录了对学生的负面影响.
- 以前的研究已经探讨了体罚的各种方面,但需要更深入地了解学生的经历.
研究的目的:
- 探索以前在密西西比州的学校遭受体罚的学生的生活经历.
- 了解这些经历如何影响他们的学术和心理健康.
- 确定家长和学校人员在施加体罚方面的合作作用.
主要方法:
- 使用了一项定性现象学研究.
- 使用有目的和雪球采样方法招募了19名参与者.
- 通过Zoom进行了采访,采访了在密西西比州参加学校的各种各样的成年参与者.
主要成果:
- 身体惩罚是由家长和学校人员在学校和家中共同实施的.
- 学生经常隐父母的惩罚,因为害怕进一步的报复.
- 独特的惩罚形式包括强迫痛苦的姿势或任务,以及同行见证创伤.
- 据报道,种族差异存在,黑人美国参与者感知到种族主义的含义.
结论:
- 这些发现与现有关于体罚的研究一致,但通过详细介绍学生的经验和同行影响来扩展它.
- 该研究强调,需要采取政策干预措施来解决创伤,消除学校的恐惧和种族差异.
- 实施创伤信息化的教学实践对于创造更安全的学校环境至关重要.
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