Physical discipline and cognitive deprivation associated with specific
types of developmental delay

Date:
February 5, 2021
Source:
Elsevier
Summary:
A study reports that in a diverse, cross-national sample of
youth, physical discipline and cognitive deprivation had distinct
associations with specific domains of developmental delay. The
findings are based on the Multiple Indicator Cluster Surveys,
which is an ongoing, international household survey initiative
coordinated and assisted by the United Nations agency, UNICEF.



FULL STORY ==========================================================================
A study in the Journal of the American Academy of Child and Adolescent Psychiatry(JAACAP), published by Elsevier, reports that in a diverse,
cross- national sample of youth, physical discipline and cognitive
deprivation had distinct associations with specific domains of
developmental delay. The findings are based on the Multiple Indicator
Cluster Surveys, which is an ongoing, international household survey
initiative coordinated and assisted by the United Nations agency, UNICEF.


========================================================================== "Physical discipline and cognitive deprivation are well-established
risks to child development. However, it is rare that these experiences
are examined in relation to each other," said lead author Carmel Salhi,
ScD, an Assistant Professor at the Department of Health Sciences,
Northeastern University, Boston, MA, USA. "Our study allowed us to
explore how these experiences co- occur in childhood internationally
and whether they relate to different aspects of child development.

"This is important as recent research in neuroscience suggests that experiences, which provoke fear, have different effects on a child's neurodevelopment than cognitive deprivation." A sample of 29,792
children between the ages of 3 -- 6 years old and their caregivers,
across 17 countries completed measures of physical discipline, cognitive deprivation and risk of developmental delay. Factors used to determine
physical discipline included spanking or slapping on the arm, hand,
or leg. Cognitive deprivation included not counting or reading with a
child over the past 3 days and the absence of books in the home.

"To see if this framework has the potential to inform policy and public
health interventions, we conducted the first large-scale epidemiological
study using this conceptual framework," Dr. Salhi added.

Physical discipline was associated with 50 percent higher odds for risk
of socioemotional delay, at least 2.5 times higher than the risk of any
of the experiences of cognitive deprivation. Not counting or not reading
with the child were associated with 47 percent and 62 percent higher
odds, respectively, for risk of cognitive delay. Physical discipline
did not confer any risk of cognitive delay.

These findings suggest that the distinction between fear and deprivation
in child development, established in clinical neuroscience, is important
to public health research and interventions. Furthermore, a large body
of evidence links both physical discipline and experiences of cognitive deprivation with poverty and social marginalization. Taken together,
this suggests that redistributive policies that alleviate socioeconomic
strain can have demonstrably positive effects across a range of child developmental outcomes within a population.


========================================================================== Story Source: Materials provided by Elsevier. Note: Content may be edited
for style and length.


========================================================================== Journal Reference:
1. Carmel Salhi, Elizabeth Beatriz, Ryan McBain, Dana McCoy, Margaret
Sheridan, Gu"nther Fink. Physical Discipline, Deprivation,
and Differential Risk of Developmental Delay Across 17
Countries. Journal of the American Academy of Child & Adolescent
Psychiatry, 2021; 60 (2): 296 DOI: 10.1016/j.jaac.2020.02.016 ==========================================================================

Link to news story: https://www.sciencedaily.com/releases/2021/02/210205192202.htm

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