Hostname: page-component-cd9895bd7-fscjk Total loading time: 0 Render date: 2024-12-26T19:09:24.421Z Has data issue: false hasContentIssue false
  • English
  • Français

Is being Punished at School an Indicator of Psychosocial Risk?

Published online by Cambridge University Press:  20 November 2017

Ana Isabel Corchado ,
María José Díaz-Aguado Jalón  and
Rosario Martínez-Arias
Ana Isabel Corchado*
Affiliation:
Universidad Complutense (Spain)
María José Díaz-Aguado Jalón
Affiliation:
Universidad Complutense (Spain)
Rosario Martínez-Arias
Affiliation:
Universidad Complutense (Spain)
*
*Correspondence concerning this article should be addressed to Ana Isabel Corchado. Facultad de Trabajo Social. Universidad Complutense de Madrid. Madrid (Spain). Phone: +34–913942702. Fax: +34–913942722. E-mail: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

Research carried out in different cultural contexts shows that the use of exclusively coercive disciplinary measures does not improve the behavior of those punished, and may even increase the risks underpinning those behaviors. The aim of this research was to study whether there is a link between repeatedly suffering punishment at school and psychosocial risks in adolescence. A non-experimental design was implemented with selected groups. The participants were 507 adolescents from four groups with different risk levels: in social protection (n = 189); subject to court measures (n = 104); in treatment for drug abuse (n = 25); and comparison group (n = 189). A questionnaire was applied collectively. The variables measured were school punishments, violence, drug consumption and commission of crimes. The mild punishments variable predicted and increased the probability of consuming alcohol, tobacco and cannabis by 34% (95% CI [1.1, 1.5]), and increased the probability of using illegal drugs by 11% (95% CI [1.11, 1.30]). Te severe punishments variable increased the probability of using illegal drugs by 86% (95% CI [1.41, 2.49]) and increased the probability of committing crimes by 40% (95% CI [1.13, 1.73]). School punishments, particularly if severe, stand as a visible indicator of psychosocial risk. Behaviors subjected to punishment should alert us to the need to intervene with individuals who manifest them for which the use of exclusively coercive measures is ineffective. A wider educational intervention is required to help them find their place in school instead of excluding them from it.

Keywords

adolescentsrisk behaviorschool punishment
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 20 , 2017 , E65
Copyright
Copyright © Universidad Complutense de Madrid and Colegio Oficial de Psicólogos de Madrid 2017 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

This research has been possible thanks to the agreements signed by the Universidad Complutense de Madrid with the Agencia Madrileña para la Reeducación y Reinserción del Menor Infractor, Instituto Madrileño de la Familia y el Menor, and by the agreements signed between Madrid Salud and Programa de Menores del Proyecto Hombre.

How to cite this article:

Corchado, A. I., Díaz-Aguado Jalón, M. J., & Martínez-Arias, R. (2017). Is being punished at school an indicator of psychosocial risk? The Spanish Journal of Psychology, 20. e65. Doi:10.1017/sjp.2017.59

References

American Academy of Pediatrics. (2003). Out-of-School Suspension and Expulsion. Pediatrics, 112, 1206–1209.Google Scholar
American Psychological Association Zero Tolerance Task Force. (2008). Are zero tolerance policies effective in the schools? An evidentiary review and recommendations. American Psychologist, 63, 852–862. https://doi.org/10.1037/0003-066X.63.9.852 Google Scholar
Agencia de la Comunidad de Madrid para la Reeducación y Reinserción del Menor Infractor (ARRMI) (2014). Memoria 2013 [Report 2013]. Retrieved from author website http://www.madrid.org/bvirtual/BVCM018086.pdf Google Scholar
Bandura, A., Caprara, G. V., Barbaranelli, C., Pastorelli, C., & Regalia, C. (2001). Sociocognitive self-regulatory mechanisms governing transgressive behavior. Journal of Personality and Social Psychology, 80, 125–135. https://doi.org/10.1037//0022-3514.80.1.125 Google Scholar
Boccanfuso, C., & Kuhfeld, B. S. (2011). Multiple responses, promising results: Evidence-based nonpunitive alternatives to zero tolerance. Washington, DC: Child Trends.Google Scholar
Bravo, A., Sierra, M. J., & Del Valle, J. F. (2009). Evaluación de resultados de la ley de responsabilidad penal de menores: Reincidencia y factores asociados. [Outcome assessment in the Spanish young offenders’ law. Recidivism and associated factors]. Psicothema, 21, 615–621.Google Scholar
Catalano, R. F., Haggerty, K. P., Oesterle, S., Fleming, C. B., & Hawkins, J. D. (2004). The importance of bonding to school for healthy development: Findings from the Social Development Research Group. Journal of School Health, 74, 252–261. https://doi.org/10.1111/j.1746-1561.2004.tb08281.x Google Scholar
Cerezo, F., & Méndez, I. (2012). Conductas de riesgo social y de salud en adolescentes. Propuesta de intervención contextualizada para un caso de bullying [Social and health risk behaviors in adolescents. Context intervention proposal for a bullying case.] Anales de Psicología, 28, 705–719. https://doi.org/10.6018/analesps.28.3.156001 Google Scholar
Cohen, J. (1988). Statistical power analysis for the behavioral science (2nd Ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Curran, F. C. (2016). Estimating the effect of state zero tolerance laws on exclusionary discipline, racial discipline gaps, and student behavior. Educational Evaluation and Policy Analysis, 38, 647–668. https://doi.org/10.3102/0162373716652728 Google Scholar
Baroni, B, Day, A., Somers, C., Crosby, S., & Pennefather, M. (2016). The adoption of the monarch room as an alternative to suspension and expulsion in addressing school discipline issues among court-involved youth. Urban Education. https://doi.org/10.1177/0042085916651321 Google Scholar
Díaz-Aguado, M. J. (2005). La violencia entre iguales en la adolescencia y su prevención desde la escuela [The violence between adolescents and its prevention from school]. Psicothema, 17, 549–558.Google Scholar
Díaz-Aguado, M. J., & Martínez Arias, R. (2013). Peer bullying and disruption-coercion escalations in student-teacher relationship. Psicothema, 25, 206–213. https://doi.org/10.7334/psicothema2012.312 Google Scholar
Díaz-Aguado, M. J., Martínez Arias, R., & Martín Babarro, J. (2010). Estudio estatal de la convivencia escolar en la Educación Secundaria Obligatoria. Madrid, Spain. Ministerio de Educación. Retrieved from https://sede.educacion.gob.es/publiventa/estudio-estatal-sobre-la-convivencia-escolar-en-la-educacion-secundaria-obligatoria/educacion-secundaria-socializacion/13567 Google Scholar
DuPont, R. L., Caldeira, K. M., DuPont, H. S., Vincent, K. B., Shea, C. L., & Arria, A. M. (2013). America’s dropout crisis: The unrecognized connection to adolescent substance use. Rockville, MD: Institute for Behavior and Health, Inc. Retrieved from www.cls.umd.edu/docs/AmerDropoutCrisis.pdf Google Scholar
European Monitoring Centre for Drugs and Drug Addiction (EMCDDA) (2014). Statistical Bulletin. Retrieved from EMCDDA website http://www.emcdda.europa.eu/data/stats2017_en Google Scholar
Fabelo, T., Thompson, M. D., Plotkin, M., Carmichael, D., Marchbanks, M. P. III, & Booth, E. A. (2011). Breaking schools’ rules: A statewide study of how school discipline relates to students’ success and juvenile justice involvement. Report from Council of State Governments Justice Center and The Public Policy Research Institute of Texas A&M University. Retrieved from https://csgjusticecenter.org/wp-content/uploads/2012/08/Breaking_Schools_Rules_Report_Final.pdf Google Scholar
Garrido, E., Herrero, C., & Masip, J. (2002). Autoeficacia y delincuencia [Self-efficacy and delinquency]. Psicothema, 14, 63–71.Google Scholar
González, A., Fernández, J. R., & Secades, R., (2004). Guía para la detección e intervención temprana con menores en riesgo. [Guide for the detection and early intervention with minors at risk]. Madrid, Spain: Colegio Oficial de Psicólogos.Google Scholar
Hemphill, S. A., Plenty, S. M., Herrenkohl, T. I., Toumbourou, J. W., & Catalano, R. F. (2014). Student and school factors associated with school suspension: A multilevel analysis of students in Victoria, Australia and Washington State, US. Children and Youth Services Review, 36, 187–194. https://doi.org/10.1016/j.childyouth.2013.11.022 Google Scholar
Horn, J. L. (1965). A rationale and test for the number of factors in factor analysis. Psychometrika, 30, 179–185. https://doi.org/10.1007/BF02289447 CrossRefGoogle ScholarPubMed
Instituto Nacional de Estadística (INE) (2013a). Consumo de drogas en Enseñanzas Secundarias. [Drug consumption in Secondary Education]. Retrieved from INE website http://www.pnsd.msssi.gob.es/profesionales/sistemasInformacion/sistemaInformacion/encuestas.htm Google Scholar
Instituto Nacional de Estadística (INE) (2013b). Seguridad y justicia estadística de condenados: Menores. [Security and justice. convict statistics: Minors] Retrieved from INE Website http://www.ine.es/jaxi/menu.do?type=pcaxis&path=/t18/p467&file=inebase Google Scholar
Jaggers, J. W., Robison, S. B., Rhodes, L. F., Guan, X., & Church, W. T II. (2016). Predicting adult criminality among Louisiana’s urban youth: Poverty, academic risk, and delinquency. Journal of the Society for Social Work and Research, 7(1), 89–116. https://doi.org/10.1086/685089 Google Scholar
Kohlberg, L. (1980) High school democracy and educating for a just society. In Mosher, R. L. (Ed.), Moral education: A first generation of research and development (pp. 20–57). New York, NY: Praeguer.Google Scholar
Kupchik, A., & Catlaw, T. J. (2015). Discipline and participation. The long-term effects of suspension and school security on the political and civic engagement of youth. Youth & Society, 47, 95–124. https://doi.org/10.1177/0044118X14544675 Google Scholar
McGrath, K. F., & Van Bergen, P. (2015). Who, when, why, and to what end? Students at risk of negative student-teacher relationships and their outcomes. Educational Research Review, 14, 1–17. https://doi.org/10.1016/j.edurev.2014.12.001.Google Scholar
Observatorio Español de la Droga y las Toxicomanías. (2013). Informe 2013: Alcohol, tabaco y drogas ilegales en España. Madrid, Spain: Ministerio de Sanidad, Servicios Sociales e Igualdad. Retrieved from http://www.pnsd.msssi.gob.es/profesionales/sistemasInformacion/informesEstadisticas/pdf/2_Informe_2013.pdf Google Scholar
Petras, H., Masyn, K. E., Buckley, J. A., Ialongo, N. S., & Kellam, S. (2011). Who is most at risk for school removal? A multilevel discrete-time survival analysis of individual-and-context-level influences. Journal of Educational Psychology, 103, 223–237. https://doi.org/10.1037/a0021545 Google Scholar
Power, F. C., & Power, A. M. R. (1992) A raft of hope: Democratic education and the challenge of pluralism. Journal of Moral Education, 21(3), 193–205. https://doi.org/10.1080/0305724920210303 Google Scholar
Rose, J. (2002). Working with young people in secure accommodation. From chaos to culture. Nueva York, NY: Brunner-Routledge.Google Scholar
Skiba, R. (2014). The failure of zero tolerance. Reclaiming Children and Youth, 22(4), 27–33.Google Scholar
Suárez, A., Herrero, J., Pérez, B., Juarros-Basterretxea, J., & Rodríguez-Díaz, F. J. (2016). Risk factors for school dropout in a sample of juvenile offenders. Frontiers in Psychology, 7. https://doi.org/10.3389/fpsyg.2016.01993 Google Scholar
Sugai, G., & Horner, R. R. (2006). A promising approach for expanding and sustaining school-wide positive behavior support. School Psychology Review, 35(2), 245–259.CrossRefGoogle Scholar
Trianes, M. V. (2000). La violencia en contextos escolares [Violence in educational contexts]. Málaga, Spain: Ediciones Aljibe.Google Scholar
Valles, M. S. (2014). Entrevistas cualitativas [Qualitative interviews]. (Colección Cuadernos Metodológicos, 32, 2nd Ed.). Madrid, Spain: Centro de Investigaciones Sociológicas (CIS).Google Scholar
Wolf, K. C., & Kupchik, A. (2016). School suspensions and adverse experiences in adulthood. Justice Quarterly, 34, 407–430. https://doi.org/10.1080/07418825.2016.1168475 Google Scholar