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The use of corporal punishment, including spanking, has been a long-standing debate among researchers, policymakers, and the general public. The widespread availability of "spanking videos" on online platforms has further complicated this discussion, raising concerns about the potential consequences of such content on children's development, parenting practices, and societal attitudes. This paper aims to provide a comprehensive review of the existing literature on spanking videos, exploring their potential impact on children's well-being, parenting styles, and cultural norms. spanking videos
Houts, R., Manke, B., & Caspi, A. (2010). The relationship between parenting style and child behavior: A longitudinal study. Journal of Abnormal Child Psychology, 38(5), 645-656. Shonkoff, J
The proliferation of "spanking videos" on social media and online platforms has sparked intense debate about the role of corporal punishment in child-rearing. This paper provides a critical review of the existing literature on spanking videos, examining their potential impact on children's development, parenting practices, and societal attitudes towards discipline. We argue that spanking videos can have far-reaching consequences, influencing not only individual children's well-being but also shaping cultural norms around discipline and child-rearing. (2000)
Spanking videos, often uploaded to social media and video-sharing platforms, depict parents or caregivers administering corporal punishment to children. These videos can range from brief clips showing a single incident of spanking to longer videos documenting a child's behavior and the caregiver's response. While some argue that these videos serve as a form of parental education or a means of sharing disciplinary strategies, others contend that they promote and normalize violence against children.
Gershoff, E. T., & Bitensky, S. H. (2007). The effects of corporal punishment on children: A review of the evidence and implications for policy and practice. Journal of Family Violence, 22(6), 385-401.
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