annotated bibliography of new zealand research into family violence

towards others; poorer cognitive development and lower academic achievement; poorerrelationships between children and their parents and attachment issues; mental healthproblems, for example, depression, anxiety and suicidal behaviours; and inhibitedinternalisation of moral values. The author concludes that there is very little research thatsupports the use of physical punishment.Smith, A. B. (2005). Is physical punishment a mental health risk for children? Paper presented at theChild and Adolescent Mental Health Conference, Dunedin, New Zealand. Retrieved January26, 2006, from http://www.otago.ac.nz/cic/publications/0510Smith05IsPhysicalPun.pdfSee: www.nzfvc.org.nz/13031.pubTopic Areas: Children, Discipline/punishment, Mental healthAbstract: This paper explores various international and national research and theory thatsuggests the disciplining of children with physical punishment is detrimental. The theoreticalframework for discipline and punishment is discussed through such theories as socio-culturaltheory, social learning theory, and ecological theory. The author provides a summary of theevidence of the effects of physical discipline on children. Five areas of the long-term effectsof physical punishment are discussed: social behaviour, cognitive effects, quality of parentchildrelationships, mental health, and moral internalisation. This paper also looks at the someof the work to change parental disciplinary practices. The paper concludes that there is littleevidence to support the physical punishment of children as a means of discipline. The authorsuggests that, although compliance is the desired goal behind disciplining children, alternativedisciplinary methods may prove to be more positive for long-term outcomes than physicalpunishment.Smith, A., Gollop, M., & Taylor, N. (1998). Children’s voices in foster or kinship care: Knowledge,understanding and participation. In Children’s Issues Centre (Ed.), (n.d.), Children’s VoicesCollection. Paper presented at the Twelfth International Congress on Child Abuse andNeglect, Auckland. Dunedin, New Zealand: University of Otago, Children’s Issues Centre.See: www.nzfvc.org.nz/13365.pubTopic Areas: Child abuse and neglect, Children, Care and protection, Care and contact,Cultural practiceAbstract: This qualitative paper examines state care and protection interventions into thelives of 10 children in Dunedin. The intention of this research is to determine the level ofunderstanding that these children had of their placement situations, the reasons behind thembeing in out of home care, and the child’s involvement in decisions about their lives.Participants interviewed included the children, caregivers, and where possible, their socialworkers, with two follow-up interviews conducted for each child. Results included children’sknowledge of why they were in care, their knowledge and understanding of agencies andprofessionals who are involved in their lives, and children’s participation in the decisions thataffect their lives. The findings indicate that the majority of children did not understand whythey were in care and were confused about the roles of professionals. Seventy percent ofchildren stated that they were listened to about placement options and family contact.Personal accounts of children’s stories about how and why they came into care are included,some of which discuss family violence.Smith, A. B., Gollop, M. M., Taylor, N. J., & Marshall, K. A. (2004). The discipline and guidance ofchildren: A summary of research. Dunedin, New Zealand: University of Otago, Children’s166