Abstract
This article is dedicated to find out the impact of social changes and their crisis manifestations on the dynamics of family relations, which is manifested in situations of child-parent interaction in the learning process, as well as to analyze the impact of social changes on manifestations of violence against children. A comparative analysis of joint learning situations in junior grades during the COVID-19 pandemic and under martial law was carried out. The article analyzes the dynamics of changes in parents’ assessment of the learning process and results, the behavior of parents and children in the learning situation. An important task of the research is to identify the dynamics of changes in the risks of violence and the level of violence against children by parents in the joint learning situation. These social changes affect family dynamics and manifestations of parental violence against children.
Keywords
Introduction
Studies of the interaction of parents and children in difficult conditions, in particular during quarantine and martial law, reveal a significant level of conflicts, family crises and difficult adaptation to rapid changes in the learning process. Child-parent relations in conditions of social changes may contain risks of violence against children. Among the reasons that can provoke parental violence problems related to the child's academic performance are often mentioned (Werling et al., 2022). Domestic violence against children is very dangerous and has serious consequences. Abused children may be prone to aggressive behavior, various addictions, and suicide in the future (Forgey & Colarossi, 2003).
It is also worth emphasizing that the traumatic events of the war have a long-term effect on children. These effects may have consequences for future descendants of war witnesses (Wilton et al., 2023; Halevi et al., 2016).
Distance learning situations in the difficult conditions of the pandemic provoked significant negative changes in family relationships, in particular, they were characterized by emotional tension as a result of which children became victims of violence. (Afanasiev & Oros, 2021). Studies of learning situations during the pandemic revealed a high level of verbal aggression in parent-child relationships (Oros, 2021b).
Rapid social changes and the transformation of social orders cause powerful local changes that significantly change people's usual lives. The challenges of time provoke the need for changes in social practices in the field of education and family functioning: changes in the role repertoire of parents, changes in the conditions and chronological characteristics of communication with children, upbringing and education of children. Traditionally in Ukraine the family played a key role in creating conditions for the successful functioning of educational institutions. It is also worth emphasizing the key role of a woman in caring for the educational needs of a child, especially if they are children of primary school age. The functional role of tutor, educator, mediator is mainly assigned to the mother. A woman most often communicates with agents of educational socialization and does homework with a child and often combines this with a professional career. The Covid-19 pandemic and the introduction of martial law in Ukraine became a powerful driver of changes in families and risk factors for violence against children, the category of primary school age children became especially vulnerable. For parents of younger students, co-educational situations have become a real test in the conditions of social changes: firstly, children of this age are not able to do homework independently; secondly, it became necessary for parents to ensure constant supervision of children during their stay at work (this is very difficult to provide in conditions of quarantine and during air raids); thirdly, against the background of increased household responsibilities during quarantine and the need to engage in volunteer activities under martial law, the constant daily interaction of exhausted parents and children to solve new important educational tasks often has the risk of confrontational tension (Oros, 2021c). Difficulties faced by parents can create exhaustion and tension, which affects the evaluation of the process of joint learning and the relationship with the child, which can be traced in specific behavioral manifestations of parents and children, in particular, manifestations of violence against children. In our research, we use the term “martial law” to refer to the period from February 24, 2022 (a full-scale invasion of Russia into Ukraine), since the war in Ukraine has been going on since 2014, but it was of a local nature in the East of the country. The beginning of a full-scale war carries powerful threats and is felt throughout the territory of Ukraine.
The study of situations of violence against children in complex crisis conditions will help in the development of programs for early intervention and prevention of this phenomenon. The study of learning situations and the risks associated with them will help teachers, psychologists and social workers to develop specific advice and schemes for monitoring the problem, which will reduce the level of violence against children and the suffering of parents.
Theory
A micro-sociological approach to the study of violence allows to reveal micro-interactional aspects of the problem, so to speak, to consider a specific situation “here and now.” The unit of measurement of microsociology is not an individual or a social group, but a specific social situation. Personality concentrates the effects of experienced social situations. This approach has valuable practical significance for understanding, predicting and preventing situations of violence and manifestations of aggression.
Collins (2008) insists on the conceptual priority of microsituational dimensions of violence. A micro-sociological approach to the study of the problem allows to reveal the micro-interactional aspects of violence. Consider a specific situation “here and now,” so to speak. This approach has valuable practical significance for understanding, predicting and preventing situations of violence and manifestations of aggression. Collins explains: “violence needs certain situational conditions within which it can occur (or not occur), outside of any cultural motivation.” Violence almost always runs into serious emotional barriers (barrier of confrontational tension). People generally dislike violence, and there are a number of social rituals to avoid violence. According to the author, violence manifests itself only under circumstances that allow this confrontational barrier to be overcome. In situations of joint learning, the risk of confrontational tension increases. Under these circumstances, the physical superiority of parents over children can be resolved by “panic attack” in the form of violence (Collins, 2008). The empirical facts show that most often, aggressive behavior is shown by those people whose parents had a positive attitude towards the aggressive behavior of their children (Oros, 2021a).
People see the success of using violence in a social environment and receive positive reinforcement. The positive effect is both external—social and internal—psychophysiological. Bandura and Walters (1959) emphasizes the peculiarities of interpreting a situation that provokes aggressive, violent behavior in his concept of social learning.
To use violence against a person is to do something to yourself that you would not want to do in principle. In societies governed by law, this means denying another a right that he would normally claim for himself. In this sense, violence is inextricably linked to issues of personal value, as well as to socially determined privileges and status (Malešević, 2013).
However, a number of researchers insist on the need to consider background factors in understanding violence. Taking into account the context of violence does not contradict the microsociological concept, but expands and complements it. Collins (2008) points out that domestic violence is a learning process in which the participants get used to the learned roles—the bully and the abuser. Violence is also explained by relationship dynamics. In this case, chains of interaction rituals are influenced by norms and social conventions (Koepp & Schattka, 2020). Elias (1994) argues that the civilizing effects of modernity occur through increased self-control, including control over the expression of violent urges, in a complex interplay of changes in various social institutions and personality types. Wieviorka (2009) assumes that: violence is not a product of the social, but of its lack, inadequacy and decline, and in extreme cases has nothing to do with the social.
Child care and support in difficult conditions is crucial for a child, it is important for the formation of his ability to adapt. Physical and emotional abuse diminishes the importance of parents as a source of safety and protection. Self-regulation of parents’ emotions and behavioral reactions is also important, aggression between parents and impulsive behavior towards the child weakens the child's ability to control his emotions. The ability to adaptively manage emotions is associated with children's mental health, academic and social competence (Katz & Windecker-Nelson, 2006).
Violence against children is so pervasive that parental ideology makes no difference—those who say they oppose corporal punishment still use it as often as parents who support it as a means of control. This means that immediate situational dynamics reveal the use of violence against young children. Most studies show that women are more likely to use routine violence against young children than men, although this is no doubt because they spend more time with children (Collins, 2008).
Situations of joint learning can show problems of interaction between children and parents, reveal evaluations of the learning process and the potential threat of aggression and violence. Under usual conditions, the function of compulsion to study is entrusted to the teacher. At the same time, in the situation of distance learning, the social distance between the student, the teacher and the class increases significantly. In the conditions of distance learning, the factors that directly or indirectly encouraged learning are partially or completely eliminated. For example, social pressure from classmates is partially lost, there is an opportunity in an unpleasant situation to interrupt communication or avoid an answer, referring to technical problems. Under such circumstances, the function of parents to force learning, which involves the establishment or strengthening of control, is strengthened. Partial adoption of the teacher's function by parents also causes additional tension in the child-parent interaction due to the lack of professional pedagogical competences. Such a situation can cause a negative process of a partial loss of authority by parents in the eyes of children. In addition to a number of negative prospects for the development of child-parent relations, the loss of authority by parents is also an additional factor that increases the conflict of interaction and increases the violent and aggressive potential at the microsocial level. Parents will naturally feel the need to reassert dominance through violent means (Oros, 2021a).
In our research, we tried to find out the impact of social changes and their crisis manifestations on the dynamics of family relations, which is manifested in situations of child-parent interaction in the learning process, as well as to analyze the impact of social changes on manifestations of violence against children.
The main research question that we tried to answer has the following formulation: How social changes, as well as the social consequences associated with them, can affect the manifestations of parental violence against children? An additional research question has the following formulation: How does the specific situation of joint education of parents and children affect the assessment of the learning process in general?
Methodology
In order to find out the specifics of the impact of difficult conditions on child-parent relationships and manifestations of violence against children, we conducted a survey in three stages: the first stage is the lockdown during the Covid-19 pandemic from December 25, 2020 until January 25, 2021; the second stage—lockdown during the Covid-19 pandemic from March 6, 2021 until May, 30, 2021; the third stage—martial law in Ukraine March–April 2022. The target group of our survey is parents of elementary school children who live in Zakarpattia Region. The sampling method is respondent-driven sampling (RDS).
The choice of this method and questionnaire tool is determined by the specifics of the topic, which parents agree to discuss with third-party researchers. An anonymous survey allows you to get more candid answers to sensitive issues of relationships with their children. The research was conducted using Google Forms. To form a sample the questionnaire was placed in the Viber messengers of parents of younger classes with an appeal from the researchers. Data were processed using the SPSS Statistics program. The Pearson correlation analysis method was used for statistical analysis.
In the conditions of martial law, which was introduced in Ukraine on February 24, 2022, the mode of education of children at school depends on the security situation. It is important to clarify that the Transcarpathian region is a rear region, which is territorially the farthest point from the front line in Ukraine. The limitation of the sample is due to the fact that the analysis concerns only the territory that is far from the combat zone. In the region there is an opportunity to conduct face-to-face classes, which are complicated by the need to interrupt the educational process during air alarms.
The total number of parents who took part in the study—589: 1st stage—193; 2nd stage—187; Stage 3—209. We pre-selected recruiters by place of residence so that the involved respondents proportionally reflected the demographic distribution in Zakarpattia Region. The main respondents who were recruited into the study were representatives of educational institutions—primary school teachers (first and second stages—6 people each; third stage—7 people;) and parents of primary school students (first stage 6 people, second stage—5 people, the third stage—7 people)—heads of parent committees who answered the questions of the questionnaire and involved other parents in the study (at the same time acted as respondents and recruiters.
The selection of respondents by recruiters was carried out randomly, this type of sampling does not allow to control fully the second wave of respondents’ involvement in the study. However, the sample was repaired taking into account certain socio-demographic characteristics when recruiting respondents to the study, namely: age, place of residence of the parents, and gender and age of the child. The questionnaire included an item on parental consent to processing information and making it public/publishing it in a generalized form.
Parental violence against children is a very sensitive topic for parents, which has almost the highest level of latency. Parental violence is not separated from family dynamics in general and its peculiarities due to the influence of social changes. It is important to look carefully for ways to the most accurate study of this phenomenon and choose the right optics to get closer to an accurate understanding of the problem. In our opinion, such a tool can be the study of the most vulnerable and emotionally saturated moments, which can show: What is really happening? Such an important tool can be a specific situation that definitely involves active communication between parents and children. The situation may be complicated by the need to solve tasks important to both sides. Such a situation, which can reveal the true state of affairs regarding parental violence against children, is precisely the situation of joint education.
Results
Focusing on joint learning situations to reveal the specifics of the impact of social changes on manifestations of parental violence against children, it is important to understand that a specific learning situation is included in the context of parent-child relationships and attitudes toward learning. Data on these domains can bring us closer to understanding the role of background factors of violence. The analysis of specific behavioral manifestations of the participants in the joint learning situation can reveal specific micro-interactional features of the interaction and assess the risks of deterioration of family dynamics. Diagnostics of the level of psychological and physical violence in the educational situation is a quantitative indicator of the impact of social changes on manifestations of violence against children. For our research, it is important to identify the gender characteristics of parents’ involvement in co-educational situations, the age of parents and children, the gender of children and the place of residence. The socio-demographic characteristics of the sample are detailed in Table 1.
Socio-Demographic Characteristics of the Study Participants.
Source: own calculations.
Our research made it possible to confirm the assumption that children's education is mainly done by mothers. During critical social changes, an unfavorable, stressful atmosphere is created, because a negative cognitive assessment of situations develops, as a result of which negative emotions dominate. Women are more vulnerable during a crisis because they are more sensitive to guarantees of stability of family relations. We assume that some parents (mainly mothers) cannot cope with this situation on their own and provide the child with the necessary support. It is clear that under such conditions, it is difficult to form a positive attitude to the learning process, and the child cannot effectively absorb knowledge. The general background for the reproducible micro-situation with learning is created by the negative field of the mass media, fear, worries that it will never end, a change in the usual way of life and the associated high level of anxiety.
An important indicator of the impact of social changes and problems faced by the family is the assessment of parents’ relationship with their children under the influence of these challenges of time. Although more than half of the parents during the survey answered at different times that the changes did not affect their relationship with their children, we nevertheless recorded important results. Our research also made it possible to monitor the dynamics of changes in the relationship with the child during the period of quarantine and during martial law, which is indicated in Table 2.
Dynamics of Changes in Relations Between Parents and Children.
Source: own calculations.
Table 2 shows that the changes in the relationship between parents and children differ from those during martial law: martial law led to an improvement in the relationship with children for some parents, while during the second and third lockdowns, the relationship slightly worsened. The third lockdown affected the relationship between parents and children more negatively than the second. Our results show the following picture. During the lockdowns, the nature of the relationship between parents and children was dominated by the isolationist position of each family member, which was reinforced by the very idea of quarantine in the conditions of the pandemic. In this situation, the relationship between parents and children worsened. And already during the martial law, the inevitable danger to life and existential fear contributed to the formation of the need for closeness with children.
However, the main activity of children is learning, and parents of primary school students are quite strongly involved in this process. In most cases, both the organization of the learning distance process and the preparation of recommended homework fall on the shoulders of parents. In modern conditions of digitization and individualization, which is accompanied by the choice of personalized content and spending free time with their gadgets separately, situations of joint learning with the child become almost the only quality time spent with the child. It is in situations of joint learning that parents and children actively interact, but such situations are also characterized by a certain emotional tension (when parents force the child to study and complete tasks, and the child resists). To understand the dynamics of changes in the assessment of the process of learning together with children, we compared the data obtained as a result of the survey for the three studied periods (Table 3).
Dynamics of Assessment of the Learning Process Shared with the Child.
Source: own calculations.
Table 3 clearly shows how parents’ assessment of the joint learning process changed during martial law: compared to the second lockdown, the number of very positive assessments increased by 14.9%, and the extremely negative assessment of the learning process decreased by 13.6%. Rather negative evaluations of the learning process have changed significantly, decreasing by 32.5%, while rather positive evaluations have increased by 35.1%.
Our research revealed a connection between the personal experiences of parents and the place of residence, that is, in a big city, the assessment of the joint learning process is more positive than in a village. We assume that this situation is caused by a greater amount of work on the farm in rural areas and a higher level of tension, which is caused by a constant lack of time for joint activities with the child. An argument in favor of this explanation can be the lack of connection between this indicator and the profession of the parents. Probably, the high level of employment in the economy acts as an additional stress factor in combination with others.
According to Table 3, we also note an improvement in the evaluations of the learning process during the third lockdown compared to the second lockdown: the number of negative evaluations decreased, and the number of positive evaluations increased. During both lockdowns, the learning process of children was exclusively remote, while during martial law in the analyzed region, full-time education was conducted. From the research data, it is clear that parents are gradually adapting to the learning conditions and stressful factors of the pandemic. Situations related to learning during the pandemic are becoming more familiar for parents and children: both sides often use certain techniques and life hacks that contribute to reducing the tension between parents and children, the level of alarming coloring of the situation. In particular, part of the responsibilities of learning are transferred to teachers, tutors, children's learning is stimulated through additional rewards, children are left alone with teachers during learning. Over the course of the pandemic, all three sides of the learning process improved their skills in using gadgets and basic programs, some parents provided their children with their own devices, which significantly reduced negative evaluations of the learning process and increased positive ones.
In our opinion, the big difference in positive and negative evaluations of learning during lockdowns and martial law should be explained, first of all, by the change in the form of education: from distance to full-time process, which significantly reduced the burden on parents and their involvement in the learning process. To prove the influence of this factor on the change in the situation, it is worth analyzing the numbers that indicate the amount of time that parents spend learning with their child. Secondly, the potential dangers to life, health, and social welfare caused by war led to changes in the learning demands of children, parental attitudes toward the learning process itself and educational outcomes during wartime.
Chronological characteristics of co-learning situations are important for understanding them. We asked parents the question: “How much time do you spend studying with your child every day?.” The results we got during lockdowns and wartime were quite different from each other. During the third lockdown, the following answers are “more than three hours” (22.5%). Therefore, the duration of the situation of joint education of parents and children during the lockdown was mostly from one hour to three or more hours. It is worth noting that during the lockdown, children studied distantly (100% of respondents). During the martial law, when we asked about the duration of joint learning, we received the following results: “30–60 min” (38.9%). The time characteristics of situations of joint education during martial law have changed—they have become shorter, their chronological limits are mostly in the range from 30 min to 1.5 h, but in this case the form of education has changed: 73.5% of children went to school, 24.6% had mixed form of education and only 1.9% were on distance learning (internally displaced persons who continued their education at the place of previous residence). Chronological characteristics of joint learning situations during the third lockdown are related to the compulsion to study (r = −.255; p < 0.01)—the more intense the compulsion, the longer the learning situation; assessment of parents’ personal experiences during learning (r = .214; p < 0.01)—the longer the situation, the more negative the assessment of parents’ experiences. Chronological characteristics of joint wartime learning situations are also related to a number of indicators. First, the duration of learning situations during the war is related to the child's behavioral reactions in difficult learning situations: “reacts calmly” (r = −.185; p < 0.01); “may attack me” (r = .258; p < 0.5); “drops notebooks” (r = .177; p < 0.5). Secondly, the duration of learning during the war is related to the change in the relationship with the child (r = .209; p < 0.01)—the longer the learning situation, the worse the change relationship with the child.
Situations of joint education between parents and children of primary school age are often quite stressful for both participants and full of emotional moments. A child must learn a fairly large volume of new, complex, often incomprehensible information. The nervous system of the child (younger schoolchildren) is still quite weak, and the skills of self-organization and self-control are not sufficiently formed. Parents may lack patience to support the child. That is why, in our opinion, it is very important to analyze the behavioral manifestations of parents and children in difficult situations related to learning. Based on already published studies, there is an understanding that the socio-psychological coloring of the situation is set by the parents. In our questionnaire, we included the question “How does your reaction to difficult situations related to education manifest itself in relation to the child?” and gave respondents the opportunity to choose several answer options. The obtained results made it possible to monitor the dynamics of changes in parents’ behavioral reactions to children in difficult situations related to education during lockdowns (distance learning) and during martial law (mainly classroom learning). The comparison of these data also allowed us to monitor additionally the manifestations of mental and physical violence against children and to identify changes in the violent potential of learning situations in conditions of change and crisis conditions (Table 4).
The Dynamics of Changes in Behavioral Manifestations of Parents in Relation to Children in Difficult Situations Related to Learning.
Source: own calculations.
The research data we received demonstrate changes in the behavior of parents under quarantine and martial law. Behavioral response of parents in difficult situations related to the training “Support the child” increased by 22% during martial law compared to the second lockdown; by 17.6% compared to the third. A significant difference in the behavioral manifestations of parents supporting a child during the second lockdown and martial law prompts us to a more detailed analysis of the statistically significant correlations of this indicator in both periods. During the second lockdown, statistically significant correlations were found between parents’ reaction “I support the child” and a number of indicators. Parents who support the child less often use mental (r = .344; p < 0.01) and physical violence before the quarantine (r = .188; p < 0.01) and during the quarantine (r = .299; p < 0.01).
During the martial law, we found statistically significant correlations between parents’ reactions to difficult situations related to the “I support the child” training and a number of indicators. Firstly, with the evaluation of the learning process (r = −.186; p < 0.01). Secondly, with the assessment of changes in the relationship with the child (r = −.172; p < 0.5). Thirdly, statistically significant inverse correlations were found between child support and parents’ behavioral reactions in difficult learning situations: “tonality becomes stricter” (r = −.423; p < 0.01); “does not show at all” (r = −.329; p < 0.01); “I make remarks and criticize more often” (r = −.313; p < 0.01); “calling names” (r = −.223; p < 0.01); “I drop notebooks, books and other objects” (r = −.213; p < 0.01); “does not show at all” (r = .329; p < 0.01). During the lockdown, the behavioral response of the parent in difficult learning situations “support the child” is more related to the child's response, and during the martial law, there is more relationship with the parent's response, that is, the choice of the behavioral strategy is more moderate.
A very important aspect during the analysis of situations of joint education of parents and children is the analysis of the behavior of not only the parents, but also the children. As we have already seen, the reactions of parents and children are closely related. Positive behavioral reactions determine the positive reactions of children. After all, parents, as older, more experienced and more authoritative set the tone for communication and form behavioral scenarios for children. Unfortunately, as part of our research, we did not have the opportunity to talk to the children of the interviewed parents, but we asked the parents the relevant question “How does your child react to difficult situations related to learning?” and asked to choose several answer options. The obtained results gave us the opportunity to identify variants of children's behaviour and monitor the dynamics of changes in their behavioral reactions in difficult situations during education in the quarantine conditions and during the martial law. Our research revealed that the most common reaction of children during all three studied periods is “asking the tummy to rest.” Children's and parents’ perception of learning difficulties as a negative trigger during the martial law is reduced. In this case, it is also important to take into account the form of education (mainly classroom), the reassessment of values, life priorities, the change in the main task of parents and their understanding of this task, which significantly changes the context of the learning situation more detailed comparative analysis of data on children's behavioral reactions is presented in Table 5.
Dynamics of Changes in Children's Behavioral Manifestations in Difficult Situations Related to Learning.
Source: own calculations.
A comparison of parents’ answers regarding their children's behavior in difficult learning situations (Table 5) shows a decrease in negative behavioral manifestations and an increase in the number of positive reactions to the situation. In our opinion, the most interesting for analysis is the dynamics of changes in the behavioral response of children “reacts quite calmly": the number of elections in the third lockdown compared to the second increased by 5.7%, during the martial law compared to the second lockdown by 25.1%, and compared to the third lockdown by 19.4%.
In all three periods of the study, significant correlations of the child's calm reaction to difficult situations related to learning were found with the following indicators: “How do you evaluate the learning process together with the child” (second lockdown (r = −.484; p < 0, 01); the third lockdown (r = −.455; p < 0.01); during the war (r = −.177; p < 0.5)). Inverse correlations with other children's behavioral reactions were also revealed, which indicates the integrity and complexity of children's behavioral reactions in similar situations: “crying” (second lockdown (r = −.297; p < 0.01); third lockdown (r = −.387; p < 0.01); during the war (r = −.457; p < 0.01)); “the tone of communication becomes dissatisfied” (second lockdown (r = −.370; p < 0.01); third lockdown (r = −.460; p < 0.5); during the war (r = −.437; p < 0.01)); “asks for a break to rest” (second lockdown (r = −.399; p < 0.01); third lockdown (r = −.299; p < 0.5); during the war (r = −.281; p < 0.01)). The obtained results, in our opinion, can be the evidence of a stable complex of behavioral reactions formed in children to difficult situations related to learning, they are quite coherent and stable despite the conditions and circumstances and can testify to the attitude to the situation and reflect the attitude of parents to the learning process (in cases of parents’ positive assessment of the joint learning process, children react calmly and vice versa). At the same time, situational factors of parents’ behaviour during difficult situations related to education should be noted. In all the studied periods, we found significant correlations between the child's reaction “reacts calmly” and the following indicators of parents’ behavioral reactions in these situations—children who were not subjected to mental violence in the form of shouts and criticism before the war more often react calmly (r = .242; p < 0.01).
One of the key questions of our research is the analysis of the dynamics of changes and the identification of the level of manifestations of violence by parents in relation to children under the influence of powerful social changes—quarantine restrictions and war. Our study also made it possible to compare the level of violence in distance learning (the second and third lockdowns) and classroom learning, which is burdened with complex security challenges for children, parents and teachers (martial law).
Quarantine restrictions have become a difficult challenge for teachers, parents and children: limited space, distance learning, professional risks, fear of getting sick, role conflicts and a limited planning horizon. Remote education of children created additional inconveniences and worries, insufficient number of gadgets and space to ensure a comfortable learning process, parents were forced to take partially on the role of a teacher. All these circumstances became risk factors for parental violence, as emotional tension needed an outlet and the most convenient object for aggression at home was a child. During martial law, parents faced other, new challenges: preserving the lives and health of their children. The data we received in the course of the research made it possible to identify the level of violence against children before the quarantine and martial law, as well as to determine how much the situation regarding parental violence changed during the quarantine and martial law. We also monitored the dynamics of changes in indicators of mental to physical violence as a result of the impact of social changes that are decisive for the organization and functioning of the family. Indicators of changes in the level of mental violence during education before and during the quarantine restrictions, before and during the martial law are also important for analysis. These data are presented in detail in Table 6.
Dynamics of Changes in Mental Violence in Relation to Children.
Source: own calculations.
The data included in Table 6 illustrate the high risk of using mental violence (shouts, criticism) in relation to children during quarantine: the percentage of answers “several times a week” increased during the second lockdown by 12.9%, and during the third by 3.2%. During martial law, this indicator decreased by 0.5%. During the third lockdown, the indicator of the use of mental violence against children “several times a month” is 40.1%—this is the highest indicator for all three studied periods. “Never” used criticism and yelling in a learning situation during martial law 59.3%, during the second lockdown 40.9%, during the third 40.6%. Analysis of the dynamics of changes in the level of manifestations of mental violence of parents in relation to children in educational situations made it possible to conclude that the level of mental violence towards children during the martial law decreased in comparison with quarantine restrictions.
We are also interested in the level of physical violence against children, the probability of its use during the quarantine restrictions\martial law and the dynamics of changes in these indicators. The dynamics of changes in physical violence against children are presented in Table 7.
Dynamics of Changes in Physical Violence Against Children.
Source: own calculations.
The data presented in Table 7 indicate a significantly lower level of physical violence against children before and during crisis changes compared to mental violence. At the same time, we note a slight increase in the level of physical violence against children during the quarantine restrictions compared to the pre-quarantine period with a frequency of “once.” Table 7 shows that the level of physical violence against children significantly decreased during the martial law.
In our opinion, the question “Do you think the child faces difficulties because of the war?” is also important in the context of this research. The answer to this question makes it possible to determine the subjective assessment of parents regarding the challenges of the war affecting the child's life. 9.6% of parents gave the answer—“Yes, with significant”; 47.4%—“Rather yes, it collides.” Based on the results of the research, we can draw conclusions that in the most remote region of Ukraine, families are also suffering because of the war. In our opinion, in this case, the difficulties faced by children due to the war are primarily related to the constant missile threats to the civilian population.
The results of the survey revealed a relationship between the frequency of yelling and criticism at the child during education and the assessment of the difficulties the child faces due to the war (r = .255; p < 0.01). The higher the level of shouting and criticism, the higher the level of difficulties in children according to parents. We assume that the level of screams and verbal aggression addressed to children may be the consequences of an increased level of anxiety due to military actions. It is expected that IDPs rate higher the difficulties faced by children during war. Parents’ assessment of difficulties for children due to the war is also related to the dynamics of the relationship between parents and children during the war (r = .203; p < 0.01). Parents who, because of the war, had to move to a safer rear region note that relations with their children have improved significantly. This category of parents is less likely to call children names in situations of difficulties related to learning (r = −.163; p < 0.5), although they spend more time studying with the child (r = −.179; p < 0. 01).
It is worth noting that the evaluation of the results and process of learning under martial law is closely related to the form of learning: a positive evaluation of the results of training is caused by classroom learning, and a negative one by remote and mixed forms (r = .389; p < 0.01); the most positive assessment of the learning process is determined by classroom learning, and negative by remote and mixed forms (r = .163; p < 0.5).
The relationship between the evaluation of the learning process and the child's reaction to difficult situations related to learning was also revealed: “reacts quite calmly” (r = −.177; p < 0.5); “the tone of communication becomes dissatisfied” (r = .253; p < 0.01); “screams” (r = .213; p < 0.01); “cries” (r = .166; p < 0.01); “throws notebooks, pens, other objects” (r = .137; p < 0.5). It is quite predictable that a positive assessment of the learning process is also associated with a positive change in the dynamics of relations with the child (r = .221; p < 0.01). Parents’ assessment of the learning process shared with the child is also related to a number of parents’ reactions to difficult situations related to learning, in particular: “I support the child”—a situational reaction to the difficulties of the learning process in the form of supporting the child is associated with a positive assessment of the learning process (r = −.186; p < 0.01); “I make comments and criticize more often”—criticism and comments in difficult learning situations are associated with a negative assessment of the learning process (r = .199; p < 0.01). In general, analyzing the parents’ assessment of the joint learning process with the child, we can make assumptions about a number of factors that determine the attitude to the learning situation, in particular, the reactions of parents and children to difficult learning situations. The relationship between the evaluation of the learning process and the use of shouting and criticism of the war in relation to the child is also indicative (r = −.298; p < 0.01). It is possible that the negative assessment of the joint learning situation reflects not so much the relationship to the learning process as the behavioral and educational reactions of parents, which set the tone of child-parent interaction. Criticism of a child and verbal aggression of parents form appropriate reactions in children, or provoke insults, crying, whining, etc. Educational strategies based on strict subordination and confrontation contribute to the emergence of situations of communication with the child that carry a negative emotional potential. Communicating with a child full of criticism and yelling is difficult for all participants, even with normal communication. Communication is significantly complicated in the situation of learning and overcoming certain difficulties associated with it.
Further monitoring of the impact of social changes on the dynamics of child-parent relations will show a tendency either to improvement or deterioration in relations, which, accordingly, will reduce or increase the risk of violence against children.
Conclusions
The microsociological approach turned out to be the optimal solution for analyzing the impact of social changes on manifestations of parental violence against children. Attention to co-learning situations in which parent-child relationships are reflected is a successful analytical case that lends itself to study with appropriate tools. In such situations, a potential confrontation is inherent, which is resolved by a forward panic.
The results of the study allow us to provide an answer to the main research question: How social changes, as well as the social consequences associated with them, can affect the manifestations of parental violence against children? These consequences can have: a) a psycho-social dimension: the level of stress on the mother during the education process, the negative background of the influence of mass media, fear and anxiety; b) cultural dimension: factors of social space (difference in urban and rural learning conditions), change in social distance between parents and children; c) pedagogical: shifting the roles of parents and teachers; overloading with technical means that change the pedagogical space.
The data of our study demonstrated the importance of situational conditions for the risks of violence against children (duration of the learning situation, form of learning, assessment of the situation and previous experience in similar situations).
Our study has shown changes in the assessment of the learning process and results, changes in the temporal characteristics of learning situations. The context of the learning situation in this case is mainly determined by the form of learning and the importance of learning activities for the family as a whole. To understand the violent potential of learning situations, it is important to understand the place of education in the complex of parental tasks. The important responsibilities of parents are to provide for the child's needs in the present and to form the child's ability to provide for his needs in the future.
The study of the dynamics of changes in socio-demographic characteristics, relations between parents and children, the analysis of specific behavioral manifestations of parents and children in learning situations can show a qualitative dimension of the impact of social changes on the risks of parental violence against children. At the same time, studying the dynamics of changes in the level of violence against children in different periods shows us a quantitative expression of the impact of social changes on the specified risks.
With the duration of the educational process in difficult conditions, there is a risk of fixing negative behavioral reactions in the role sets of the participants of the interactions, which will affect the children's education.
A comparison of research data revealed a decrease in the level of violence against children during the martial law in Ukraine. We attribute the obtained results to two main reasons: firstly, classroom training, which is much less difficult for parents and children; secondly, the main educational task and the importance of the role of parents in wartime have changed—during the war, it is more important to worry about the child's physical safety and health than about the future social status. The use of violence against children during the pandemic is a way to relieve emotional tension in conditions of uncertainty and hyperbolization of parental obligations. Violence against children in the conditions of war is the realization of the usual scenario of parental educational influence on the child.
Footnotes
Declaration of Conflicting Interests
The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
Funding
The authors received no financial support for the research, authorship, and/or publication of this article.
