Studies have shown that exposure to spanking videos can increase the likelihood of parents adopting similar disciplinary practices (Gershoff & Bitensky, 2007). Furthermore, research suggests that parents who engage in corporal punishment may be more likely to share videos of these incidents online, potentially perpetuating a cycle of violence (Holden, 2003).
Holden, G. W. (2003). A call to end corporal punishment: The problem, the pros and cons, and the future. Journal of Family Violence, 18(3), 255-267. spanking videos
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. Studies have shown that exposure to spanking videos
Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall. Journal of Family Violence, 18(3), 255-267
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.
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.
Bushman, B. J., & Huesmann, L. R. (2006). Is there a causal link between media violence and aggression? Journal of Social Issues, 62(3), 603-621.