This research looked at the combination of cognitive performative conduct, academic commitment, and pair segregation over four years among 700 adolescents aged 10 to 16 ages initially, varying from moderate physical abuse up to verbal Violence. Three classes were detained for their positive reinforcement: moderate imprisonment, extreme body penalty, violent abuse, and disciplinary interventions recorded by caregivers and children. They were taken into consideration. Only Initial vulnerability to physical trauma was substantially linked to decreased brain abilities, adjusting for psychology and social variables. A behavior development framework of children psychological abuse (BDF-CPA) is proposed. There was a reduction in school attendance connected with physical punishments and increasing alienation between peers. If an individual has recorded a specific penalty or a career, our results have been reasonably straightforward. In general, our results indicate that information abuse avoidance can improve individuals' intellectual growth and might not be adequate alone to guarantee that students are protected and well adapted in education.

这项研究考察了 700 名 10 至 16 岁青少年最初四年的认知行为行为、学业承诺和结对隔离的组合，从中度身体虐待到言语暴力不等。三个班级因积极强化而被拘留：中度监禁、极端身体惩罚、暴力虐待以及照顾者和儿童记录的纪律干预。他们被考虑在内。只有最初对身体创伤的脆弱性与大脑能力下降密切相关，调整了心理和社会变量。提出了儿童心理虐待行为发展框架（BDF-CPA）。与体罚和同龄人之间日益疏远有关的学校出勤率下降。如果个人记录了特定的处罚或职业，我们的结果相当简单。总的来说，我们的结果表明，避免信息滥用可以提高个人的智力发展，但仅凭这一点可能不足以保证学生在教育中受到保护和适应。