Practice Of Corporal Punishment Research Articles

Key Informant Views of the Determinants of Child Labour Maltreatment.

(1) Background: The maltreatment of child labourers is a major public health concern. There is a dearth of research in Bangladesh on the intentional maltreatment of child labourers. This study explored the risk factors for the maltreatment of child labourers in rural Bangladesh based on the knowledge and understanding of experts; (2) Methods: Seventeen interviews were conducted with experts who were sampled using a purposeful approach. A thematic analysis was performed to analyse data using NVivo; (3) Results: Child labourers were exposed to maltreatment due to their demographic, their young age, dropping out of school, health complications, and excessive dependency on employers. Socio-cultural adversities such as corporal punishment practices, social stratification, and family disorganization pose risks of experiencing maltreatment. Economic poverty is also a factor. Child labourers were found to be victimized if they worked in violence prone sectors. Significantly, the unregulated market structure and the lack of monitoring has also led to the exploitation of children in the workplace. Gaps in public policies were also identified as risk factor for the maltreatment of child labourers; (4) Conclusion: There is a need for adequate evidence-based research on the determinants of the maltreatment of child labourers to formulate adequate policy.

The Bahamian Justification for Using Corporal Punishment Within the Home: A Christian Habit?

Corporal punishment is a common means of disciplining children in Bahamian homes. Previous studies in The Bahamas have linked the justification for its use with religious beliefs. An Internet survey employing a snowball sampling method resulted in 1,570 persons participating in a study designed to focus on the association between biblical influence and attitudes toward corporal punishment; namely, is there an association with biblical influence in the lives of participants and their attitudes towards corporal punishment of children? This study found that those most influenced by biblically-based teachings were most likely to support the use of corporal punishment on their children. The results show that while overall belief in the Lord God of the Bible is associated with the use of corporal punishment, there is divergence between Christians to the extent corporal punishment is justified by the biblical texts, as well as how much participants’ lives were modelled on biblical precepts (specifically, the Ten Commandments and the Beatitudes). The divergence of opinions within the Christian population, which represents over 90% of the population of The Bahamas, indicates that attempts by the State to regulate the practice of corporal punishment will need to be promoted by pastors to make messages on nonviolent discipline of children acceptable to Christians in The Bahamas.

Spanking and Corporal Punishment Parenting Practices and Child Development: A Systematic Review.

Violence against children is a significant problem, particularly during early childhood development. Spanking and other forms of corporal punishment in child-rearing have been used by families worldwide to correct children's unwanted behaviors. Despite previous studies focusing on the negative consequences of these parental practices, open questions remain. The present study aimed to systematically review the empirical studies published in scientific literature that examined the associations between parenting practices of spanking and corporal punishment of mothers and their children's behaviors and development in early childhood. Search was performed in PubMed, APA PsycNet, Web of Science, SciELO, and LILACS databases using the combination of the following keywords: ((spank OR physical punishment OR physical abuse OR physical maltreatment OR corporal punishment) AND (parenting)) AND (child* development OR child* behavior). The inclusion and exclusion criteria were applied and 34 articles were selected for review. The inclusion criteria were the following: studies that evaluated associations between maternal spanking or corporal punishment practices and behaviors or development of 0-to-6-year-old children; quantitative studies; studies published in English, Spanish, or Portuguese language. The results showed that in 94% of the studies, there were significant associations between maternal spanking and corporal punishment with deteriorated child behavior and development, concurrently or later. In addition, maternal physical practices also acted as mediators or moderator variables in models that explained behavioral and developmental problems in early childhood.

Ethical Questions Concerning Corporal Punishment of Children: Touring its Implications and Directions

The following paper intends to expound few ethical questions around thepractice of corporal punishment of children. Moving beyond a myriad of mental and physical ramifications, the objective here is to estimate the deep-seated issues that the damaging disciplinary model of corporal punishment yields and, furthermore, to promote a Virtue Ethical approach to parental discipline. For the sake of clarity and precision, the paper will restrict to two ethical questions: the question of personhood and degradation. Plainly put, a beating does not just affect the subject physically but has reverberating ethical consequences. In the end, I shall suggest/ argue that Virtue Ethics presents an approach to remedial parenting that guides the child in an ethical manner. The paper will address the following fundamental research questions: What ethical concerns does the practice of corporal punishment of children upheave? How do the questions concerning personhood and degradation offer an ethical interpretive paradigm for understanding the real iniquitous transactions of corporal punishment of children? and Which prominent ethical theory can act as a remedial model in this context? This paper intends to make the readers cognizant of the entrenched ethical implications and ensuing directions of this inglorious form of parenting style.

OPINION STUDY AMONG TEACHERS AND STUDENTS ON THE PRACTICE OF CORPORAL PUNISHMENT IN SCHOOLS

Corporal punishment is wide spread in schools in spite of Government orders and protests from NGOs against this practice. Corporal punishment, besides inducing physical injuries, causes deep emotional wounds resulting in students attempting suicide. In this paper, the author highlights some of the issues associated with corporal punishment based on the study conducted among school teachers and school students in North Chennai. The research design used in the study is descriptive in nature. In this study, schools were randomly selected for the study. The main objective of the study is to elicit the opinion of teachers and students on the practice of corporal punishment in schools. The findings indicate that corporal punishment is highly prevalent in schools irrespective of the categories of schools. The study concludes with the implication of social work practices in school to handle issues of corporal punishments.

Pender Chosen APA’s Next President-Elect

Back to table of contents Previous article Next article APA & MeetingsFull AccessPender Chosen APA’s Next President-ElectSearch for more papers by this authorPublished Online:27 Feb 2020https://doi.org/10.1176/appi.pn.2020.3a33AbstractAPA members have selected a leader who has long been active in APA and global issues in psychiatry, including human trafficking.Vivian B. Pender, M.D., will become president-elect of APA at the end of APA’s Annual Meeting in April, when Jeffrey Geller, M.D., M.P.H., becomes president.APA’s voting members have elected Vivian B. Pender, M.D., of New York City to become APA’s next president-elect. She ran against David C. Henderson, M.D., of Boston.Pender is a clinical professor of psychiatry at the Weill Cornell Medical College and training psychoanalyst at Columbia University. A Distinguished Life Fellow, she has served APA in leadership roles at the United Nations and in her district branch, APA components, the Assembly, and the Board of Trustees. She is the founder of Healthcare Against Trafficking Inc. She advocates for diversity, inclusion, and equality. Her recent book is titled The Status of Women.Pender told Psychiatric News that she plans to focus her presidency on the social determinants of mental health. She intends to concentrate on prevention of some forms of mental illness by eliminating contributing factors. This will be coupled with early intervention tools and equal access to high-quality psychiatric care. Additional use of psychodynamic theory will provide insightful and durable treatments.“One avenue to accomplish this is through education,” she said. “A more informed society will be able to employ early intervention and create an environment conducive to mental health and devoid of stigma for those who need treatment. Another avenue is prevention. As psychiatrists, we all know there is a relationship between a strong early foundation in life and mental health, and so we must work toward the prevention of childhood trauma and violence. Such experiences include the long-held practice of corporal punishment and the sexual abuse of children. Also, education and prevention can help to decrease the number of incarcerated people who have mental illness, including substance use, and reduce other disparities that exist among women, people of color, indigenous people, the LGBTQ community, people living in poverty, and many other disenfranchised groups.“We are all global citizens who care about the pollution of our environment, refugees, human rights, poverty, and human decency,” she continued. “As president, I will invite APA members and nonmember psychiatrists to contribute to this endeavor of education and prevention to improve the lives of people worldwide.”Other Race ResultsThe race for treasurer, which has a two-year term, was up for election this cycle. Richard F. Summers, M.D., of Bryn Mawr, Pa., defeated Ann Marie T. Sullivan, M.D., of New York City.In the race for trustee-at-large, Michele Reid, M.D., of Novi, Mich., emerged the winner. Her opponents were Frank A. Clark, M.D., of Simpsonville, S.C., and Mark S. Komrad, M.D., of Towson, Md. This position has a three-year term.Two of APA’s seven geographic Areas voted for a trustee in this election cycle. Only members within each Area could vote for their respective Area trustee. Area trustees hold three-year terms.Winning the Area 2 trustee race was Glenn A. Martin, M.D., of Forest Hills, N.Y. His opponent was James P. Kelleher, M.D., M.B.A., of Harrison, N.Y.Jenny Boyer, M.D., Ph.D., J.D., of Norman, Okla., was elected Area 5 trustee. Her opponent was Philip L. Scurria, M.D., of Vicksburg, Miss.The winner of the race for resident-fellow member trustee was Sanya Virani, M.D., M.P.H., a PGY-4 resident at Maimonides Medical Center in New York. Her opponents were Mariam Aboukar, D.O., a PGY-3 resident at Advocate Health Lutheran General Hospital in Park Ridge, Ill., and Aatif Mansoor, M.D., a PGY-3 resident at the Charleston Area Medical Center in West Virginia.“I congratulate Dr. Pender and all of the successful candidates on their election,” said Bruce Schwartz, M.D. “I look forward to collaborating with them as APA works to improve access to and quality of mental health care for all.”“APA members and the profession of psychiatry will be well served by the leadership of Dr. Pender,” said APA CEO and Medical Director Saul Levin, M.D., M.P.A. “I have known her for years, and her dedication and passion for psychiatry will greatly benefit APA during her tenure.”Election results were approved by the Tellers Committee in February, but the results will not be official until after the Board of Trustees reviews them at its meeting this month. All of the winning candidates will assume their positions on the Board at the close of APA’s Annual Meeting in May. ■ ISSUES NewArchived

School Law and Classroom Discipline: New Questions about Corporal Punishment

In 1980 I published an article in The Clearing House that examined a host of questions that teachers were asking about the practice of corporal punishment in the classroom. This was a method frequently used at that time to deal with discipline problems teachers encountered. In this present article I revisit those questions to see what different answers today, 40 years later, might have evolved and to suggest new questions that are now called for in light of legal changes and emerging educational issues like child abuse concerns and discrimination laws and cases. What has and has not changed in this age-old discipline practice?

Corporal Punishment in Schools - A Human Rights Approach

Even in 21st century, where child rights movements are gaining acceptance and discussions globally, the old age practice of corporal punishment is continue all over the world. The defenseless children are bound to face humiliation on the name of maintaining discipline in schools. Though, corporal punishments is banned in schools, this practice is going on which are against the various rights as - right to dignity and bodily integrity; right to development; right not to be subjected to torture or cruel, inhuman or degrading treatment or punishment; right to be protected from violence and abuse etc. contained in numerous instruments. The children, being the future of a nation, require special attention of society so that they can get an environment of care and safety for their development. As corporal punishment has various adverse effects on child it is the duty of all sections of society to ensure that it is rooted out from our education system as well as from mindsets of the society. Almost various international and regional treaty monitoring bodies have strongly confirmed in a variety of ways that the corporal punishment of children is not compatible with fundamental human rights principles and legal obligations. In this paper, an attempt has been made to outline the legal and human rights aspects of corporal punishment.

Nostalgia for a beating: discipline, generational authority and corporal punishment at a Soweto High School, c.1960–2000

ABSTRACTThis paper focuses on the now-discarded practice of corporal punishment at Morris Isaacson High School, an important public school in Soweto. Corporal punishment, widely accepted by both students and parents, was central to the disciplinary regime of the school during the 1960s and 1970s. ‘Morris’ was one of the very few high schools in Soweto to remain open and functional during the turbulent 1980s; some argue that it was the rigid discipline that allowed the school to survive in a context of generational upheaval. During the late 1980s and early 1990s pressure mounted on the educational authorities to abolish corporal punishment until it was eventually outlawed under the new constitution in 1996. Though many saw this an important victory for human dignity, there remains a very popular nostalgic narrative that blames the abolition of corporal punishment for the collapse of school discipline in the democratic era.

Languages of discipline in early childhood settings in Guyana

ABSTRACTThis report examines bottlenecks impeding desirable discipline practices in Guyana, with specific focus on the impact pedagogical training has in shaping early childhood practitioners’ practices during interaction with children’s stimulation and learning programmes. Targeting disciplinary approaches through an ethnographic-type case study, this report offers insight into languages of alternative discipline not explored or reported by studies investigating the issue in Guyana. The culturally significant languages of discipline captured in the report as ‘smart gaffs’ and ‘serious talks’ describe extended, engaging and cognitively challenging interactions between practitioner and children as they solve and clarify discipline problems, disputes and conflicts. Sharing characteristics of ethical and respectful pedagogical practice, ‘smart gaffs’ and ‘serious talks’ are positioned within the discourse of desirable discipline tactics. Consequently, the report provides the kind of ‘tried and proven’ replacement strategies called for by the Guyana Teachers’ Union before they agree to halt the practice of corporal punishment in schools.

The Role of Æschere’s Head

This article draws on evidence from archaeological investigation and land charters to argue for the influence of Anglo-Saxon execution practice on the representation of Æschere’s head in Beowulf. The poet’s depiction of the discovery of the severed head of Hroðgar’s retainer in a space defined as a borderland, where it has been left by his killer, Grendel’s mother, can be seen to reflect the Anglo-Saxons’ own judicial decapitation and display practices, which saw the heads of transgressors displayed on estate boundaries. Critics have identified similar echoes of decapitation on a border elsewhere in the corpus. The article argues that the severed head of Æschere is staged in this way to disturb the reader both through the violence done to the human body and through the sense of the unheimlich created by the hostile ‘other’ figure of Grendel’s mother recognisably echoing the corporal punishment practices of Anglo-Saxon society. Grendel’s mother is a transgressive figure who treats a key member of the Danes’ society, an individual with whom the poem’s Anglo-Saxon audience would identify, as a transgressor, highlighting the lack of human control over her landscape.

Corporal Punishment in Japan

AbstractThis article is about the controversial educational practice of corporal punishment – known astaibatsuin Japan – which challenged me to reflect upon my anthropological heart and find my anthropological identity. Corporal punishment is a practice around which many ideas and discourses about education, social order, human rights and even power swirl, and it is therefore an inherently sociocultural practice wherever it takes place. Like other forms of violence, it also poses a personal challenge to anthropologists who observe it in practice and have to decide whether to remain an observing bystander. At one time, I made that choice. In this article, I explain why I no longer do.

The perceived influence of school leadership on learner behaviour in a Namibian secondary school

Despite the deeply entrenched belief in and practice of corporal punishment to maintain learner control in schools, a secondary school in Namibia has for a number of years proven to be an exception to this practice. This is an interpretive account of the teachers’ and learners’ experiences and perceptions of the influence of their school principal’s leadership on learner behaviour. In-depth individual and group interviews were held with teachers and learners. Onsite observation was conducted for 14 consecutive school days and school documents were analysed. The data reveal an engaged school leadership that has created a school culture characterized by respect, care, trust, edifying relationships, a sense of belonging, praise, acknowledgement and recognition, and collaboration. By creating a collaborative school culture the school’s leadership is not located in the principal alone but in a ‘web of relationships’. In the view of both teachers and learners these features of the school’s leadership and culture are largely responsible for the positive learner behaviour in the school. This research reaffirms the central role played by school principals in establishing and maintaining their school’s culture. It also illustrates the mediating role of school culture in learner behaviour. It is significant that this occurs in a socio-economically deprived context in a developing nation.

Attitude of Youth towards Corporal Punishment – A Case of Karachi

The practice of corporal punishment is widespread across the world. Asian countries in particular are facing this issue due to poor administrative and managerial policies. The most significant population, affected by any form of punishment is youth. Their social and psychological development is greatly affected by the negligence attitude of teachers and parents. The decision of youth and their attitude towards this practice are central to find, to what extent, they shore up this idea. The study was conducted to find the attitude of youth towards corporal punishment. The population of the study consists of all the students, studying in public and private schools in Karachi. Through convenient sampling, 200 youth were selected from 20 schools, located in Karachi Pakistan. Attitude was judged through questionnaire, which was designed and validated by the experts. The results show that majority of the respondents are not in favor of corporal punishment. Majority of the respondents said that their institutions are practicing corporal punishment and that they have been its victim. Majority of the respondents are neutral that they feel embarrass when their teacher use corporal punishment. All the respondents supported positive moral appreciation from teachers. The researcher suggests government to draft policy for all the schools to avoid this practice. It was also suggested to provide training to teachers for learning alternative approach towards discipline practices. Similarly, it should be the part of curriculum of every school.

Reynsla fullorðinna Íslendinga af líkamlegum refsingum og ofbeldi í æsku

Corporal punishment and abuse of children can have a negative impact on their health and well-being. The aim is to examine on Icelandic adults, experience of corporal punishment as children, its prevalence, justification as victims, and its impact on the assessment of their upbringing. From the national population register, out of 1500 randomly selected adults 18 years and older, 977 (65%) participated. In a telephone interview, they appraised their upbringing, followed by questions regarding 5 specific forms of corporal punishment in addition to an open-ended question about other forms experienced. Out of 968 respondents, 810 (84%) regarded their upbringing as good. In total, 465 (48%) reported at least one form of corporal punishment in childhood, with spanking being the most prevalent one (29%). Respondents 30 years and older were 1.9 times more likely to have experienced corporal punishment compared to those who were younger (95% CI 1.4-2.6) and males were 1.6 times more likely to report it compared to females (95% CI 1.2-2.0). Those who had frequently been punished were significantly more likely to hold of the opinion that it had never been justified (OR=6.5; 95% CI 1.8-22.9) and were more likely to judge their upbringing to have been reasonable or bad (OR=10.2; 95% CI 4.7-21.9) compared to those who had no such experience. The practice of corporal punishment of Icelandic children was significantly less prevalent among respondents born about 1980 and later compared to those born earlier. Increased public debate and awareness of children's rights and changed ideas about their upbringing has facilitated such development.

How Corporal Punishment Undermines aDemocratic Society: Is its Use Necessary in Botswana Schools?

This paper argues that although Botswana is crowned as a shining example of African democracy, its education system has failed to adhere to the ideals and principles of democratic education. The paper charges that the use of corporal punishment in Botswana's classrooms is not only undemocratic but also undermines and calls into question the country' s ability to promote a democratic society. What is needed is a multi-pronged approach covering more intensive research into the policy and practice of corporal punishment, training teachers on non-violent ways of disciplining children, making sure teachers have a good and sound knowledge of educational law, legal implications, law suits, litigation and the ramifications that might arise from inappropriate use of corporal punishment in the classrooms. Finally , the paper advances that since Botswana is a democracy; its education system has to strive to protect children' s individual rights as well as their civil liberties.

Is Punishment (Corporal or Verbal) an Effective Means of Discipline in Schools?: Case Study of Two Basic Schools in Greater Khartoum/Sudan

The study reported on, in this paper sought to investigate on the issue of corporal and verbal punishment as means of disciplining pupils’ behavior in basic schools in Sudan. The practice of corporal punishment in schools is an indication of the absence of meaningful access to quality education that all nations worldwide are aiming to achieve by the year 2015. Moreover, punishment is against children rights that are well considered in the Convention on the Rights of Children (CRC) which is ratified by government of Sudan. The main focus of the current study is on the reasons that led some teachers’ support and use corporal punishment in basic schools in Khartoum state, Sudan though they are aware of its prohibition as it was spelt in the country's education policy. Pupils’ opinions and perceptions about the use of punishment in schools are also looked into. The data for this study was collected by adopting qualitative research design. The study was conducted in two basic schools in Khartoum state (one governmental and one private school) from which ten teachers were selected and interviewed in addition to a group discussion held with ten pupils in grades seven and eight. The study findings revealed the facts that some teachers knew that punishment has negative impact on pupils’ behaviour and personality but there are no other alternatives they could follow: other teachers believed that they punish their pupils due to the stress and frustration they experience. The school environment is poor and lacking all facilities that might be useful for modeling pupils’ behavior and absorbing the unwanted behaviors. Pupils on the other hand see no justification for their teachers to hit, kick, slap or call them with bad names. Some of the pupils mentioned that they have developed sense and feelings of fear, frustration, aggression, low self-esteem, low confidence and lacked motivation for learning as result of the continuous punishment. The study concluded by stressing the issue that a meaningful access to quality education is one that strengthens the promotion of children psychological well being and competencies. The practice of punishment (physical or verbal) on pupils in schools is a reflection of poor teaching and discipline.

Os cinco olhos do diabo: os castigos corporais nas escolas do século XIX

O presente trabalho analisa a prática de castigos corporais nas escolas primárias da Corte, investigando-a como forma de disciplinar, constituir e consolidar uma determinada cultura escolar, aqui entendida como um conjunto de normas, posturas e condutas impostas aos jovens, como forma de se obter uma disciplinarização do corpo e do espírito. A Palmatória, foi um objeto que assim como o livro, o quadro, a pena, marcou sua presença na escola e no imaginário da sociedade sobre a escola. Ao ponto de serem retratadas na literatura da época. Analiso fontes que demonstram os rumos da discussão acerca dos castigos corporais, os limites da autoridade do professor e a intervenção da sociedade nesse debate.

Alternatives to Corporal Punishment Gaining Momentum in U.S. Schools

The practice of corporal punishment is on the wane in the United States public schools. The Internet has provided a national window to school discipline practices. The reports and ramifications of the use of paddles, sticks and physical discomfort on students in order to enforce school rules are sobering. This is the result of the increased scrutiny under to which teachers and administrators have been subject due to this often controversial practice. Although corporal punishment is still legal in twenty of the fifty states, there has been increased interest in alternative (top down) methods of classroom management. Some states have abolished corporal punishment and reinstated it due to the perceived absence of alternatives. Realistic alternatives can be proposed and demonstrated to be effective to states that still legally practice paddling. Top-down classroom management alternatives offer humane, organized guidelines to students. They teach appropriate behaviors rather than merely penalizing negative behaviors.

Probability of Corporal Punishment: Lack of Resources and Vulnerable Students

ABSTRACT The author examined corporal punishment practices in the United States based on data from 362 public school principals where corporal punishment is available. Results from multiple regression analyses show that schools with multiple student violence prevention programs and teacher training programs had fewer possibilities of use corporal punishment, whereas schools that served a greater percentage of ethnic minority students and special education students had a 2.1 times greater and a 1.8 times greater likelihood of use corporal punishment, after controlling for students’ problem behavior and school characteristics. Policy implications for an equal implementation of corporal punishment practice were offered.