Use Of Corporal Punishment Research Articles

Posttraumatic Stress and Mentalization in Accounting for Veteran Parents' Use of Corporal Punishment: Parental Over‐Certainty Matters for Multiracial Children

ABSTRACTPosttraumatic stress symptoms have been closely linked with the use of harsh parenting practices in veteran families. This study was aimed at assessing the potential added importance of parent mentalization in predicting the use of corporal punishment among US veterans. A hypothesized hierarchical regression model in which parent mentalization dimensions (i.e., prementalizing, over‐certainty, and interest and curiosity) were examined as predictors of corporal punishment was analysed in monoracial (n = 318) and multiracial (n = 182) US veteran families. For veteran parents in both monoracial and multiracial families, parent mentalization emerged as a significant predictor of corporal punishment, even after accounting for parent posttraumatic stress. While the prementalizing dimension of mentalization was associated with greater corporal punishment among veteran parents in both monoracial and multiracial families, the over‐certainty dimension was associated with greater corporal punishment exclusively in multiracial families. The present findings clarify dimensions of parent mentalization that confer risk for the use of corporal punishment in US veteran families, above and beyond the predictive role of posttraumatic stress. Implications of the present findings for social workers working with monoracial and multiracial veteran families are discussed.

Understanding perceptions of teachers and pupils towards corporal punishment for pupils with disabilities in primary schools in Tanzania

In Tanzanian primary schools, corporal punishment is legally permitted and widely practiced as a disciplinary method, often extending to pupils with disabilities. This study explores the perceptions of teachers and pupils towards the use of corporal punishment on pupils with disabilities, focusing on its implications for social justice and inclusive education. A qualitative approach, employing a phenomenological design, was used to understand the lived experiences of the participants. Data were collected through in-depth interviews with two head teachers and eight subject teachers, as well as focus group discussions involving ten pupils with disabilities, all purposively sampled. Thematic analysis revealed that corporal punishment is commonly justified by teachers as a means of addressing indiscipline, despite its negative impact on pupils’ emotional well-being and academic engagement. Some teachers recognized the contradiction between corporal punishment and inclusive education principles, highlighting its violation of the rights of pupils with disabilities. Pupils described feeling marginalized and fearful, highlighting the adverse effects of this practice on their sense of belonging and learning environment. The study recommends a shift towards alternative disciplinary approaches that uphold the rights and dignity of all pupils, particularly those with disabilities. It emphasizes the need for targeted professional development programs to equip teachers with non-violent strategies for managing classroom behavior. Furthermore, it calls for the enforcement of inclusive education policies and the creation of support networks to foster socially just and equitable learning environments. By addressing these issues, this study contributes to the discourse on inclusive education and social justice, advocating for systemic reforms to align Tanzanian educational practices with global standards.

Perspectives of Parents towards the Use of Corporal Punishment for Children

This article intends to identify the perspectives of parents towards the use of corporal punishment for shaping their children's behaviors. To achieve the objective, this research was guided by interpretive paradigm followed by basic qualitative research design. Only 10 parents were chosen by using purposive sampling method to conduct open-ended interview. Document analysis was also used to gather supplementary information required for the study. The study results reveal that though the corporal punishment is legally banned and has negative consequences on children, parents are continuously using it as a disciplinary method to shape their children's behaviors. Nevertheless, there is an increasing recognition of the limitations of punishment and the long-lasting implications of alternative approaches to making sustainable changes in children's behaviors. Almost all parents believe that punishment should be used to a minimal extent by giving more priority to alternative approaches to modify children’s behaviors.

Motivations and perspectives on the use of corporal punishment at home: A qualitative study of Ghanaian parents

BackgroundThe Convention on the Rights of the Child acknowledges the fundamental rights of children. Despite the adverse effects of corporal punishment, it continues to be prevalent, especially among sub-Saharan African countries, including Ghana. ObjectiveThis study explored whether parents ever used corporal punishment on their children at home and their motivations for doing so. It also explored whether parents perceive corporal punishment as a violation of children's rights and their views on continuing or discontinuing corporal punishment at home. Participants and settingThis study involved (100) parents across the ten regions of Ghana. MethodsA semi-structured interview guide was used to conduct interviews with parents. Thematic analysis was used to analyse the qualitative data using the aid of QSR NVivo version 10. ResultsAll parents reported that they had ever punished their children. Three sub-themes emerged under the motivation of parents to punish their children. These include (a) building a sense of discipline in the child to prevent future misbehaviour, (b) releasing frustrations on children, and (c) toughening up the child to confront life challenges. Also, parents had mixed opinions on whether corporal punishment violates children's human rights and whether corporal punishment should be practiced at home. ConclusionsThis study demonstrated that parents perceived corporal punishment as beneficial for their children's development. There is a need for community mobilisation programmes to change parents' and society's attitudes, norms, and beliefs regarding corporal punishment.

Reflections on the Use of Corporal Punishment to Curb Indiscipline of Learners in a School Setting

Although there are different strategies for tackling the issue of indiscipline of learners, the use of corporal punishment has been very popular and contentious. While many people favour its use to curb the indiscipline of learners, due to the associated advantages, another school of thought views it to be too harsh for learners and thus should be banned. In this paper, the meaning of corporal punishment, its forms, causes, and advantages, particularly, the fact that it can deter a learner from indulging in wrong behaviour and help him/her learn better, among others, are discussed. The disadvantages inherent in the use of the approach, such as the injury it inflicts on learners, among others, are also examined. The paper recommends the use of other approaches to curb the indiscipline of learners, while a regulated corporal punishment that will not violate the rules and strategies to achieve effective management of the indiscipline of learners, is also recommended for the schools’ administrators.

The Obligatory Roles and Responsibilities of Teachers on Learner Discipline, Case of Selected Schools in Nylstroom Circuit

Disciplinary measures and learner safety are critical components of effective teaching and learning. Lack of discipline has become a major problem in schools. The abolishment of corporal punishment led to an increase in violent incidents in schools. This study aims to provide educators with useful guidelines to help them understand their roles when instilling discipline in schools and to ensure learners have a clear understanding of the difference between discipline and corporal punishment. The study followed a qualitative research approach in exploring human elements and behavior. Interviews, observations, field notes, and questionnaires were used to collect data, with a case study design. The population consists of principals, disciplinary committee members, educators, and learners from three high schools. We used a purposive sampling method, selecting three members from each of the three schools. We used Skinner's behavioral theory model, which attempts to explain how repeated behavior with rewards alters bad behavior. We applied grounded theory, a method that employs inductive reasoning for data analysis. The study found that teachers, accustomed to the banned use of corporal punishment for discipline, find it challenging to adjust to new forms of discipline. The study revealed that parents find it difficult to accept the long-standing ban on corporal punishment and attempt to coerce teachers into applying it to their children. The study suggested educating learners about their mistakes and motivating them to avoid ill-discipline. Parents should instill morals and discipline in their children from a young age, as they model discipline and behavior at home.

Evaluation of the Centers for Disease Control and Prevention's Essentials for Parenting Toddlers and Preschoolers on parent behavioral outcomes

BackgroundThe Centers for Disease Control and Prevention's web-based behavioral parent training (BPT) program, Essentials for Parenting Toddlers and Preschoolers (EfP), uses a psychoeducational approach to promote positive parenting and address common parenting challenges. The purpose of this study was to assess the effects of EfP on parenting behavior and whether implementation format impacted behavioral outcomes. MethodsA sample of 200 parents of 2- to 4-year-old children were recruited via Internet advertising. Using a repeated single subject, multiple baseline design, parents were randomly assigned to guided navigation (GN; n = 100) or unguided navigation (UN; n = 100) study conditions. Parents were provided secure access to the EfP website and completed 18 weekly surveys. Latent growth curve modeling was used to determine intervention effectiveness on behavioral outcomes. ResultsLatent growth curve modeling indicated both GN and UN study conditions significantly increased use of praise (β = 0.19, p = 0.038) and commands and consequences (β = 0.17, p < 0.001), and decreased corporal punishment use (β = −0.01, p = 0.017) and attitudes promoting corporal punishment (β = −0.01, p < 0.001) over the study period. The UN condition exhibited a significant initial decrease in time-out use that increased over time to match the GN condition. ConclusionsThis study provides evidence for the effectiveness of EfP in promoting non-violent parenting behavior and increasing positive parenting techniques. The format of EfP implementation made no difference in parenting behaviors over time. Digital BPT programs like EfP provide access to evidence-informed parenting resources and can enhance positive parenting.

AN ASSESSMENT OF SOME THEORIES OF PUNISHMENT AND THEIR INFLUENCE ON CORPORAL PUNISHMENT’S USE AS A BEHAVIOUR MODIFICATION STRATEGY

Theories explain the essence of the use of strategies in society. This review analyses the main theories that underpin the use of punishment as a behaviour modification strategy. Four main theories, namely the deterrent theory, incapacitation theory, compensation theory, and reformative theory, were reviewed and discussed in related literature to give an understanding of the use of punishment as a behaviour modification strategy in society. The discussion is concluded by drawing a linkage from the discussed theories with the use of corporal punishment in society. Recommendations are made in support of the use of alternative strategies rather than punishment in our current dispensation.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0717/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Acceptability of corporal punishment and use of different parenting practices across high‐income countries

AbstractWorldwide, many children experience corporal punishment. Most research on corporal punishment has focused on parents' attitudes and use of corporal punishment; however, other relevant parenting factors and practices have rarely been examined. This study explored differences among countries with various levels of progress toward a total legal ban of corporal punishment in parents' acceptability of corporal punishment, perception of parenting as a private concern, relationship with their child and parenting practices: consistency, coercive parenting, use of smacking and positive encouragement. Parents (N = 6760) of 2‐ to 12‐year‐old children from Australia, Belgium, Canada, Germany, Hong Kong, Spain, Switzerland and the United Kingdom completed the International Parenting Survey, an online cross‐sectional survey. One‐way ANOVAs, and MANCOVAs (after controlling for parent age, gender and educational level), indicated significant country differences. Overall, there was no clear link between corporal punishment bans and positive parenting beliefs, practices and behaviours. The two countries where corporal punishment is banned showed different patterns. Parents in Germany showed less acceptability and use of smacking; however, parents in Spain reported the highest use of coercive parenting. Country differences suggest that beyond a legal ban, attention is needed on how to support parents to raise their children in a positive, nurturing environment.

Predictors of Corporal Punishment during the COVID-19 Pandemic.

Although current policies discourage the use of corporal punishment (CP), its use is still widespread in the US. The objective of this study was to assess the proportion of parents who used CP during the pandemic and identify related risk and protective factors. We analyzed results of a nationwide cross-sectional internet panel survey of 9000 US caregivers who responded in three waves from November 2020 to July 2021. One in six respondents reported having spanked their child in the past week. Spanking was associated with intimate partner violence and the use of multiple discipline strategies and not significantly associated with region or racial self-identification. Parents who spanked sought out more kinds of support, suggesting an opportunity to reduce spanking through more effective parenting resources. Additionally, these results suggest that parents who report using CP may be at risk for concurrent domestic violence.

A Critical Literature Review of Corporal Punishment and Its Use in Society

This critical review, which was done on thematic basis, covers literature mainly from the period of 2015-2022 on corporal punishment obtained from some major databases and textbooks. The review, which took a funnel approach, covers literature from global, African and Ghanaian perspectives on corporal punishment. The review which covers literature on what is corporal punishment, forms of corporal punishment, prevalence of corporal punishment and reasons for the use of corporal punishment among others, is intended to give understanding on the use of corporal punishment in society. It also aims to guide future studies on the use of corporal punishment and the call for the use of other alternatives to corporal punishment.

Examining the Moderating Role of Parental Stress in the Relationship between Parental Beliefs on Corporal Punishment and Its Utilization as a Behavior Correction Strategy among Colombian Parents.

Understanding beliefs about corporal punishment is crucial, as evidence suggests that positive beliefs in its effectiveness predict its use. High parental stress, especially in those valuing corporal punishment, increases the potential for child abuse. Factors such as having many children or low education and socioeconomic status contribute to parental tensions, leading to the use of corporal punishment for behavior correction. We posit that the accumulation of such variables results in heightened stress levels. Our focus aimed to determine the moderating role of stress levels among parental beliefs about corporal punishment and its reported use through quantitative research. In our study, 853 Colombian parents of low, middle, and high socioeconomic status, and from four different regions of Colombia, with children aged 0 to 17 participated. They provided information about their beliefs on corporal punishment, using the Beliefs and Punishment Scale. Correlations indicated that older parents with better socioeconomic status were less inclined to believe that strictness improves children. Regressions suggested that increased belief in corporal punishment modifying behavior, along with higher parental stress, increases corporal punishment use. Moderation models highlighted that when more stressors were present, corporal punishment was used due to stress rather than parental beliefs. Ultimately, stress emerged as a crucial factor influencing corporal punishment use among Colombian parents.

Spanking as an (in)effective educational method? Around the reasons for the use of physical punishment - an analysis of the statements of young adults

In the article, we address the issue of corporal punishment, with particular emphasis on the reasons for resorting to it and possible forms of prevention of its use. And although this topic is strongly present in the pedagogical discourse, we present a new perspective on the described issue, especially in the empirical aspect. The review of Polish and foreign research presented in the first part of the text becomes the basis for formulating one's own research problem and analyzing the results of one's own research. The research problem is the analysis of the discourse on the use of physical punishment as an educational method, conducted on an internet forum as part of one of the tasks in the educational project. A qualitative analysis of the statements was made, among others, by using MAXQDA software. At the end of the text, conclusions and recommendations were formulated, proving the importance of the discussed reasons for the use of corporal punishment against children and showing the possibilities of its prevention.

Misconceptions about corporal punishment in Islam

AbstractEarly Islamic scriptures mention the use of corporal punishment parenting strategies to rectify behaviour in children. However, many Islamic scholars strongly warn against employing corporal punishment as a discipline strategy. This discussion paper aimed to examine the misconceptions surrounding the use of corporal punishment as a parenting strategy in religious teachings and explores the sociocultural norms that act as a barrier to effective Islamic parenting practices. This discussion asserts that parenting practices engaging corporal punishment discipline strategies are not an inherent part of Islamic doctrine and both historic and contemporary Islamic scholars endorse alternative, peaceful parenting strategies in line with Islamic values. Dissemination of a holistic understanding of religious teachings regarding parenting strategies within the Muslim population is needed. It discusses the recommendations for educational opportunities to encourage and promote effective parenting strategies, which aim to avoid the use of corporal punishment in Muslim communities and nations.

San Children: Resistance to the Education System

This paper discusses how San children for decades resisted Botswana educational system silently in various ways. San education has been an issue of debate amongst researchers for decades. There have been obstacles that made San children not to achieve educational goals despite the fact that educational authorities were aware of it. The paper used secondary data from research papers on San educational issues. The researchers used the qualitative approach and data collection tools such as open ended questionnaires, interviews, classroom observations and focus group discussions. The findings indicated that indeed San education was marred by problems such as poor hostel conditions, language barrier, communication problems, use of corporal punishment and a culture that is alien to theirs, and in response they resisted the type of education offered in various ways. The conclusion is that appropriate remedies have to be provided such as a suitable educational policy that is inclusive.

The Effects of Perception and Childhood History on the Likelihood of Using Corporal Punishment on Children in Southwest Nigeria

Purpose: Despite its prohibition in some countries, corporal punishment persists globally, with parents using it for preventive, corrective, or punitive reasons. However, factors contributing to its persistent use in many developing countries lack comprehensive understanding. This study explores some of these factors—perceptions of physical abuse, childhood history of corporal punishment, and perceived efficacy—associated with the corporal punishment of children in Nigeria, practiced in diverse settings such as home, school, and community.&#x0D; Methods: A cross-sectional design was used to obtain a sample of 187 respondents from southwest Nigeria who participated in a survey exploring their perceptions, childhood history of corporal punishment, and likelihood of using such methods on children. They consist of 65.8% males (n = 123) and 34.2% females (n=64) with an average age of 26.60 years (SD = 5.91). Descriptive analysis was used to describe the demographic characteristics, and multiple regression analysis was used to examine the associations.&#x0D; Results: The results reveal that the majority of respondents (n = 174, 93%) had experienced corporal punishment during their childhood and perceived it as effective in modifying a child’s behavior (n = 139, 74.3%). Weaker perceptions of physically abusive behaviors, a history of childhood corporal punishment, and support for the efficacy of such punishment were all correlated with an increased likelihood of using corporal punishment on children, although the positive and negative correlations were low.&#x0D; Conclusion: Findings emphasize the role of perceptions and childhood experiences in understanding parental use of corporal punishment. Addressing misconceptions about its effectiveness can reveal negative impacts, discourage use, and break the cycle of intergenerational transmission. The influence of weaker perceptions and support for corporal punishment suggests intervention potential, including parental awareness campaigns and educational programs to promote alternative disciplinary strategies for managing children's behavior.

Historical Patterns and Trends in Racial/Ethnic Disproportionality in School Discipline in the United States

This visualization represents the historical patterns and trends in racial/ethnic differences in punitive school discipline over the last five decades in K–12 public schools in the United States. Overall, out-of-school suspension rates show an inverted-U trend with significant increases between 1970 and 2010 followed by decreases in the last decade. On the other hand, corporal punishment rates (and associated racial/ethnic disparities) show a consistent negative trend since the early 1980s following statewide bans in the use of corporal punishment in schools since the 1970s. However, racial/ethnic disproportionality in school discipline remains persistent across the board; indeed, increasing until the very last few years for Black and American Indian/Alaskan Native students compared to White students.

Contextual Factors Promoting the use of Alternative Strategies to Corporal Punishment in Basic Schools in Mampong Municipality, Ghana

The use of alternative strategies to corporal punishment has become imperative as a result of the numerous negative consequences of the use of corporal punishment. This study, which utilized the qualitative research approach, studied 15 Basic school teachers and 15 Basic school headteachers who were purposively sampled from some Basic schools in Mampong Municipality of Ghana. The study was intended to find out the contextual reasons for their use of alternative strategies to corporal punishment. Using interview, focus group discussion and the phenomenological design, it was found that, the teachers use the alternative strategies because of policy reason, need to improve behaviour and the need to avoid the negative consequences of corporal punishment. These imply that the reasons for their use of the alternative strategies are rational. It was recommended that, these grounds upon which the teachers use these alternative strategies should be sustained by educational managers in the Municipality through continuous education of the stakeholders of education.

The Sozonov Case, 1910: The Making of a Russian Revolutionary Martyrology

Abstract: On the night of 27 November (10 December) 1910, the Socialist-Revolutionary terrorist Egor Sozonov, renowned as the assassin of Minister of the Interior Viacheslav von Pleve in July 1904, committed suicide in his Siberian prison cell in protest at the use of corporal punishment against his fellow political prisoners. News of Sozonov’s death provoked an outcry across Russia: it was accompanied by questions in the Duma, widespread and hagiographical coverage in the liberal and revolutionary press, and student protests in the major university towns (and, conversely, by barely concealed joy from the Black- Hundredist right). This article serves two purposes. First, it reconstructs, in as much detail as the evidence allows, the events surrounding Sozonov’s death, which (despite their infamy at the time) have up to now received little scholarly attention and remain, to some extent, shrouded in mystery. Secondly, it explores how these events came to serve as the basis of a revolutionary martyrology — originally promoted by the SRs, and later appropriated by the Bolsheviks after 1917 — that glorified Sozonov as a ‘just assassin’, persecuted by a despotic government, who had ultimately sacrificed his own life in order that others might live. The article situates Sozonov’s death in the wider political, social and cultural context of the time, considering it in relation to contemporary discourses on suicide (as a transcendentalist political act), corporal punishment (long regarded as the gravest imaginable insult to the dignity of educated Russians), the ‘moral economy’ of revolutionary terrorism and the quasi-religious mythologies of the revolutionary underground.

Impact of COVID-19 on Young Children and Families in Jamaica

ABSTRACT This study aimed to assess the vulnerabilities of young Jamaican children in the first few months after the COVID-19 pandemic emerged in Jamaica in March 2020. The study participants (n = 649) were identified from a sub-sample of 1,311 families from an existing national, population-based Jamaican birth cohort of 9,500 children and families. The birth cohort enrolled children and families at children’s birth in July to September 2011. Computer-assisted telephone interviews of parents or primary caregivers conducted April to June 2020 inquired about household and family characteristics, socio-economic status, and children’s wellbeing prior to and since the pandemic. Data were entered into SPSS and frequency and cross-tabulation analyses conducted. Participants reported increased financial difficulties; reduced access to children’s education, particularly for pre-school children; increased parenting demands, particularly for mothers; and increased levels of corporal punishment use. Children and families of lower socio-economic status were more economically vulnerable, and more academically vulnerable due to limited means of access to remote education, but were not at higher risk for harsh discipline. Participants prioritized the need for educational support for children over financial support and physical and mental health support for themselves. The information from this study may be used to inform similar situations of crisis.