Background: Corporal punishment is a form of violence that poses long-term risks to children’s mental health and wellbeing. Understanding the attitudes that justify such practices is essential for designing preventive and health promotion interventions. Previous research suggests gender differences in these attitudes, yet the extent and nature of these differences remain unclear. Objective: This study examined gender-related differences in attitudes toward corporal punishment and their implications for youth mental health promotion. Participants and Setting: The study involved 582 university students aged 18 to 40, with a mean age of 22 years. Participants were from various fields of study and were surveyed online. Methods: The Short Situational Scale of Attitudes towards Corporal Punishment (SSS-CP) was developed for this study, depicting hypothetical conflicts between parents and children, culminating in corporal punishment. A quasi-experimental design was used, varying the gender of the participant, parent, and child. Data was analyzed using ANCOVA, controlling for previous experience of corporal punishment. Results: Physical punishment was more justified when the participant was male (6% of criterion variance), when the perpetrator was a female parent (1.3%), and when the child was male (1.8%); however, no significant interaction effects were found. Previous experience with corporal punishment also predicted more approving attitudes toward its use (1.7% of criterion variance). Conclusions: Gender differences in the justification of corporal punishment highlight how social norms shape the acceptance of violence and, consequently, the normalization of behaviors linked to poorer mental health outcomes in youth. Prevention and health promotion programs should integrate gender-sensitive components that address beliefs about violence, foster emotion regulation, and reduce the intergenerational transmission of harmful disciplinary practices.

Corporal Punishment in Preschool and at Home in Tanzania

Discipline as a thorny issue has been a global challenge, and the South African education system is not spared. Section 10 of the South African Schools Act banned corporal punishment in schools. Nevertheless, recent studies suggest that educators link the rising problem of indiscipline in many schools to the ban on corporal punishment and the absence of effective alternative disciplinary approaches. This qualitative case study explores the intricacies of discipline in the post-apartheid classroom. This paper is anchored in Foucault's disciplinary techniques as described in his book, Discipline and Punish and argues that discipline as an expression and tool creates docile bodies through the effect of power. In Foucauldian thinking, the bodies of individuals are controlled to produce docile bodies whilst contributing to abating or curbing disciplinary challenges. The findings reveal that alternatives to corporal punishment at the case study school control learners' behaviour and mindset without inflicting pain. Drawing on the case study findings and Foucault's understanding of discipline, I argue that the disciplinary measures in both the apartheid and post-apartheid eras control individual's bodies to obey school rules and regulations.

Attitudes toward spanking children among Japanese hospital employees: The impact of being hit in childhood.

A further look into the impact of the Regional Partnership Grant (RPG) program on adult and child outcomes: Evidence from Cohort Five.

One billion children are affected by child abuse annually around the globe, leading to long-term damage and enormous economic burden. This research discusses international legal frameworks, with emphasis on the Convention on the Rights of the Child (CRC) and the INSPIRE strategies. Based on evidence from the Global Status Report on Preventing Violence Against Children 2020 and elsewhere, it reports that 88% of nations have good laws prohibiting violence, but just 47% effectively enforce them. Corporal punishment is prohibited in 79% of countries, but it is fully enforced in only 30%. Support for national plans is low, particularly in developing countries, and threats online such as child sexual abuse material develop quicker than legislatures can keep pace. Vulnerable populations, like indigenous children and children with disabilities, become more vulnerable due to lax protections. The research compares sources to establish that these gaps exist and are urgent. Reform needs to involve well-funded plans, improved training for police and judges, more modern digital legislation, and increased child involvement. All can take action now to ensure Sustainable Development Goal 16.2 and safeguard children everywhere. Keywords: legal frameworks, CRC, INSPIRE, child abuse, enforcement gaps, national plans, vulnerable children, online exploitation, SDG 16.2.

Type of Corporal Punishment and Charge Severity Shape Mock Jurors’ Judgments in a Child Physical Abuse Case

ABSTRACT This article focusses on the whip and the body to examine an imperial variety of Jewish assimilation. Empire, the article argues, not only provided Jews more diverse opportunities for social mobility and economic and political integration than the nation-state; its variegated categories and racial hierarchies made Jewish whiteness – at any rate, some kind of Jewish whiteness – more attainable than the imagined ethnic homogeneity of the nation-state. In the imperial space of the Union of South Africa, where they were neither ‘native’ nor ‘English’ or ‘Boer’, Jews could strive to attain whiteness that was relative, flexible, and variegated; unstable, yet more readily negotiable. To this end, the article reconstructs the ‘notorious’ trial and controversial flogging sentence imposed in 1929 Transvaal on a Jewish farmer who was classified as ‘European’ and ‘white’ in court records and in press reports throughout the British empire and beyond. The flogging of Jack Nafte illustrates how individual Jews and Jewish community institutions negotiated different shades of whiteness in imperial settings and how, in order to contend with the bar of Jewish ‘unassimilability’ in pre-apartheid South Africa, they could devise two pathways to whiteness: one English, the other Afrikaner.

The study focused on the effects of child abuse on pupils’ education in primary schools in Longido district council, Tanzania. The objectives of the study were to find out the extent to which child abuses affect the completion of primary education and determine the possible strategies to eliminate the effects of child abuse on the completion of primary education. Family system theory & Interpretivism philosophy guided the study. The study adopted a descriptive survey research design. Data were gathered through a questionnaire and interpopulation of 1051 & s 136 sample size, which included pupils, teachers, head teachers, parents & DEO were randomly and purposively selected. The research experts validated the instruments to determine content validity. Reliability of the teacher’s questionnaire was determined by conducting a pilot study, and the data were tested using the Guttmann Split-Half method and correlated at r = 0.887. Credibility & dependability of qualitative data were established through detailed reporting of the research process, peer debriefing, and triangulation. Quantitative data were analysed using descriptive statistics in SPSS version 23, and results were presented in tables of frequencies and percentages. Qualitative data were analysed thematically and presented by direct quotation. The findings revealed that child abuse, particularly psychological maltreatment and emotional neglect, is strongly associated with low self-esteem that disrupts learning and motivation. Sexual abuse frequently leads to early pregnancy, mental health harm, school withdrawal, and dropout. Also, corporal punishment by teachers causes fear, avoidance, and withdrawal. In conclusion, a safer school climate increases engagement and trust in education. The study recommended the need to educate society about child abuse to minimise and eradicate cases of child maltreatment within the communities in Longido district.

ABSTRACT Marginalization involves subjugating groups and relegating them to the position of the ‘Other.’ It is idealized and realized through the creation of the dominant group ‘self’ as being the centre and the subordinate group ‘the other’ as being in the margins. Groups are marginalized through the denial of economic, social and political resources. It is then actualized through acts such as violence which aim to place the ‘Other’ in a subordinate position while the ‘self’ acquires and maintains dominance. The article examines the play’s portrayal of violence that is performed on the bodies of the natives as an act of marginalization. This paper examines the forms of violence that are used on the natives to marginalize them. Kinjeketile presents situations in which violence is used as a form of marginalization, by the use of brutal force, corporal punishment and torture. Surveillance is also utilized to mould the natives into conformity. The fear of the punishment that will be meted on their bodies if they do not conform is meant to squash any notions of revolt they may harbour. The natives on the other hand use the body as a site for resistance and agency.

In China, the "Tiger Mom, Wolf Dad" parenting style remains prevalent; however, its implications for the personal development of children and adolescents warrant further exploration. To examine the association between parental violence and school bullying victimization, using data from the 2018 Beijing Student Common Diseases and Health Influencing Factors Survey and the Heckman Probit Model, this study examines the interactive effects of interpersonal violence in the "family-school" contexts. A total of 21,603 students were sampled, including primary school students (Grades 4-6, aged 9-12), middle school students (aged 12-15), and high school and vocational high school students (aged 15-18). Parental violence, encompassing both physical and psychological forms, significantly increased the likelihood of children's and adolescents' school bullying victimization across physical, property, social, and verbal domains. Boys were more likely than girls to experience physical and property bullying victimization. Compared to primary school students, those in higher grade levels faced lower risks of all types of bullying victimization. Boarding status was also associated with school bullying victimization. This study provides a multi-contextual understanding of school bullying victimization and offers insights for intervention strategies. This approach includes establishing extra-familial emotional refuges-such as community libraries and youth center-staffed by trained volunteers who offer companionship and academic support to address emotional neglect. For schools, campus open days, parent-teacher reading clubs, and semesterly "home-school roundtables" foster emotional engagement and reframe parents as co-educators. For families, a Nonviolent Communication Handbook, complemented by scenario-based training, is needed to improve parental emotion regulation and to eliminate practices such as corporal punishment, verbal abuse, and humiliation.

Abstract Background We examined the interaction effects of exposure to maternal and paternal violent discipline on behavioral and emotional problems at age 13. Methods Data from the Portuguese birth cohort Generation XXI (n = 4,610) was analysed. Participants reported parental disciplinary tactics at ages 7 and 13 using the Parent-Child Conflict Tactics Scale (psychological aggression, corporal punishment, severe physical assault), depressive symptoms, involvement in fights and substance use at age 13. Interaction models were performed to evaluate the effects of maternal and paternal discipline on adolescent outcomes. Results Psychological aggression by mothers and fathers at age 13 increased the likelihood of adolescents being involved in fights (OR:1.17,95%CI:1.07,1.27; OR:1.12,CI:1.02,1.23, respectively) and developing depressive symptoms (OR:1.48,CI:1.34,1.64; OR:1.14,CI:1.02,1.26, respectively). Maternal psychological aggression at age 13 was associated with increased odds of substance use (OR:1.23,CI:1.15,1.33), while corporal punishment increased the risk of both behavioral and emotional problems. Fathers’ corporal punishment at age 7 was associated with substance use (OR:1.11,CI:1.03,1.19). Severe physical assault by mothers at age 13 increased the odds of fights (OR:1.20,CI:1.00,1.43) and depressive symptoms (OR:1.36,CI:1.11,1.65). A multiplicative interaction was found between the use of corporal punishment by fathers at age 7 and by mothers at age 13 on behavioral and emotional problems. Parental psychological aggression and severe physical assault showed additive interaction effects on adolescent outcomes. Conclusions The combined use of violent discipline by fathers and mothers was associated with a multiplicative increase in the likelihood of adolescent negative behaviours and emotions than would be expected from the additive effects alone, suggesting a synergistic effect with significant implications for early interventions and prevention strategies. Key messages • Violent disciplinary practices are associated with behavior and emotional problems in adolescence. • The use of corporal punishment by mothers and fathers has a multiplicative effect on adolescent outcomes.

Corporal punishment in schools and community violence: a missing link?

Corporal punishment is highly prevalent in domestic settings. A significant number of parents believe that the book of Proverbs endorses corporal punishment as an integral part of child discipline. Proponents of corporal punishment usually base their stand on Proverbs 13:24 and also on the age-old English maxim ‘Spare the rod and spoil the child’. Other biblical proverbs they hold firmly are Proverbs 22:15 and Proverbs 23:13–14. Because of the use of the term ‘rod’, some studies equally maintain that the selected texts support the physical discipline of children. In contrast, others argue that ‘rod’ is a metaphor for discipline, encompassing teaching, guidance and correction. Using the historical-literary method of exegesis, this article examines these texts to understand the historical and cultural context in which the proverbs were written, and to explore their varying interpretations, illuminating the value of discipline in the well-being and character formation of children and clarifying various perspecti

This study investigated the factors contributing to the negative attitudes—often perceived as "hatred"—towards mathematics among secondary school students. A quantitative research approach was adopted, involving a total of 200 student respondents. Data were collected through structured questionnaires and analyzed using the Statistical Package for the Social Sciences (SPSS). Findings from the study revealed several key factors influencing students’ negative perceptions of mathematics. These included the use of unengaging and ineffective teaching methods, inadequate support from teachers when students encountered difficulties, peer influence, the perceived complexity of mathematical concepts, challenges related to the language of instruction, scarcity of instructional resources, and the use of punishment in the learning process. To foster a more positive attitude towards mathematics among students, the study recommends enhancing access to adequate learning materials and resources; encouraging collaboration between teachers and parents to promote the value of mathematics education; adopting innovative and interactive teaching techniques; minimizing the use of corporal punishment in schools; and implementing reward-based systems to acknowledge student progress and efforts in mathematics.

Measuring violence against children in a national prevalence survey in the UK: Questionnaire development and content validity.

Corporate Crime and Punishment: The Politics of Negotiated Justice in Global Markets. By Cornelia Woll. Princeton: Princeton University Press, 2023. 248p.

Abstract The environmental justice has emerged as a central issue for the international community in the era of environmentally sound economic development. In connection with the aim to answer the problems of environmental pollution and irresponsible environmental management actions faced by many countries, DPA offers a strategic solution to solve the environmental management problems carried out by corporations radically in order to prevent the potential for sustainable damage. In its development, the concept of Deferred Prosecution Agreement (DPA) has been mobilized by many countries as a component in the law enforcement system because it is considered capable of offering a win win solution. On the one hand, the corporation benefits because it is not always obliged to carry out punishment, while on the other hand the state is also not disadvantaged because DPA can minimize the amount of costs incurred to carry out criminal prosecution and prevent structural impacts in the community due to punishment of corporations. This research is conducted with a doctrinal approach. This research is expected to describe, analyze, and answer the problem of whether DPA as a means of crime control that relies on the principles of efficiency, maximization, and balance can be integrated as part of the criminal policy order in order to meet the objectives of criminal law reform with an economic approach and legal benefits and oriented to the value and purpose of punishment.

The cost of discipline? Exploring the impact of corporal punishment on children’s foundational learning skills in Bangladesh

Background: A safe school environment fosters effective teaching and learning. This study reconceptualises South African high school teachers’ and students’ attitudes towards enhancing school discipline. Aim: Drawing from Bronfenbrenner’s ecological systems theory and Bandura’s social learning theory, this study explored teachers’ and students’ perceptions of student discipline and how it can be enhanced in South African high schools. Setting: The study was conducted in selected public high schools in uMkhanyakude District Municipality, KwaZulu-Natal, South Africa, where discipline challenges are frequently encountered. Methods: A questionnaire survey was administered to 191 respondents (42 teachers and 149 students) from five randomly selected schools. Descriptive, bivariate, and multivariate analyses were used to generate findings. Results: The study found that both teachers and students believe student discipline needs to be improved. While punishment for misconduct is considered acceptable, respondents prefer non-violent, corrective measures such as detention, extra homework, and clean-up duties. The findings show that effective discipline requires collaborative efforts from both teachers and parents. A positive, non-punitive approach to discipline is favoured. Conclusion: The study recommends that disciplinary practices in South African schools remain aligned with the Constitution and Schools Act, which prohibit corporal punishment and promote restorative and non-discriminatory approaches. Strong school leadership is crucial for the consistent and equitable implementation of policies. Contribution: This study contributes to school discipline discourse by highlighting the importance of rights-based, legally compliant disciplinary practices and the significant role of leadership in fostering supportive learning environments.