Corporal Punishment Research Articles

Editorial

School violence may be defined as any incident in an education institution aimed at interrupting the normal educational project and includes viciousness between learners as well as attacks by learners on school staff and attacks by school staff on learners. It encompasses physical violence, including student-on-student fighting, psychological violence such as verbal abuse, and sexual violence, including rape and sexual harassment. School violence also include various forms of bullying (such as cyberbullying), corporal punishment and carrying weapons to school. School violence has become a widely accepted serious societal problem in recent decades in many countries, especially where weapons such as guns or knives are involved (UNESCO, 2017).

Crucial Changes in Polish Regulation of Parental Authority Over the Last 100 Years

The article discusses significant changes in Polish family law over the past century. It focuses on the concept of parental authority, explaining its meaning and position in Polish law in the first part of the article. The following section mentions and comments on legal documents related to parental authority during the last century. The final section investigates five legal changes in the institution under study which the author considers crucial for its development. These changes include the legal status of men and women in relation to parental authority, the legal status of out-of-wedlock children, the predominant values underpinning parental authority, the prohibition of corporal punishment, and the state’s interference with parental authority. The article argues that despite the changes in legal, political, and economic systems experienced by Poland over the last century, there has been significant continuity and stability in the development of Polish family law.

Psychometric properties of the Alabama Parenting Questionnaire-Child Form (APQ-CF) in Turkish adolescents

ABSTRACT Objective There are multiple risk factors, such as individual features, parenting behaviours, and peer influences associated with the development of conduct problems. The Alabama Parenting Questionnaire-Child Form (APQ-CF) is a commonly used instrument to measure parenting behaviours. The study aimed to examine the factor structure of the instrument report in the Turkish context. Method The psychometric properties of the Turkish translation of the APQ-CF was examined with a sample of 357 high school students (M age = 15.68, SD = 1.07, 54.1% female). Confirmatory factor analyses were conducted to examine the factor structure of the APQ. In addition, criterion-related validity and reliability coefficients for the scale were investigated. Gender differences were examined with independent samples t-tests. Results Confirmatory factor analyses with a five-factor solution (involvement, positive parenting, poor monitoring/supervision, inconsistent discipline, and corporal punishment) showed good fit. Criterion-related validity indicated that the monitoring subscale is positively correlated with conduct problems and prosocial behaviours; mother involvement and father involvement were positively associated with prosocial behaviours. Significant gender differences emerged; while girls received more mother involvement and positive parenting, boys received less monitoring behaviours. Conclusions These findings are indicative of acceptable psychometric properties for the Turkish version of the APQ-CF. Researchers and practitioners can use the instrument to measure parenting behaviours regarding conduct problems for various purposes such as diagnosis, treatment and intervention, and relation to behavioural and mental health outcomes.

СОЦІАЛІЗАЦІЯ ДІТЕЙ ТА МОЛОДІВ НЕДІЛЬНИХ ШКОЛАХ УКРАЇНИ (ДРУГА ПОЛОВИНА ХІХ – ПОЧАТОК ХХ СТОЛІТТЯ)

The article, based on the analysis of historical and pedagogical sources, reveals the history of the formation and development of Sunday schools in Ukraine in the second half of the 19th - at the beginning of the 20th century as a center of socialization for children and youth. The author found out that in the history of education in the second half of the 19th- at the beginning of the 20th century a significant place is given to the educational activities of Sunday schools - non-traditional institutions of out-of-school education for children and adults, in which training took place on Sundays (for persons of Jewish nationality - on Saturdays) and holidays. Sunday schools of the researched period are considered as open public educational institutions, the principles, tasks and content of education and upbringing of which were aimed, first of all, at meeting the educational needs and requests of the people. The specificity of educational work in Sunday schools was determined, which consisted, first of all, in a special atmosphere of relations between the teacher and the student, which contributed to the socialization of children and youth. The internal rules of Sunday schools strictly prohibited corporal punishment, which, according to the teachers, hindered not only the mental, but also the moral development of students. It was proved that the constant search for flexible, constructive principles, the development and testing of new effective methods and methods of teaching and upbringing, the use of progressive achievements of Ukrainian and world pedagogy are the main components of professionalism and the main principles of the innovative activity of Sunday school teachers. The organizational principles of the activity of Sunday schools were singled out: the absence of strict internal regulations, a public approach to the management and planning of the pedagogical process, compliance with the main principle of activity – «school for students», the creation of special guardianships for the purpose of caring for students, a special atmosphere of relationships between members of the school team, humane treatment of pupils, common interests of teachers and students, etc.

Indian Residential Schools and s. 43 of the Criminal Code (Canada’s corporal punishment law, TRC Call to Action #6)

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A Descriptive Study to Assess the Knowledge of Teachers Regarding Brunt of Corporal Punishment and its Impact on Child Mental Health in Selected Schools Bangalore with a View to Prepare an Informational Booklet on Impact of Corporal Punishment in Mental Health

Corporal punishment is violence inflicted on children by parents, teachers, guardian and others in the name of “discipline”. Discipline is training that corrects, molds or perfects the mental facilities or moral characters. There are 3 types of corporal punishment, those are: School corporal punishment, Parental or domestic corporal punishment and judicial corporal punishment.  Objectives To assess the knowledge of primary school teachers regarding brunt of corporal punishment and its impact on child mental health.  Methods A descriptive approach design used to assess the knowledge of primary school teachers regrading brunt of corporal punishment and its Impact on child mental health In selected primary schools at Bangalore. In this study non-probability purposive sampling technique was adopted. A structured interview schedule was determined based on the objectives of the study. The data were analyzed using the computation of mean and standard deviation an inferential statistic. The data represented by using various graphical devices, the bar diagram, pie diagram etc.  Results The findings of the result shows that participants 73.33% had inadequate knowledge, 26.67% had moderate knowledge on the brunt of corporal punishment and its impact on child mental health. The result findings show that there will be a significant association between brunt of corporal punishment and its impact on child mental health with their selected demographic variables.

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.

Observations on China's Educational Discipline Policies: Taking Japan and South Korea's Educational Discipline as a Reference

Educational discipline refers to the process of educational behavior to stop and eliminate students' misbehavior, to help students correct their mistakes for the purpose of punishment as a characteristic of a form of education. The study analyzes the current situation of Educational discipline in China and its shortcomings, categorizes and analyzes the abuse of Educational discipline in China, the lack of use of Educational discipline, and the blurring of the concepts of Educational discipline and corporal punishment, punishment, and so on. At the same time, the study analyzes the policies related to Educational discipline in Japan and South Korea, and puts forward suggestions for the future development of China's Educational discipline policy and the problems that need to be avoided through the clear breakdown of the rules of corporal punishment in Japan and the infringement of the right to Educational discipline in South Korea due to the Human Rights of Students Ordinance.

Love and Assault: Parents’ Views on Corporal Punishment in School

AbstractCorporal punishment remains prevalent in schools globally, and even after its prohibition in South Africa, the focus of this study, it continues. In some historically disadvantaged school environments, it persists with the approval of parents. Mothers and grandmothers, who are pivotal in supporting children's education and well‐being, are central to this dynamic as parents. However, in impoverished rural settings, parents are often unfairly blamed for endorsing corporal punishment without considering the sociocultural context they inhabit. Drawing from a qualitative study conducted in an impoverished rural community where women bear the burden of caring for children, this paper challenges the prevailing one‐sided narrative of parental support for corporal punishment. Instead, it argues for a nuanced understanding of corporal punishment that is contextual. Parents' endorsement of corporal punishment is contingent; it is accepted when framed as ‘disciplinary action infused with love’ but rejected when labelled as ‘assault’. An understanding of corporal punishment as an assemblage is critical if accounts of disciplinary practices within local school settings are to move beyond simplified accounts of parents' universal support for corporal punishment.

Physıcal Punıshment Agaınst Chıldren in Türkiye: The Necessıty of Alternatıve Dıscıplıne Methods

The aim of this study is to examine the prevalence of corporal punishment against children in Türkiye and the negative effects of this practice on children's physical and psychological health. Corporal punishment is considered as a disciplinary method that harms children's development and leads to long-term negative consequences. Studies conducted in Türkiye show that physical violence against children at home is at an alarming level and is accepted as a cultural norm. The study discusses how corporal punishment disrupts children's emotional and social development and how such punishments can lead to permanent traumas in children. The necessity of alternative discipline methods is emphasised and it is explained how positive discipline contributes to children's self-control, healthy relationships and positive behaviours. In conclusion, the importance for parents and educators to adopt and implement positive discipline methods instead of corporal punishment is emphasised. These methods contribute positively to both individual development and social adaptation of children.

Lingering shadows of childhood corporal punishment: Family trajectories across decades

AbstractObjectiveCorporal punishment is the most common form of violence against children worldwide. This study adopts a life course perspective to examine associations between childhood corporal punishment and distinct multi‐decade family trajectories from young adulthood to middle adulthood in China. Specifically, it examines how childhood parental punishment shapes later family life course trajectory patterns, incorporating partnership, marriage, and fertility outcomes, and considers different sources of punishment (maternal and paternal) and potential gender differences (sons and daughters).BackgroundAccumulating evidence reveals that corporal punishment is not only unnecessary as a disciplinary technique but also harmful to children. This evidence has led to a worldwide movement to eliminate any non‐accidental use of physical force against children. However, previous research often assesses isolated family outcomes without considering family development as a dynamic and interconnected process, resulting in an ambiguous understanding of childhood corporal punishment's long‐reaching influence on unfolding family pathways.ResultsResults uncovered both stability and diversity in Chinese family trajectories, with the majority following stable marital norms. Experiencing childhood corporal punishment increased the odds of an early unstable trajectory characterized by divorce and remarriage. Moreover, the implications of childhood paternal punishment appeared more wide‐ranging than maternal punishment in terms of sorting into normative versus atypical family trajectory patterns. Childhood maltreatment also overrides influences of child gender, similarly impacting future family trajectories across genders.ConclusionThis research highlights the profoundly disruptive effects of corporal punishment on family development throughout the lifespan, carrying important implications for fostering healthier and more resilient families.

Translating Parenting Into Affiliative Reward in Early Adolescence: Sex Differences

Early adolescents internalize perceptions of parenting practices to derive affiliative rewards. However, gendered socialization may alter both exposure to different parenting practices and the internalization process itself, leading to differences in experienced affiliative reward. To test this hypothesis, we collected self-reported data from 1132 early adolescents, who completed the Alabama Parenting Questionnaire and the Network of Relationships Inventory. Relative to girls, boys reported: (1) similar levels of positive parenting and involvement, (2) higher levels of poor monitoring, inconsistent discipline and corporal punishment, and (3) lower levels of affiliative reward derived from relationships with mothers, fathers and best friends. The pathways from parenting practices to affiliative reward were similarly strong across groups, except for corporal punishment, which impacted boys more strongly. The findings suggest that the internalization process is similar for boys and girls, but boys’ exposure to more negative parenting impacts their bonds by altering the inputs of this process.

The impact of early surgical ventricular septal defect repair on parenting behavior and mother-child relationship: a prospective longitudinal study.

Many studies have investigated the impact of congenital heart defects (CHD) on child development. However, because CHD not only affects the child and his or her development but, also the entire family, family functioning after pediatric cardiac surgery is of increasing research interest. This prospective childhood-adolescence case-control study aimed to examine differences and changes in parenting behavior and mother-child relationship quality after early surgical repair of an isolated ventricular septum defect (VSD) compared to non-affected controls. 39 affected children (M = 7.3 years) with surgically repaired VSD and their mothers were compared with a matched, non-affected control group of 39 mother-child-dyads (M = 7.3 years) during primary school age (t1). At child early adolescence, 24 affected children (M = 12.4 years) and 24 children of the control group (M = 13.2 years) were examined again (t2). Parenting behavior characteristics (t1: mother report; t2: mother- and child report) and mother-child relationship quality (t2: child report) were measured by standardized questionnaires. The mother-rated parenting behavior dimensions Involvement (p < .001, η2 p = .37), Parental Monitoring (p = .014, η2 p = .17) and Corporal Punishment (p < .001, η2 p = .57) significantly decreased from t1 to t2 in both cohorts. Responsible Parenting Behavior tended to decrease from t1 to t2 in the control group, while remaining stable in the VSD-group (p = .088, η2 p = .09). Independent of the group, higher mother-child relationship quality was associated with more Positive Parenting Behavior (p < .001, η2 p = .34), more Involvement (p = .003, η2 p = .22) and fewer Inconsistency (p < .001, η2 p = .31) in the child-rating; and more Positive Parenting Behavior in the mother-rating (p = .039, η2 p = .10). VSD affected mother-child-dyads were mostly comparable in their parenting behavior characteristics and mother-child relationship quality to non-affected controls. The absence of a decrease in maternal Responsible Parenting Behavior in the VSD group may indicate challenges during the developmental task of autonomy in adolescence. Nevertheless, adaptive family functioning after early pediatric surgical VSD repair seems possible.

Is Physical Intimate Partner Violence a Risk Factor for Physical Child Maltreatment in a Nationally Representative Sample of Finnish School Children?

Previous studies have found a high co-occurrence between intimate partner violence and child maltreatment. However, little is known about the nuanced association between physical intimate partner violence (pIPV) and physical child maltreatment (pCM) in countries where corporal punishment is prohibited by law. Furthermore, there is a lack of information on the co-occurrence from children's perspectives and nationally representative surveys. The main objective of this study was to examine the connection between pIPV and pCM in a nationally representative sample of 12 to 13 and 15- to 16-year-old Finnish children (N = 6,825) after controlling for other known risk factors. The χ2 test and the logistic regression model were used. Around 47.3% of the children who had been exposed to pIPV had also experienced pCM during the past year, whereas 6.7% of those who had not been exposed to pIPV reported pCM. Children exposed to pIPV were almost three times more likely to experience pCM than children who were not exposed to pIPV. The connection remained statistically significant after controlling for other risk factors. Prevention and early identification of pIPV might reduce pCM in families. Targeted prevention efforts and interventions aimed at physical family violence are necessary to reduce its occurrence and mitigate the impact of abuse on children and families.

Construction and Validation of a Muslim Religious Trauma Scale

The purpose of this study was to develop a scale to measure the traumatic religious experiences among Muslims and assess its validity, reliability, and factor structure. Data were collected from 452 (25.9% men and 74.01% women) Muslim participants in Turkey aged 18–60 or over (the average age group was 30–33) on an online platform. Measures included an original Muslim Religious Trauma Scale comprising newly constructed religious trauma items, Religiosity Scales, the Subjective Happiness Scale, the Brief Trauma Questionnaire, the Post-Traumatic Symptom Scale, and the Dissociation Scale. The results of exploratory factor analysis revealed six factors: spiritual incongruence, spiritual disappointment, social or peer pressure, feelings of sin and guilt, sexual abuse, and corporal punishment. It was found that the association of religious trauma with general trauma, post-traumatic symptoms, and dissociation supported the assumption of concurrent validity of the newly developed Muslim Religious Trauma Scale. Additionally, it also confirmed the idea that some of the adverse religious experiences could be traumatic.

The Adoption of Statewide Corporal Punishment Bans in U.S. Public Schools, 1970-2023

The Adoption of Statewide Corporal Punishment Bans in U.S. Public Schools, 1970-2023

Alternatives to Corporal Punishment in Primary Schools: The Case of Masvingo District, Zimbabwe

Alternatives to Corporal Punishment in Primary Schools: The Case of Masvingo District, Zimbabwe

Exploring the Relationship between a Favorable Attitude Toward Corporal Punishment among Individuals with Prior Experienced and Their Disposition for Critical Thinking

Exploring the Relationship between a Favorable Attitude Toward Corporal Punishment among Individuals with Prior Experienced and Their Disposition for Critical Thinking

The Impacts of Corporal Punishment on Students in Schools: An investigation through Sindh Province

The purpose of the study was to determine the effects of corporal punishment on students, with a particular focus on students in grades 9 and 10 at the chosen boys' schools in the Hyderabad area. The study also aimed to determine the nature, sorts, and effects of corporal punishment on students. Finding the social and other effects of physical punishment on the pupils in the aforementioned classrooms was the main goal of the study. This study is the first of its kind in Hyderabad district. There were 500 parents, instructors, and students in the sample overall. It was shown that physical punishment remained a barrier to the development of positive teacher-student relationships, character development, a decrease in the rate of dropouts, a discouragement of the learning environment, a negative opinion of teachers, and a decrease in students' enthusiasm in their studies. Furthermore, pupils' hostile attitudes and anxiousness were primarily brought on by corporal punishment, which also reduced their academic performance and caused psychological damage. The analysis suggests that physical punishment be outlawed and that the current legal framework be strictly enforced. Through training programs, teachers must be made aware of the detrimental effects of corporal punishment. The study goes on to say that in order for children to engage in healthy extracurricular activities and create a learning environment for themselves, there needs to be a supportive school environment.

Machine learning and public policy: Early detection of physical violence against children

Physical violence against children is a widespread and grossly underreported phenomenon with substantial short and long-term negative consequences. In Latin America and the Caribbean, 43% of children under the age of 15 experience corporal punishment at home, yet reporting rates are alarmingly low. This paper aims to demonstrate how household data can be considered for a future predictive analytics model in Argentina. Based on the 2019–20 MICS survey we apply machine learning techniques to predict physical violence against children (understood as physical discipline) at the household level in Argentina. The scope and potential benefits of using predictive models in this context are assessed, as well as the main limitations and risks. The results suggest that, by analyzing the situation of the 30% of households with the highest risk scores, 43 out of 100 households in which children experience physical violence could be identified at an early stage.