Effects Of Corporal Punishment Research Articles

Spare the Rod?: College Students’ Experiences with and Perceptions of Corporal Punishment

Corporal punishment (e.g., spanking) remains a highly debated yet common form of discipline in the United States. A body of research exists investigating the prevalence and effects of corporal punishment; however, less attention has been devoted to factors influencing individual perceptions of corporal punishment. The current study explores college students’ perceptions of corporal punishment with a specific focus on students’ experiences with physical discipline and factors that may influence students’ intentions to use physical discipline with their own children. Relying on a convenience sampling methodology, the current research is based on a sample of 318 students, who participated in a pen-and-paper survey. Findings reveal that most students experienced corporal punishment (86.8%) and roughly three-quarters intend to use physical discipline with their children. Moreover, positive attitudes towards physical forms of punishment were positively associated with intentions to use corporal punishment (OR = 1.494; ***p < 0.001). Despite most participants reporting experiences with corporal punishment and intending to use physical discipline with their children, many felt better disciplinary methods were available. Given that attitudes were correlated with intention to use, educational programs and curricular endeavors to inform individuals of the negative impact of corporal punishment, as well as alternative non-physical discipline strategies are recommended as ways to reduce reliance on physical forms of discipline.

Beating the devil out of them: effects of corporal punishment on school children in Khyber Pakhtunkhwa, Pakistan

This study investigates the impact of corporal punishment on school students in Pakistan. The data was collected through a survey from N=250 students (96 females and 154 males) from government schools (n=109) and madrassas (n=141) in District Peshawar, Khyber Pakhtunkhwa, Pakistan. The study found that corporal punishment is rampant (83%) in schools and madrassas. The study reveals male students receiving more punishment and exhibiting higher levels of emotional adjustment, delinquency, and aggression with mean differences with t-value of 248= 4.92, p &lt; .001; 0.87, p &lt; .05; 3.67, p &lt; .000 and 7.89, p &lt; .001 than female students. Schools use more corporal punishment than madrassas, causing higher emotional adjustment for students, indicated by significant mean differences with a t-value of 248= 1.20, p &lt; .003, and 3.18, p &lt; .001. Madrassa students exhibited higher juvenile delinquency and aggression with mean differences with a t-value of 248=1.67, p &lt; .095, and 9.90, p &lt; .000 than school students. The predictor variables showed a positive correlation with the outcome variable (? = .034, t = .530, p &lt; .01) and emotional adjustment (? = .388, t = 6.63, p &lt; .001) for students.

Effect of corporal punishment on young children’s educational outcomes

ABSTRACT It is argued that corporal punishment produces bad outcomes in both the short run and the long run. Instead of making students more attentive or motivated, corporal punishment leads to more delinquent behavior. In most developed countries, corporal punishment is banned in schools. However, in many developing countries, even if corporal punishment in schools is banned, the law may not be adequately enforced. Using a dataset from India, we show that corporal punishment in schools has a significantly negative impact on children's academic performance. To tackle the problem of endogeneity, we use the instrumental variables method and introduce a novel instrument.

A review of the literature on corporal punishment in The Bahamas, with an emphasis on its use in schools

This review of the literature concerning corporal punishment arising from The Bahamas enables us to identify several strands: (1) corporal punishment is an historically accepted method of controlling children which only recently has been called into question; (2) school teachers have typically seen corporal punishment as a useful classroom management tool; (3) there has been unease about its use in schools which has resulted in its regulation; (4) more recently, there has been evidence of the awareness of the long-term negative effects of corporal punishment; and (5) the rise of social media has made corporal punishment and its potential abuses visible to a wider audience. These strands appear to have woven together to move the country in a direction of outlawing corporal punishment, at least in schools.

A Bayesian analysis of associations between neighborhoods, spanking and child externalizing behavior

BackgroundA large body of research has found that corporal punishment is associated with increases in children’s behavior problems. However, questions remain as to whether or not the relationship between corporal punishment and behavior problems is equally true across contexts. ObjectiveTo examine the degree to which the effects of corporal punishment are equivalent across neighborhoods. Specifically, is corporal punishment equivalently associated with child behavior problems in neighborhoods that are perceived to be unsafe or disadvantaged, as compared to neighborhoods that are perceived to be less disadvantaged? Participants2703 participants in the Fragile Families and Child Wellbeing Study. MethodsWe employed Bayesian regression methods, to examine the association of neighborhood disadvantage, corporal punishment, and their interaction, with child behavior problems. ResultsFindings suggest that both neighborhood disadvantage (β = 0.070) and parental use of corporal punishment (β = 0.169) had main effect associations with child behavior. However, there was no evidence for an interaction of neighborhood disadvantage and corporal punishment use. ConclusionsBoth corporal punishment and neighborhood disadvantage were associated with increases in child behavior problems. Corporal punishment appears to be equally deleterious across neighborhood contexts.

The effect of corporal punishment on frustration tolerance in school going children

The effect of corporal punishment on frustration tolerance in school going children

Corporal Punishment and Child Aggression: Ethnic-Level Family Cohesion as a Moderator.

Ethnicity has been examined as a putative moderator between parents' use of corporal punishment and children's externalizing behaviors. Yet, the reasons for this potential ethnic-level moderator have not been fully examined. The primary objective of this study was to examine whether the effect of corporal punishment on aggression is ethnic-specific using major racial groups inside and outside the U.S. samples and how the mean levels of cohesion in family relationships as found in different ethnic groups moderate the association between mothers' use of corporal punishment and children's aggression. A total of 729 mothers who had children aged 7 to 13 years were sampled from five ethnic groups (i.e., European American, African American, Hispanic American, Korean, and Chinese). Several hypotheses were tested to examine the moderating effect of ethnic-level, family cohesion on the relation of corporal punishment to children's aggression. As expected, the mean level of family cohesion was significantly different across ethnicities. Consistent results across parallel multilevel and fixed effect models showed that high corporal punishment was associated with more aggression in all ethnicities, but there was a significant variation in the association across ethnicities, and the variation was explained by ethnic-level family cohesion. There were weaker associations between corporal punishment and child aggression among ethnic groups with high family cohesion and stronger associations among ethnic groups with low family cohesion. Ethnic/cultural variation in this study emphasizes the importance of understanding family environment of diverse ethnic groups when evaluating the influence of corporal punishment on child behavior in different ethnic/cultural contexts.

Effect of Corporal Punishment on Sudanese Pupils from Parent’s Perspectives - Part 2

Despite the fact that corporal punishment (cp) in schools and homes proved to be of serious consequences and of no benefit, it is still an acceptable tool of disciplining children over the world notably Sudan against national acts and international convention. The importance of this research is to serve the field of child protection with background information needed for strategic planning for the prevention and promotion of positive discipline. The aim was to Study the impact of corporal punishment on pupil’s academic performance and behaviors form parent’s perspective. Through comparative analytical study included 200 parents from two schools. Where School (A) using corporal punishment and school (B) declaring not using corporal punishment. The study was conducted in the period from first of June to 30th of July 2013 using structured questionnaires that assessing socio demographic data, use of corporal punishment, believes behavior and academic consequences. Variables were completed and analyzed using parametric and non-parametric test within SPSS 16. The majority of parents were using cp to discipline their children at homes (83.4%). Parental believes about cp as right and effective tool of child discipline; increase home/school CP and decrease child number of friends. Mother Low education was significantly associated with the use of CP (p value 0.02). Most of the parents found CP of no benefits in the long run. The use of CP at home acts as moderator with school CP that made the child dislike school and significantly increases children absence from school. Low parent’s education, low income, parent’s beliefs about CP and the presence of domestic violence were proved as predictors of use of CP at homes. Negative child characteristics and recurrent school requisition for Parents were significantly related to school (A), both p values (0.01). Positive child characteristics significantly related to school (B). Although parents claimed that they rarely used CP in disciplining their children this rare use proved of negative consequences and of no benefits in long term and moral internalization. Reducing use of corporal punishment is found to be significantly associated to good behaviors and academic success. The research was replicating other international studies except increase rates of CP in children from 6-14 years, the use of CP by the parent regardless of their age group. Using cp in School or at home decrease sense of safety and put the child at risk of bullying or violence.

Effect of Corporal Punishment on Sudanese Pupils from Parent’s Perspectives: Part 1

Despite the fact that corporal punishment (cp) in schools and homes proved to be of serious consequences and of no benefit, it is still an acceptable tool of disciplining children over the world notably Sudan against national acts and international convention. The importance of this research is to serve the field of child protection with background information needed for strategic planning for the prevention and promotion of positive discipline. The aim was to Study the impact of corporal punishment on pupil’s academic performance and behaviors form parent’s perspective. Through comparative analytical study included 200 parents from two schools. Where School (A) using corporal punishment and school (B) declaring not using corporal punishment. The study was conducted in the period from first of June to 30th of July 2013 using structured questionnaires that assessing socio demographic data, use of corporal punishment, believes behavior and academic consequences. Variables were completed and analyzed using parametric and non-parametric test within SPSS 16. The majority of parents were using cp to discipline their children at homes (83.4%). Parental believes about cp as right and effective tool of child discipline; increase home/school CP and decrease child number of friends. Mother Low education was significantly associated with the use of CP (p value 0.02). Most of the parents found CP of no benefits in the long run. The use of CP at home acts as moderator with school CP that made the child dislike school and significantly increases children absence from school. Low parent’s education, low income, parent’s beliefs about CP and the presence of domestic violence were proved as predictors of use of CP at homes. Negative child characteristics and recurrent school requisition for Parents were significantly related to school (A), both p values (0.01). Positive child characteristics significantly related to school (B). Although parents claimed that they rarely used CP in disciplining their children this rare use proved of negative consequences and of no benefits in long term and moral internalization. Reducing use of corporal punishment is found to be significantly associated to good behaviors and academic success. The research was replicating other international studies except increase rates of CP in children from 6-14 years, the use of CP by the parent regardless of their age group. Using cp in School or at home decrease sense of safety and put the child at risk of bullying or violence.

Corporal Punishment: Parents Perception in District Malakand, Khyber Pakhtunkhwa, Pakistan

&#x0D; &#x0D; &#x0D; This paper shed light on parent’s psychological perception about children corporal punishment in District Malakand, Khyber Pakhtunkhwa, Pakistan. A total of 202 respondents (parents) were selected through simple random sampling procedure to portray information. Chi square χ2 and Gamma statistics were used to determine the level of association and strength and direction of relationship. Majority of the respondents i.e. 82.7% had opined that corporal punishment increases aggressiveness in children, it promotes depression (82.2%), fear and terror 153(75.7), eliminate confidence and damage IQ of children146 (72.3). Moreover, at bivariate level a positive (γ=.977) with significant relationship (P&lt;0.05) was discovered between corporal punishment increases aggressiveness with corporal punishment. A positive (γ=.972) with significant relationship (P&lt;0.05) was discovered between corporal punishment promotes depression with corporal punishment. Similarly, A positive (γ=.954) with significant relationship (P&lt;0.05) was discovered between corporal punishment stimulate nervousness with corporal punishment. A positive (γ=.944) with significant relationship (P&lt;0.05) was discovered between corporal punishment leads to fear and terror with corporal punishment. A positive (γ=.914) with significant relationship (P&lt;0.05) was discovered between corporal punishment eliminate confidence with corporal punishment. A positive (γ=.913) with significant relationship (P&lt;0.05) was discovered between corporal punishment damage IQ of children with corporal punishment. Apositive (γ=.915) with significant relationship (P&lt;0.05) was discovered between corporal punishment decline feelings of sympathy with corporal punishment. It is concluded from the study findings that corporal punishment results in emotional distress, lack of confidence, increase aggressiveness, fear and terror, depression, damage IQ of children etc. Regular periodic refreshers courses need to be arranged by the education department to emphasize the worse effects of corporal punishment and certain psychological assessment tests of children at school by medical officers to mitigate the social and psychological distress, as resulted from use of corporal punishment.&#x0D; &#x0D; &#x0D;

Corporal punishment in schools: Global status and remedial measures

Corporal punishment in schools is a global problem but with increasing awareness about its harmful effects many countries have banned the corporal punishment in schools. In India this problem was quite prevalent and accepted by the society as it was considered beneficial for the good education of children and still many people are in favor of it. Now with the media coming in and highlighting the serious problems of corporal punishment, demands have come to ban it totally. But mere banning and making rules and laws does not completely solve the problem. In this paper this problem of corporal punishment has been defined, its prevalence mapped and ill effects of corporal punishment highlighted. Current status of laws and regulations and their utility in India and various parts of the world has been discussed. Measures have been suggested to curb and eradicate the problem of corporal punishment in educational institutions.

Effects of Corporal Punishment on Girl's Enrolment and Retention in the Techiman Municipality

School corporal punishment is administered within schools, when pupils’/students are punished by teachers or school administrators for going against rules and regulations. The goal of punishment in the schools is to decrease the behaviour that it follows. This study was conducted to investigate the effect of corporal punishment on girls’ enrolment and retention in schools in the Techiman Municipality using six selected schools in the municipality which is located in the Brong Ahafo Region of Ghana. Descriptive survey research design which falls under quantitative research design was used with a sample size of 120 junior high school pupils selected from six (6) public schools. Questionnaire was the main instrument used in this study. The findings revealed that corporal punishment had both positive and negative effects on students. The findings also indicated that physical punishment made some students stop school, therefore, it was inferred that corporal punishment affect girls’ enrolment and retention in schools. It is thus recommended that the Ghana Education Service (GES) in the Techiman Municipality organises or conduct awareness workshops and seminars about the effects of corporal punishment on learners for both students and teachers.

Corporal punishment: similarities and differences from Eastern cultured countries

Background Socio-cultural factors are important factors which shape growth and development. Parents’ aspects of punishment reflect to their behaviours. Using corporal punishment to discipline children have been an issue for decades, however effects of corporal punishment on children health is more to be interested of. To evaluate corporal punishment point of view at two different eastern cultured countries, Turkey and Pakistani. Methods This is a qualitative descriptive study with a sample of 675 (464 …

Secondary School Teachers’ Perception of Corporal Punishment: A Case Study in India

This article examines secondary school teachers’ perceptions of corporal punishment in India. Although it has been banned in Indian schools, various types of corporal punishment are still used by teachers. It has been mainly used as a mechanism for controlling disciplinary problems in schools. Based on a pilot study of 160 secondary teachers, the result of the research reveals that teachers still perceive corporal punishment as an effective method of controlling indiscipline in class. However, some teachers state that corporal punishment is ineffective in deterring students from misbehaving. Corporal punishment is not a good method to maintain discipline. Adopting harsh methods indicates a lack of proper training in managing students in a classroom situation and a poor understanding by the teachers of students’ mental states. An awareness program for secondary school teachers about the effects of corporal punishment on children is needed. The solution is proper training for teachers and student-teachers in the use of counseling to manage behavioral problem. Also full-time counselors can be appointed in schools.

English

The main objective of this study is to investigate policy implications for the abolition of corporal punishment in secondary schools in Kenya. Adopting a survey design, using questionnaires, interviews and documentation, a sample of 355 was selected from target population of 3228 teachers, students and parents. The data were analysed thematically. Results indicate that awareness concerning abolition of corporal punishment is lowest among students with 80%; parents, 94% and teachers, 100%. Due to differences in attitudes towards the policy of abolition of corporal punishment, schools have been forced to evaluate other means of instilling discipline such as counselling and suspension which appeared to be regarded as the most effective alternative methods. Other alternative methods were ranked differently except suspension, pinching or pulling ears, which were ranked equally by all the categories of respondents. Despite the ban, corporal punishment is thriving illegally. The study recommends in-service courses for teachers, public education on harmful effects of corporal punishment and the promotion of positive non-violent, democratic, participatory approaches to child training and education at the national level. At school level the study recommends change of attitudes of teachers, parents and students, frequent open discussions in school gatherings and in special forums like staff, student and parent meetings. Key words: Awareness, attitudes, policy, practice, implications, corporal punishment.

Parental use of corporal punishment in Europe: intersection between public health and policy.

Studies have linked the use of corporal punishment of children to the development of mental health disorders. Despite the recommendation of international governing bodies for a complete ban of the practice, there is little European data available on the effects of corporal punishment on mental health and the influence of laws banning corporal punishment. Using data from the School Children Mental Health Europe survey, the objective of this cross-sectional study was to examine the prevalence and legal status of corporal punishment across six European countries and to evaluate the association between parental use of corporal punishment and children’s mental health. The study found that odds of having parents who reported using occasional to frequent corporal punishment were 1.7 times higher in countries where its use is legal, controlling for socio-demographic factors. Children with parents who reported using corporal punishment had higher rates of both externalized and internalized mental health disorders.

Corporal Punishment In Schools: Theoretical Discussion And Personal Experience

This paper ponders the lasting effects of corporal punishment on students. The paper first considers the benefits and faults of corporal punishment by comparing the experiences of two generations of students and teachers. Starting with the definition of corporal punishment as applied locally and globally, the paper analyzes the reasons for its use, and the rationale of those who defend its legitimacy. The paper concludes with a discussion of the impact of the decision to ban corporal punishment in Saudi Arabian schools on Saudi students and its consequences from the students’ perspective.

Peer Bullying and Victimization among High School Students in Kuwait

This study is the first to examine gender differences and bullying in Kuwaiti schools, comparing the level of peer bullying and victimization among male and female students based on a sample of 840 cases drawn from 9th and 10th grade students in high schools in Kuwait. The sample was divided into two groups. Descriptive analysis and t-tests showed that male students were significantly more involved in direct bullying than females were, while female students were indirectly victimized more than the males. Kuwaiti females scored more indirect bullying and indirect victimization than males did. Finally, grade nine students had higher means in direct bullying than did students in grade ten. This research adds to the comparative data on bullying in the schools. Future researchers should investigate additional variables, including the effects of corporal punishment and sibling relationships.

The Meanings Jamaicans Associate with Corporal Punishment

This study examined the meanings Jamaicans associate with corporal punishment and its perceived effects on children, caregivers’/parents’ relationship with children and in a broader sense, Jamaican culture. A total of 183 readers’ comments on 13 articles that focused on corporal punishment—published in a prominent Jamaican online newspaper—were qualitatively analysed. The results indicated that not all Jamaicans engage in or embrace the use of corporal punishment. There is a clear divide between Jamaican individuals who practise corporal punishment and those who believe it is socially unacceptable. Those in favour of it reported that it was religiously justified and effective as a method of discipline. Opponents of this view highlighted the negative physical and mental effects of corporal punishment on children and provided alternative discipline methods that were less punitive and more responsive to the needs of children and the parent–child relationship. Implications of the results are discussed.

Is it Time for a U.S. Policy to Ban Corporal Punishment of Schoolchildren?

This article examines corporal punishment in U.S. public schools, proposes a national conversation regarding its use, and advocates for a national policy to promote nonviolent discipline methods and prohibit corporal punishment of children in educational settings. The United States remains one of the few postmodern societies without a national policy, and close to a quarter of a million students are corporally punished in public schools annually. The article briefly reviews research regarding the effectiveness of corporal punishment, describes its historical roots and current use by educators, and examines corporal punishment of schoolchildren through a human rights and social justice lens.