Experience Of Corporal Punishment Research Articles

아동의 의사결정 참여와 참여 활동 관련 요인

Objectives: This study aims to examine the actual status of children's participation, to subdivide factors related to child participation into children, families, schools, and communities, and to propose measures to activate child participation based on the results. Methods: Good Neighbors' “Child Rights Status Survey” data collected from a total of 8,864 elementary and middle school students and their parents (guardians) were used. SPSS 24.0 program was used to analyze child participation and related factors, and frequency analysis, t-test, and multiple regression analysis were conducted.
 Results: Children's participation was examined focusing on decision-making participation and participation activities. The main relevant factors are as follows. Child factors were identified as significant factors in both the decision-making process participation and participation activity models, such as child recognition and discrimination experiences, family factors recognition of the child's rights agreement, school factors, and community factors such as the number of educational types and satisfaction with school life. Lack of access to information, respect for children's rights at home and in schools, and experience of corporal punishment at home were significant in the decision-making participation model, and the duration of child-friendly cities in the area where children live and the number of students per teacher were significant in the participation activity model.
 Conclusions: To boost children's participation, the study proposes to strengthen children's awareness of rights, to prepare various educational programs, to strengthen child-led activities, to create a democratic family/school atmosphere, and to establish a community-level child participation system.

Qualitative process evaluation of the EmpaTeach intervention to reduce teacher violence in schools in Nyarugusu Refugee Camp, Tanzania

ObjectiveWe explored the experiences and perceptions of school staff and students with the EmpaTeach intervention to prevent teachers’ violence against school students.DesignThis qualitative study involved in-depth interviews with 58 and...

Study of Factors Explaining Pro Corporal Punishment Attitudes in School Athletic Clubs

Affirmative opinions on tolerating corporal punishment are deep-rooted in athletic activities. This study investigated conditions of corporal punishment and inappropriate coaching in high school athletic club activities by examining factors explaining attitudes tolerating corporal punishment from the perspective of proactive or reactive aggression. We surveyed university students (n=180) and assessed their rate of experiencing some form of corporal punishment or inappropriate coaching. Next, we examined factors explaining attitudes toward tolerating corporal punishment through hierarchical multiple regression analysis using the Bootstrap method. The results indicated that the experience of corporal punishment had a positive effect on the degree of tolerating corporal punishment. Moreover, positive assessment of aggression, revengeful intentions, and anger continuity positively explained the degree of tolerating corporal punishment. These findings clarify specific psychological variables explaining pro corporal punishment attitudes and would contribute to the future elucidation of their detailed psychological mechanisms.

Prevalence and factors associated with experience of corporal punishment in public schools in South Africa.

Corporal punishment (CP) is still a common practice in schools globally. Although illegal, studies in South Africa report its continued use, but only a few have explored factors associated with school CP. Moreover, extant studies have not shown the interrelationships between explanatory factors. This study aimed to determine the prevalence and factors associated with learners' experiences, and to examine pathways to the learners' experiences of CP at school. 3743 grade 8 learners (2118 girls and 1625 boys) from 24 selected public schools in Tshwane, South Africa, enrolled in a cluster randomised controlled trial evaluating a multi-component school-based intervention to prevent intimate partner violence, and completed self-administered questionnaires. We carried out descriptive analysis, simple linear and structural equation modelling to examine factors and pathways to the learners' experience of CP at school. About 52% of learners had experienced CP at school in the last 6 months. It was higher among boys compared to girls. Experience of CP at school amongst learners was associated with learner behavior, home environment, and school environment. Learners from households with low-socio economic status (SES) had an increased risk of CP experience at school. Amongst boys, low family SES status was associated with a negative home environment and had a direct negative impact on a learner's mental health, directly associated with misbehavior. CP in public schools in South Africa continues despite legislation prohibiting its use. While addressing learner behaviour is critical, evidence-based interventions addressing home and school environment are needed to change the culture among teachers of using corporal punishment to discipline adolescents and inculcate one that promotes positive discipline.

Young Adults’ Attitudes About Corporal Punishment: Implications for Mental Health Counseling

Corporal punishment, defined as the application of physical pain (e.g., spanking, slapping, or grabbing) to decrease a child’s undesirable behavior, is associated with negative mental health outcomes. Clients may present to mental health counselors with concerns that stem from their experience of corporal punishment. Mental health counselors work to prevent deleterious consequences of corporal punishment through the provision of psychoeducation on effective parenting strategies. Given that young adults are the largest group of prospective parents in the United States, the present investigators examined attitudes about the utility of corporal punishment as a disciplinary strategy among young adults who do not have children. Results revealed differences in the rates of endorsement of corporal punishment as a disciplinary strategy by gender and ethnicity. Higher rates were found among young adults who identified as male and those who identified as White relative to those who identified as female and those who identified as Latinx, respectively. These findings have a number of implications for challenging stereotypes (e.g., that Latinx clients endorse corporal punishment at higher rates than clients who identify as White) and enhancing mental health counselors’ prevention efforts (e.g., targeting attitudes about corporal punishment among those likely to become parents).

What works to prevent violence against children in Afghanistan? Findings of an interrupted time series evaluation of a school-based peace education and community social norms change intervention in Afghanistan.

BackgroundAgainst a backdrop of more than four decades of war, conflict and insecurity, Afghanistan is recognised as suffering from endemic violence and children are exposed to multiple forms of violence, including at the family and school levels. This paper presents the results of an evaluation of school-based peace education and a community-based intervention to change harmful social norms and practices related to gender and the use of violence in conflict resolution, implemented in Afghanistan with the aim of reducing violence against and between children.MethodsThe evaluation consisted of a cross-sectional, interrupted time series design with three data collection points over 12 months. Data was collected from students in 11 secondary schools (seven girls’ and four boys’ schools) in Jawzjan province of Afghanistan, with a total of 361 boys and 373 girls sampled at endline. All children were interviewed with a questionnaire developed for the study. Key outcomes included children’s experience of peer violence (both perpetration and victimization) at school, corporal punishment both at home and at school, and observation of family violence. Other outcomes included children’s gender equitable attitudes, attitudes towards child punishment, depression and school performance.ResultsBetween baseline and endline evaluation points, there were significant reductions in various forms of violence at the school level, including both boys’ and girls’ past month experience of peer violence victimization, peer violence perpetration, and corporal punishment by teachers. There were also significant reductions in boys’ and girls’ experience of corporal punishment at home and observation of family violence, with a particularly strong effect observed among girls. Both boys and girls had significantly more equitable gender attitudes and significantly less violence-supportive attitudes in relation to children’s punishment, and significantly fewer symptoms of depression. Girls’ school attendance was also significantly higher at endline.DiscussionTo our knowledge this is the first time that a peace education program has been evaluated in Afghanistan, with or without a community intervention to change harmful social norms and practices related to gender and the use of violence for conflict resolution. The evaluation suggests that the intervention may have led to a reduction in various forms of violence, including children’s peer violence, corporal punishment of children both at school and at home, and in children’s reports of domestic violence against women at the household level.

Effect of Parental Corporal Punishment on Endorsement of Its Use: Moderated Mediation by Parent Gender and Attitudes Toward Corporal Punishment.

Previous research has examined the factors that place an individual at a risk of using harsh discipline on children. Chief among these predictors is an individual's own experience of corporal punishment, as well as favorable attitudes toward corporal punishment as a parenting strategy. However, few studies have examined the relationships among these variables in emerging adults. Thus, the current study advanced this area of research by examining how attitudes toward corporal punishment mediated the association between the experience of corporal punishment within the past year and the endorsement of corporal punishment as a future parenting strategy of choice among emerging adults when presented with a vignette. In addition, the current study examined gender differences among study variables, including participants' parental disciplinary practices and whether participants were more accepting of using corporal punishment against a boy or girl in a hypothetical vignette. Participants (N = 393; Mage = 19.21) completed an online survey that included a hypothetical vignette depicting child misbehavior. Results from the current study suggested the experience of corporal punishment from mothers appeared to have more of an influence on the decision to endorse corporal punishment in the vignette for both emerging adult males and females. The findings from the current study highlight the importance of reducing the use of corporal punishment as a discipline strategy, as the experience of corporal punishment appears to shape attitudes which may favor future use of the practice.

HUBUNGAN ANTARA PENGALAMAN MEMPEROLEH HUKUMAN FISIK DI MASA ANAK DENGAN PERILAKU AGRESIF PADA REMAJA DI SMKN 02 KOTA BENGKULU

The experience of acquiring the child's physical punishment is the physical abuse of a physical parent that can cause pain as a risk or result of a person's wrongdoing. This experience will affect the physical and psychological side of the child that will cause trauma to the child and the attitude of modeling of the behavior received by the child. Research Objectives Known the relationship between experience of obtaining physical punishment since childhood with aggressive behavior as a teenager in class XI in SMKN 2 Kota Bengkulu. Research Methodology The research design which is used is descriptive analytic method with cross sectional approach that is research to study correlation dynamics between risk factors with effect, by approach, observation or data collection at one time (point time approaches).The results showed that 42 (46.2%) students had aggressive and non-aggressive behaviors of 36 (53.8%), of which 54 (69.2%) students had experience of corporal punishment while 24 (30.8%) Students who did not experience the physical punishment of their parents. The results of the chi-square test show that Ha is accepted, this is indicated by a significant number (p value) = 0.004 <ά = 0.05. So it can be concluded that, there is a relationship between experience of obtaining physical punishment in childhood with aggressive behavior in adolescents at SMK N 02 Kota Bengkulu.

Knowledge and Attitude Towards Corporal Punishment Among Primary School Teachers of Biratnagar Sub-Metropolitan City, Morang, Nepal

Introduction: School experience has remarkable effect on emotional and personal development of children. Intended developments can be achieved through qualified education. It is quite a challenging fact that corporal punishment is still being used in the schools of Nepal as reported in the news papers and other literature. However, there is littlie information about the knowledge and atitude of teachers towards corporal punishment.Objecive: To assess knowledge and atitude and to identify the association between the selected variables and knowledge and attitude towards corporal punishment among primary school teachers of Biratnagar Sub-Metropolitan City.Methodology Descriptive cross-sectional study was conducted in Biratnagar Sub-metropolitan City, Nepal. A total of 160 primary school teachers were included using total enumeration sampling technique. Data were collected by using self-administered, semi-structured questionnaire and Likert Scale. Written consent was taken from each participant and ethical approval was taken from Institutional Review Board of B.P Koirala Institute of Health Sciences. Statistical analysis was done using SPSS.Results All respondents had heard about corporal punishment but most of them were not clear about the rules against corporal punishment in schools. The mean percentage score of knowledge was 58.81 ± 19.34 and for attitude 56.30 ± 6.98. There was a positive correlation (r=0.455, p <0.001) between knowledge and attitude towards corporal punishment. Majority of respondents scored less than the mean score. Females and government school teachers' knowledge and attitude were found to be more positive.Conclusion The study revealed that the teaching experience, training regarding corporal punishment and childhood experience of corporal punishment were significantly associated with teachers' knowledge and attitude. The government should begin public awareness campaigns to disseminate information on corporal punishment as violence through different media.Birat Journal of Health SciencesVol.2/No.3/Issue 4/Sep- Dec 2017, Page: 248-254

The Cycle of Violence: Examining Attitudes Toward and Experiences of Corporal Punishment in a Representative German Sample.

The use of corporal punishment (CP) is controversial despite the negative consequences of its use that have been documented. Consequences include the use of CP by those who experienced CP themselves, described in the theory of the cycle of violence. There are little data on the cycle of violence, especially on those who break it and in representative samples. This study examines the cycle of violence in a representative sample by analyzing experiences of and attitudes toward CP. Attitudes toward, and own experiences of, CP by their parents were assessed in a sample of 2,519 individuals (female 54.6%, age range = 14-99 years, M = 48.9 years). Latent class analysis (LCA) was used to identify subgroups of participants who support and oppose CP. Breaking the cycle, defined as having experienced CP and opposing CP, was examined. Factors associated with positive and negative attitudes toward CP were identified using group comparisons and binary logistic regression. The majority of the sample opposed CP (56%), whereas one third supported less severe forms of CP and 8.2% also supported severe CP. Those supporting CP reported having experienced CP by their parents more often. Of those who had experienced CP, 47% were identified as breaking the cycle. Female gender, younger age, not being divorced, and being married and living together, as well as a higher level of education were associated with breaking the cycle. Even though CP was legally banned in Germany, a relatively high proportion still reports positive attitudes toward and experiences of CP. The ban of CP by the federal government seems to be an effective measure to change attitudes on a societal level as rates were lower in comparison with earlier studies. Future studies should examine interactions between different types of CP, attitudes toward its use, and additional mediating factors.

Teaching and Memory: Why corporal punishment persists at schools - training for transgression?

Corporal punishment at schools often causes consternation and public outcry despite its abolition almost two decades ago. The Department of Education published “Alternatives to corporal punishment” (2000) which largely proves ineffective at especially schools in poor communities. This article reports on a study conducted by student teachers in Kwazulu-Natal, a province where corporal punishment is still rife. The article addresses the following questions: What are common memories of corporal punishment and, how beneficial were student teachers’ experiences and memories of corporal punishment in assisting them to develop a pedagogical perspective for future practice? Data were collected by using interview questionnaires (N=70) and five reflective student reports. Schooling memories of adults were captured by conducting an interview questionnaire in which ‘corporal punishment’ emerged as a major memory theme. Five student teachers were purposely selected to write a reflective report in response to a set of questions relating to their experiences of corporal punishment. The paper concludes that by employing memory as a reflective discursive background, negative memories can be destabilized and disrupted to initiate new pedagogical practices. Valuable lessons were learnt to navigate the challenging terrain of corporal punishment which epitomizes the persistent violation of children’s rights at many schools. Key words: corporal punishment teacher education pedagogy discursive practices Schools Act memory reflexivity

Corporal Punishment in Childhood Interfaces with Happiness in Adulthood

There are enough provisions in the Lithuanian legislation prohibiting the imposition of corporal punishment, however, legal restrictions are ineffective – Lithuania is identified as the country in which parents often impose corporal punishment on their children. Although the harm of corporal punishment has been established, however, the debate that parents must be able to use corporal punishment as a dissuasive measure has been continuing up till now. Certain countries have placed a legal ban on the use of corporal punishment, and that has contributed to the change of the attitude of society towards the child. The article attempts to find still new arguments that the ban of corporal punishment towards children would be forbidden by law in Lithuania.
 The goal of the study is to elicit views on the use of corporal punishment towards children, reveal the links of this view with the level of happiness and the experience of corporal punishment in childhood. The method of the study is a questionnaire survey at the respondent’s home. 1002 people that are older than 18 from 19 towns and 31 villages participated in the study.
 The study has established that the persons who underwent corporal punishment in childhood more often support the view that “moderate corporal punishment is a proper parenting tool” than those who did not undergo corporal punishment in childhood. It has come to light that the opinion of the Lithuanian society on the use of corporal punishment towards children is changing – the investigates, who belonged to the younger age groups assessed corporal punishment more negatively than the older investigates. The respondents with higher levels of education supported corporal punishment of children more rarely than the respondents with lower levels of education. It has been established that that those who underwent corporal punishment in their childhood feel less happy that those who did not undergo corporal punishment.

Children's experiences of corporal punishment: A qualitative study in an urban township of South Africa

Exposure to violence is a serious mental and public health issue. In particular, children exposed to violence are at risk for poor developmental outcomes and physical and mental health problems. One area that has been shown to increase the risk for poor outcomes is the use of corporal punishment as a discipline method. While researchers are starting to ask children directly about their experiences of violence, there is limited research with children about their perspectives on physical punishment, particularly in low-and middle-income countries (LMIC). This paper begins to address this gap by reporting on the spontaneous data that emerged during 24 qualitative interviews that were conducted with children, aged 8–12 in South Africa. The themes that emerged indicated that corporal punishment is an everyday experience, that it has negative emotional and behavioral consequences, and that it plays a role in how children resolve interpersonal conflicts. The study highlights the challenges for violence prevention interventions in under-resourced contexts.

Intergenerational Transfer of Parenting Styles: Correlations between Experience of Punitive Discipline in Childhood, Opinion Regarding Discipline Methods, and Context of Parenting

The purpose of this research is to study the intergenerational correlations of punitive disciplining of children. In an international sample, 112 individuals evaluated their experience of disciplinary methods from their childhood, as well as current perception of disciplinary methods and their own context of parenting. The results showed that the experience of corporal punishment or psychological aggression in childhood correlates with acceptability of inflicting corporal punishment or psychological aggression as a parent. There was an interaction between the experience of punitive discipline and experiencing confidence in carrying out parenting tasks and experiencing present-day stress. Context of parenting (e.g., confidence in carrying out parenting tasks) and perceptions of punitive disciplining might help us understand intergenerational transfer of parenting styles.

Corporal punishment and the pain provoked by the community of enquiry pedagogy in the university classroom

Education for transformation and social justice calls for critical, reflective, imaginative and independent thinkers with enquiring minds and a strong sense of curiosity – the ends and means of what Jonathan Jansen calls a ‘pedagogy to disrupt’ and Gert Biesta a ‘pedagogy of interruption’. For this reason, I introduced an innovative pedagogy in some of my courses at the School of Education, University of the Witwatersrand in Johannesburg – the internationally established ‘community of enquiry’ pedagogy. I report on how in an Ethics course the pedagogy opened up a space for undergraduate students to disclose their own experiences of corporal punishment in the schools where they were placed for teaching practice. The pedagogy made room for a critical incident to emerge that was painful for both tutors and students, but, as I argue, crucial for participation, inclusion and the demands of open-mindedness, critical thinking and also solidarity required in a deliberative democracy.

Intergenerational Transmission of Parental Corporal Punishment in China: The Moderating Role of Spouse’s Corporal Punishment

Intergenerational patterns in the transmission of parental corporal punishment and the moderating effects of the spouses’ use of discipline on these patterns in China were examined. A total of 761 father-mother dyads reported on their experience of corporal punishment in childhood and their current use of discipline toward children. Results indicated that corporal punishment was transmitted across generations in China, and the strength of transmission was stronger for mild corporal punishment than for severe corporal punishment. Moreover, fathers’ corporal punishment moderated the transmission of the mothers’ discipline, but the moderating impact of mothers on the fathers’ discipline was absent. These findings suggest that the intergenerational transmission of corporal punishment differs according to severity and is moderated by the spouses’ discipline.

Reynsla fullorðinna Íslendinga af líkamlegum refsingum og ofbeldi í æsku

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

The Experience of Corporal Punishment in Schools, 1890–1940

Corporal punishment was an important part of the educational experience of many children educated during the nineteenth and twentieth centuries. It has often been assumed that it was an uncontroversial and widely accepted means of maintaining school discipline. This article questions these assumptions, using autobiographical accounts produced by individuals educated between 1890 and 1940. Working from common themes in these accounts, it presents a reconstruction of how corporal punishment was viewed by the child. Whilst educationists of the period encouraged the sparing and impartial exercise of school discipline, the accounts demonstrate how, in practice, the use of corporal punishment was often seen as arbitrary or unjust. Corporal punishment was, as a result, to become a major source of tension between pupils and teachers within the early twentieth‐century school.

The factors of child physical abuse in Korean immigrant families

Objective: This study explores Korean immigrant mothers’ attitudes toward child physical abuse based on an ecological perspective. Method: One hundred and forty-four Korean immigrant mothers who came to the US after age 16 and have at least one child under 18 years old participated in this study. Data were collected using instruments translated in Korean that measure mothers’ attitudes toward child physical abuse in four areas: degree of agreement with physical abuse, conflict tactics, belief in the use of physical punishment, and perceptions regarding physical abuse. Results: This study found that the following variables affect Korean immigrant mothers’ attitudes toward child physical abuse at ecological levels of the environment: amount of time spent with children, experience of corporal punishment as a child, children’s gender and age, family acculturation conflicts, mothers’ age, and length of time in US at the micro level; involvement in their children’s school and involvement in social organizations at the meso level; level of education and reported stress of immigrant life at the exo level; value of children in Korean culture, familiarity with Child Protective Services (CPS), perceived discrimination, and value of corporal punishment at the macro level. Conclusions: This study suggests the importance of cultural sensitivity in social work practice when working with Korean immigrants. It also implies that intervention and prevention efforts of child abuse should be targeted at more than one level of the environment.