Corporal Punishment In Schools Research Articles

Languages of discipline in early childhood settings in Guyana

ABSTRACTThis report examines bottlenecks impeding desirable discipline practices in Guyana, with specific focus on the impact pedagogical training has in shaping early childhood practitioners’ practices during interaction with children’s stimulation and learning programmes. Targeting disciplinary approaches through an ethnographic-type case study, this report offers insight into languages of alternative discipline not explored or reported by studies investigating the issue in Guyana. The culturally significant languages of discipline captured in the report as ‘smart gaffs’ and ‘serious talks’ describe extended, engaging and cognitively challenging interactions between practitioner and children as they solve and clarify discipline problems, disputes and conflicts. Sharing characteristics of ethical and respectful pedagogical practice, ‘smart gaffs’ and ‘serious talks’ are positioned within the discourse of desirable discipline tactics. Consequently, the report provides the kind of ‘tried and proven’ replacement strategies called for by the Guyana Teachers’ Union before they agree to halt the practice of corporal punishment in schools.

School corporal punishment in global perspective: prevalence, outcomes, and efforts at intervention

School corporal punishment continues to be a legal means of disciplining children in a third of the world’s countries. Although much is known about parents’ use of corporal punishment, there is less research about school corporal punishment. This article summarizes what is known about the legality and prevalence of school corporal punishment, about the outcomes linked to it, and about interventions to reduce and eliminate school corporal punishment around the world.

Child Development Minister Urges to Curb School Corporal Punishment in India

Child Development Minister Urges to Curb School Corporal Punishment in India

A Child-Rights-Based Approach to Corporal Punishment of Children in Primary Schools in the Eastern Zone of the Tigray Region, Ethiopia

Corporal punishment is a very sensitive matter and an under-reported problem that threatens the development and survival of children in primary schools in the Tigray region of Ethiopia. The study examined the measures taken by the local government and other relevant actors to change the attitudes of teachers and students about corporal punishment. Moreover, this study explored the major limitations of the interventions by the government and other relevant actors to curb corporal punishment as well as their responses to these interventions. A qualitative research methodology was employed to collect data from children and teachers at the selected schools and also from school leaders, parents and community representatives connected with these schools. It was found that school directors and teachers administered corporal punishment to students who had caused disturbances even though such action was officially banned according to the domestic laws of the country and other international and regional conventions. This implies that the prevention of corporal punishment of children in schools by relevant duty bearers and their responses to the problem are less effective mainly due to a lack of commitment and the existence of gaps in policies. Hence, mainstreaming the values and principles of the child-rights-based approach is essential to address the problem of corporal punishment in schools.

School corporal punishment, family tension, and students’ internalizing problems: Evidence from India

There is considerable evidence that parental corporal punishment (CP) is positively associated with children’s behavioral and mental health problems. However, there is very little evidence addressing whether CP perpetrated by teachers or school staff is similarly associated with problematic student functioning. To address this gap in the research literature, data were collected from students in a locale where school CP continues to be widely practiced. Participants were 519 adolescents attending public or private schools in Puducherry, a city in eastern India. Students completed surveys assessing school CP, internalizing problems, social support, and resilience. The results indicated that 62% of the students reported experiencing school CP in the past 12 months, with males and those attending public schools being significantly more likely to report school CP than females and those in private schools. Youth who reported school CP reported more anxiety and depression. That relation was more pronounced in youth who reported family tension. Social support and resilience did not moderate the relations. The findings add to the substantial evidence about negative associations regarding the use of CP but in a new venue—the school, and provide some evidence for the need to change how students are disciplined in schools in India and elsewhere.

Corporal Punishment in U.S. Public Schools: Prevalence, Disparities in Use, and Status in State and Federal Policy

School corporal punishment is currently legal in 19 states, and over 160,000 children in these states are subject to corporal punishment in schools each year. Given that the use of school corporal punishment is heavily concentrated in Southern states, and that the federal government has not included corporal punishment in its recent initiatives about improving school discipline, public knowledge of this issue is limited. The aim of this policy report is to fill the gap in knowledge about school corporal punishment by describing the prevalence and geographic dispersion of corporal punishment in U.S. public schools and by assessing the extent to which schools disproportionately apply corporal punishment to children who are Black, to boys, and to children with disabilities. This policy report is the first-ever effort to describe the prevalence of and disparities in the use of school corporal punishment at the school and school-district levels. We end the report by summarizing sources of concern about school corporal punishment, reviewing state policies related to school corporal punishment, and discussing the future of school corporal punishment in state and federal policy.

A STUDY ON CORPORAL PUNISHMENT IN SCHOOLS AT SIVAKASI

Corporal punishment has been classified as an act of violence and abuse on children. Strictly defined ‘corporal punishment’ is the infliction of pain intended to change a person’s behaviour or to punish them. Though it mainly refers to physical pain either through hitting or forcing the child to sit /stand in uncomfortable positions; an evolving definition also includes within its ambit wrongful confinement, verbal insults, threats and humiliation, which are used with impunity and in utter disregard to the law of land and principles of learning. Children due to fear are often silent and submit to violence without questioning. They sometimes show signs of deep hurt in their behavior but this often goes unnoticed, perpetuating further violence on them. Corporal punishment not only affects the emotional behaviour and academic performance of a child, but also leads to reduction in self-esteem and dignity of child.

Interpersonal relations in school

As part of the scientific project titled “The Curriculum of Social Competences and Relations in School”, the aim of this paper is to examine the quality of interpersonal relations between teachers and pupils. On a sample of 432 teachers from 20 towns, 35 primary schools in the Republic of Croatia, and 432 pupils, it was confirmed that there is a difference in the appraisal of the quality of their interpersonal relations. Although the overall quality of interpersonal relations between pupils and teachers is at a moderately satisfactory level, pupils still appraise the quality of interpersonal relations lower than their teachers. In view of latent dimensionality, a factor questionnaire structure was used (14 variables; ordinal type) and two main components (subscales) determined: didactic support and interaction, and rough verbal and physical treatment. As part of the differential draft of our research, no gender differences were established (between female and male teachers) in the appraisal of the quality of interpersonal relations with pupils (on two subscales). The correlation analysis confirmed a low negative statistically significant correlation between the years of service and the subscale rough verbal and physical treatment (Rho=-0.101). In view of the subscale of rough verbal and physical treatment between pupils and teachers, such results on a negative correlation imply that older teachers, as opposed to their younger colleagues, use more corporal punishment in schools, treat pupils rudely, use nasty and impolite words, and call pupils insulting names.

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.

We Have Hit Bottom by Using Corporal Punishment in the SchoolsWe Have Hit Bottom by Using Corporal Punishment in the Schools

We Have Hit Bottom by Using Corporal Punishment in the SchoolsWe Have Hit Bottom by Using Corporal Punishment in the Schools

Positive Behavioral Interventions and Supports vs. Corporal Punishment: A Literature Review

The following literature review provides information about School-wide Positive Behavioral Interventions and Supports (PBIS) initiatives at the elementary, middle, and high school building levels. The review also explains the importance teacher morale and overall school climate has on a student’s education. A second component of this literature review focuses on corporal punishment in schools and how the use of this behavior discipline can serve as a detriment to students and their education process. The intentions and outcomes of this literature review are to educate and inform the reader of two behavioral interventions and the successes and lasting effects of those interventions. First, we will begin with Positive Behavioral Interventions and Supports.

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.

Understanding, action, and the use of the cane in Sri Lankan schools

Purpose – The purpose of this paper is to consider the use of corporal punishment in schools in Sri Lanka, and to offer reflections on how cybernetics could shed light on its persistence despite initiatives to ban it. Design/methodology/approach – The ASC 2013 Heinz von Foerster Award for the most significant contribution to the conference was awarded following discussion of the use of the cane in Sri Lankan schools. This paper provides a personal account of difficulties in overcoming the use of corporal punishment in a school in Sri Lanka. Findings – The Sri Lankan education system is introduced. The response of the ASC 2013 is discussed. The feedback between social forces and the education system is seen as being too complex for analysis, and Bateson's conception of ethos is proposed as an appropriate starting point for making progress on this issue. Social implications – The use of corporal punishment has been forbidden by the Ministry of Education, but the practice evidently continues and there is evidence that this has negative impact on young people. The paper offers an approach to understanding the reasons for the prevalence and persistence of corporal punishment, as a first step towards designing measures to eliminate it. Originality/value – The paper takes a new approach to understanding the persistence of corporal punishment in Sri Lanka by applying Bateson's concepts of ethos and schismogenesis.

A study on children who were subjected to physical chastisement in Matale District, Sri Lanka refereed for medico-legal examination

<p style="margin-bottom: 0in;"><span style="font-family: Times New Roman,serif;"><span style="font-size: small;"><span style="color: #000000;"><strong>Introduction: </strong></span><span style="color: #000000;"><span style="font-weight: normal;">Causing physical injuries to the children by elders has become a common incidence in the society. Surprisingly significant number of school-children is subjected to various types of corporal punishment in the schools, in spite of strict circulars have been implemented by the Ministry of Education to alleviate corporal punishment. </span></span></span></span> <p style="margin-bottom: 0in;"><span style="font-family: Times New Roman,serif;"><span style="font-size: small;"><span style="color: #000000;"><strong>Objectives: </strong></span><span style="color: #000000;"><span style="font-weight: normal;">To determine the circumstances, nature, causation and category of injuries in children. </span></span></span></span> <p style="margin-bottom: 0in;"><span style="font-family: Times New Roman,serif;"><span style="font-size: small;"><span style="color: #000000;"><strong>Design, setting and method: </strong></span><span style="color: #000000;"><span style="font-weight: normal;">A retrospective study of 18 out of the 64 children referred to the Medico-legal Unit, District General Hospital, Matale for medico-legal examination from May 2010 to November 2010 were analyzed. All 18 children gave a history of assault and the excluded sample included the children with a history of sexual abuse and those transferred outside the Matale District. </span></span></span></span> <p style="margin-bottom: 0in;"><span style="font-family: Times New Roman,serif;"><span style="font-size: small;"><span style="color: #000000;"><strong>Results: </strong></span><span style="color: #000000;"><span style="font-weight: normal;">10 subjects (55%) showed blunt force injuries such as contusions, abrasions and fractures. One subject showed a ruptured ear drum and another showed a burn injury. 6 subjects (33%) showed no recent or remote injuries consistent with an assault. Male to female ratio was 1:1 and the most vulnerable age group was 14-17 years (50%). Corporal punishment by teachers were observed in six subjects (33%) and out of them 02 subjects showed grievous injuries .</span></span></span></span> <p style="margin-bottom: 0in;"><span style="font-family: Times New Roman,serif;"><span style="font-size: small;"><span style="color: #000000;"><strong>Conclusion: </strong></span><span style="color: #000000;"><span style="font-weight: normal;">Corporal punishment was the commonest presentation in children subjected to physical chastisement in this study sample. This need to be evaluated further and urgent preventive measures should be addressed. </span></span></span></span> <p style="font-weight: normal;"><span style="font-family: Times New Roman,serif;"><span style="font-size: small;"><span style="color: #0000ff;"><span style="font-family: Times New Roman,serif;"><span style="text-decoration: none;">DOI:</span></span></span><span style="color: #0000ff;"><span style="font-family: Times New Roman,serif;"><span style="text-decoration: underline;"> <a href="http://dx.doi.org/10.4038/mljsl.v1i1.7269">http://dx.doi.org/10.4038/mljsl.v1i1.7269</a></span></span></span></span></span> <p style="margin-bottom: 0in;"><em><span style="color: #000000;"><span style="font-family: Times New Roman,serif;"><span style="font-size: small;"><span style="font-weight: normal;">Medico-Legal Journal of Sri Lanka </span></span></span></span></em><span style="color: #000000;"><span style="font-family: Times New Roman,serif;"><span style="font-size: small;"><span style="font-weight: normal;">2011; 1(1), Jan-April : 38-41</span></span></span></span>

Corporal Punishment in Schools: Reflections from Delhi, India

The profession of social work lays vital emphasis on the school system as a primary socialising agent that aims to develop an enabling environment for holistic development of children. The current paper seeks to explore the role of social work profession within the context of corporal punishment in schools. Affirming the belief in inherent rights and dignity of children and deliberating on physical punishment as a human rights issue, the paper explores social work interventions to address the issue of corporal punishment. The paper is based on an empirical research by the author and attempts to unveil the incidence of corporal punishment in government and private schools of Delhi, India. The uniqueness of the paper lies in its attempt to link the qualitative and quantitative research evidence with social work implications.

Extra-curricular school sport (Bukatsu) and corporal punishment in Japan

In many nations corporal punishment has been eliminated from education and sport. In Japan, however, use of corporal punishment is increasing, and it is considered by many to be a traditional custom. The influence of military training in the imperial army was important, as its ideals permeated families and schools. Bukatsu (extra-curricular school sport) has long occupied an important position in education and sport promotion in Japan. Since the end of 2012, corporal punishment in Bukatsu and sport clubs has been highlighted as a major social problem which the government demonstrated an urgent desire to address, not least at the time of the IOC vote in September 2013 to decide the venue for the 2020 Olympics. Tokyo was the chosen candidate; however, the problem of corporal punishment in Bukatasu has not simply disappeared, and its causes continue to require serious social scientific investigation.

Corporal Punishment in Schools: Issues and Challenges

In this paper the researchers sought to examine the issues and challenges surrounding the notion of corporal punishment in schools. The study was based on secondary data collected through review of studies, reports and policy documents. A thorough analysis of concepts related to corporal punishment such as context of CP, relationship between CP and physical abuse, whether CP promotes or controls deviant behaviour, the relationship between CP and moral internalisation, does CP enable behaviour reform, CP and school pupils retention, CP and cognitive development was done in an endeavour to establish the relationship between CP and behaviour change. The study found that teachers and school heads only match rules to be observed with commensurate punishments, threats and warnings but spend no quality time on explaining why this is acceptable while that is unacceptable thereby not equipping pupils with morals that can substitute deviance. As a result CP did not serve its purpose in schools. DOI: 10.5901/mjss.2014.v5n9p493

The Effects of Abolishing Corporal Punishment on Learner Behaviour in South African High Schools

Corporal punishment is a form of disciplinary measure that uses physical force with the intention of causing a learner to experience pain but not injury for reasons of correcting his or her behaviour. Section 10 of the South African Schools Act (84 of 1996), however, prohibits all forms of corporal punishment in schools (RSA, 1996). Despite this ban, many schools continue to practise it widely. Media reports suggest that students in many schools, especially rural schools, display arrogance, violence, rudeness, truancy and other types of misconduct. In the light of above and with the implications of the implementation of the Schools Act in mind, it was investigated whether the South African Government’s decision to abolish physical punishment was viable and whether it had any impact on student conduct. A sample was drawn of 400 learners and 100 teachers from 10 high schools in an educational region of the North West Province of South Africa. In contrast to the thrust of the theoretical investigation that revealed that the abolition of corporal punishment would probably lead to an increase in poor behaviour, the empirical investigation, particularly the application of the chi-squared test, indicated no positive relationship between the abolition of corporal punishment and increase in misconduct. The study recommends that alternative forms of disciplinary measures are necessary to minimise misdemeanours among learners. DOI: 10.5901/mjss.2014.v5n7p435

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.