Corporal Punishment In Schools Research Articles

What Happens When Corporal Punishment Is Legal?

This article discusses abuses of the use of legalized corporal punishment in schools. The relationship between social factors and the prevalence of corporal punishment in schools was assessed. Newspaper articles dated from 1975 through 1992 and collated through Burelles's Clipping Service were analyzed. The six variables were (a) sex of the educator, (b) sex of the student, (c) age of the student, (d) reason for punishment, (e) severity of punishment, and (f) geographical location. The study found that males are more likely to be the recipients of severe corporal punishment and that the reporting of corporal punishment incidents was highest in the South Atlantic region of the United States.

Using Research to Change Public Policy: Reflections on 20 Years of Effort to Eliminate Corporal Punishment in Schools

In the past 20 years, over half of the states have abolished corporal punishment in schools. Without the use of ethically questionable, experimental studies in which students were randomly assigned to paddlings, advocacy researchers were able to integrate the literature and experimental research on reward, punishment, and motivation, and conduct enough studies to provide sufficient data for policy changes. Further, every popular school discipline training program promotes well-proven positive and preventive techniques and punishments that do not inflict physical pain. Research on alternatives, naturalistic evidence from schools that eliminated corporal punishment, and survey research prove that schools do not need to use corporal punishment. The movement to eliminate parental spanking is at a stage similar to the beginning of the school corporal punishment debate in 1976. Even though some studies may show that moderate parental spanking may do no short-term harm, there is little scientific evidence that it is necessary. There are no data to indicate that schools which eliminated corporal punishment became any worse. The same demographic factors and political polarizations that have kept about half of American school children from the protections against paddling afforded students in almost all other Western democracies also impede the movement to eliminate parental spanking. Since we know that corporal punishment too often leads to excesses, and since we have a multitude of effective positive approaches, what is the worst thing that would happen if all Americans stopped hitting children in any setting? The same children who are hit for misbehavior would continue that misbehavior and other ineffective punishments would be used. Most parents and teachers would discover what behavioral scientists already know. A combination of reward, positive motivational techniques and appropriate, nonphysical punishments would prevent most misbehavior. Other factors being equal, in the next generation, rates of childhood aggression and child abuse would drop dramatically, since corporal punishment would not be considered a viable and automatic reaction to misbehavior. Not a bad result for giving up something that has never been supported by the majority of those who study discipline in homes and schools. This is the message researchers and practitioners should actively convey to parents, policy makers and the media.

Research and Public Policy

Professor Hyman has reviewed for us all the research that has been done on the effects of corporal punishment in the schools.1 It is actually a meager record because of the reasons he has mentioned, many of them ethical, demographic, and religious. Whatever research has been published on the effects of corporal punishment, however, would indicate that although the practice is widespread in the United States, corporal punishment is not an effective means of discipline and has many harmful effects on the recipient of the punishment, both physical and psychological. Certainly there are enough data, which Dr Hyman has assembled over 20 years, to warrant the measures he advocates to get the message out to the public as well as to concerned professionals, and to formulate public policy aimed at eliminating corporal punishment in our schools as well as all other settings, including the home. And to those cynics who are skeptical about what influence psychological research findings can have on public policy, my own personal experience over 40 years with research on the effects of viewing television violence on aggressive behavior of children indicates that psychological and sociological research findings can have a profound influence. But changing behavior takes persistence and time. There are too many vested interests who favor the status quo and are threatened by change. There are also many professionals who very often have not done any research in the area, but consider themselves authorities, as well as lay persons who are convinced that the old way of doing things is the only right way.

Prevalence of corporal punishment among students in Washington State schools.

To determine the prevalence of corporal punishment in Washington State and the factors associated with its use in Washington elementary and secondary schools. Cross-sectional mail survey performed during the summer of 1992. All elementary and secondary schools in the state of Washington. One thousand eighteen schools (47%) responded to the survey, of which 80% were publicly funded and 63% were located in urban areas. The study sample closely resembled the profile of all schools in the state. Almost 11% of participating schools permitted corporal punishment at the time of the survey and 3.2% reported its actual use during the 1991-1992 school year, resulting in an estimated prevalence of 7.2 incidents per 1000 students per year. Sixteen percent of corporal punishment actions occurred in schools not permitting its use. Ninety percent of public schools relied on district policy regarding corporal punishment. School characteristics associated with the use of corporal punishment included rural location (crude odds ratio, 2.2; 95% confidence interval, 1.5 to 3.4), enrollment of less than 500 students (crude odds ratio, 1.7; 95% confidence interval, 1.1 to 2.7), and kindergarten to eighth-grade or kindergarten to 12th-grade enrollment (crude odds ratio, 2.5; 95% confidence interval, 1.6 to 3.9). The lack of a statewide ban on school corporal punishment at the time of this survey was associated with the continued use of corporal punishment against children in districts that continued to permit it. School policies against corporal punishment were associated with much lower prevalence. Continued efforts are needed to enact and enforce laws in the remaining states that have not yet banned corporal punishment.

Corporal Punishment in School

Corporal punishment inflicted upon school children is not a thing of the past. Although over half the states in the U.S. have banned corporal

Corporal punishment in schools

Corporal punishment in schools

Reducing Violent Injuries: Priorities for Pediatrician Advocacy

A basic framework for developing an advocacy plan must systematically break down the large task of policy development implementation into manageable components. The basic framework described in detail in this paper includes three steps: Setting policy objectives by narrowing the scope of policy, by reviewing policy options, and by examining options against selected criteria. Developing strategies for educating the public and for approaching legislative/regulatory bodies. Evaluating the effectiveness of the advocacy action plan as a process and as an agent for change. To illustrate the variety of ways in which pediatricians can be involved in the policy process to reduce violent injuries among children and adolescents, we apply this systematic approach to three priority areas. Prohibiting the use of corporal punishment in schools is intended to curb the institutionalized legitimacy of violence that has been associated with future use of violence. Efforts to remove handguns from the environments of children and adolescents are aimed at reducing the numbers of firearm injuries inflicted upon and by minors. Comprehensive treatment of adolescent victims of assault is intended to decrease the reoccurrence of violent injuries.

Corporal Punishment in Schools: Initial Progress in the Bible Belt

Corporal punishment in schools is legal in 26 states. The southern states have been identified as leaders in its use. Legislators have passed initiatory limitations to curtail paddling, and organizations have been formed to advocate its eradication. An awareness of the futility of such chastisement and alternative forms of discipline are being realized.

Corporal punishment in elementary education: Views of Barbadian schoolchildren

Most previous research has suggested that children often express little unconditional disapproval of the use of corporal punishment in schools. However, this might be expected to change when pupils become aware that such treatment is no longer permitted in many countries, or hear it labelled as “abuse.” This paper reports on research conducted in elementary schools in the Caribbean island of Barbados, where head teachers (or their authorized deputies) are still permitted by law to use corporal punishment. Findings indicated that approximately three-quarters of pupils surveyed still approved use of corporal punishment with their own age group, although their comments also suggested that a considerable amount of routine (and illegal) “flogging” or “lashing” by regular classroom teachers occurred, which many wished to see stopped. The growing risk of clashes between parents and schools was also identified. While this and other recent studies in Barbados provide little evidence of support for the total abolition of corporal punishment within the educational system, it is hoped that research may have some role to play in exerting pressure on schools to eliminate some of their more ritualized and pedagogically counterproductive practices.

Corporal punishment in schools: recent decisions from Strasbourg

Corporal punishment in schools: recent decisions from Strasbourg

Corporal Punishment In Schools: Reading The Law. By Ronald T. Hyman and Charles H. Rathbone. Topeka, Kans.: National Organization on Legal Problems of Education, 1993

Corporal Punishment In Schools: Reading The Law. By Ronald T. Hyman and Charles H. Rathbone. Topeka, Kans.: National Organization on Legal Problems of Education, 1993

Supreme court of Namibia declares corporal punishment unconstitutional*

(1992). Supreme court of Namibia declares corporal punishment unconstitutional. Commonwealth Law Bulletin: Vol. 18, No. 3, pp. 1161-1165.

Corporal Punishment in the Schools

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Corporal punishment in schools: A position paper of the Society for Adolescent Medicine

Corporal punishment in schools: A position paper of the Society for Adolescent Medicine

Teachers' knowledge, attitudes, and beliefs about child abuse and its prevention

In considering the great responsibility placed upon teachers to involve themselves in child abuse prevention, education, and detection, the National Committee for Prevention of Child Abuse (NCPCA) conducted a nationwide survey of teachers from 40 school districts in 29 randomly selected counties. The survey explores teachers knowledge, attitudes, and beliefs about child abuse and its prevention. Five hundred and sixty-eight teachers responded, revealing that while the majority of teachers confront child abuse among their students, they are provided insufficient education on how to address it. Other findings are reported with respect to teachers' reporting behavior, potential barriers to reporting, child assault prevention programs, and corporal punishment in schools.

The Role of the Pediatrician in Abolishing Corporal Punishment in Schools

Corporal punishment in school is allowed in 30 states in the United States. The American Academy of Pediatrics, together with numerous other childadvocacy groups, has reaffirmed its position that corporal punishment in schools should be prohibited by state statute in all states.1,2 This article provides background information and recommendations regarding the potential role for pediatricians in attaining this goal.

Corporal Punishment in Schools

It is estimated that corporal punishment is administered between 1 and 2 million times a year in schools in the United States.1 Thirty states have statutes that allow school officials to use corporal punishment. The American Academy of Pediatrics believes that corporal punishment may affect adversely a student's self-image and his or her school achievement, and that it may contribute to disruptive and violent student behavior.2-4 Alternative methods of behavioral management have been shown to be more effective than corporal punishment.2-4 It is also recognized that physical force or constraint by a school official may be required in selected situations to protect students or staff from physical injury or to disarm a student. In carefully selected circumstances, the use of physical force or constraint may also be justified to prevent property damage. The American Academy of Pediatrics urges parents, educators, school administrators, school board members, legislators, and other adults to seek (1) the legal prohibition by all states of corporal punishment in schools and (2) the employment of alternative methods of managing student behavior.

Policy Statement Corporal Punishment in Schools

Journal of Paediatrics and Child HealthVolume 26, Issue 2 p. 71-71 Policy Statement Corporal Punishment in Schools L. E. G. Sloan, L. E. G. Sloan Registrar For The Australian College of PaediatricsSearch for more papers by this author L. E. G. Sloan, L. E. G. Sloan Registrar For The Australian College of PaediatricsSearch for more papers by this author First published: April 1990 https://doi.org/10.1111/j.1440-1754.1990.tb02388.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume26, Issue2April 1990Pages 71-71 RelatedInformation

Corporal Punishment in Schools

Corporal Punishment in Schools

A Survey of Parental Opinions on Corporal Punishment in Schools

Forty-three states permit corporal punishment in schools. This practice continues despite the universal opposition of professional organizations, including the American Academy of Pediatrics. This study determines parental attitudes concerning the use of physical punishment in schools. The surveyed sample is drawn from parents of military dependents who brought their children to this clinic for routine physical examinations. One hundred and twenty-nine of 132 questionnaires were returned for a 98% response rate. Fifty-one percent of the parents supported the use of corporal punishment in schools, 37% disagreed (77% of these strongly), 11% had no opinion, and 1% did not respond to the question. Analysis of the responses displayed a relationship between parental attitudes on the use of corporal punishment and opinion of the positive effects of physical punishment on children's behavior (p less than 0.0001). No relationship was found between position on corporal punishment and the respondent (mother, father, or both), the age of parents, the military rank of the sponsor (the individual whose military service makes the child eligible for military medical care, i.e., father, mother, guardian, etc.), the sex of the children, the marital status of the parents, or the schools attended by the children (public or private). Thirty-four percent of parents believed corporal punishment would improve behavior, and 20% of parents felt that physical punishment would improve their child's academic performance.