Abstract Schools claim that children are protected from abuse. Studies of stress symptoms resulting from corporalpunishment in schools evidence short and long term psychological damage. Academically, corporalpunishment has the distinct effect of reducing the self-esteem of a child. Socially, the child victim of corporalpunishment experiences a multiplicity of effects. Spanking and other forms of corporalpunishment of children may paradoxically cause an increase in antisocial behavior. The behavior problems associated with corporal are not confined to aggression and other anti-social behaviors by children.
Abstract This paper examines the history of the use of corporalpunishment in American education. It look at the traditional use of corporalpunishment in American schools and homes since Colonial times. The paper discusses the reasoning, sociopolitical and spiritual factors motivating the use of corporalpunishment in schools and describes forms of corporalpunishment.
Abstract This paper discusses the issues for and against corporalpunishment of children in schools. It identifies the problem and looks at spanking as a method of disciplining the child and the arguments for and against spanking. The paper suggests alternatives to corporalpunishment.
Abstract Examines effects of income and education levels on parental views and use of corporalpunishment. Hypothesizes that low-income, less educated parents use physical force more than verbal assertion. Discusses many studies on the topic that reveal corporalpunishment to be prevelent despite negative consequences and the growth of opposition toward its practice.
From the Paper "The purpose of this research paper is to investigate effects of income and education levels on parental views and uses of corporal punishment. A review of the literature will be used to address the following hypothesis: lower income and educational levels will be positively associated with higher tendencies to believe in and practice, spanking. The population investigated will include both parents but will focus on mothers. It is expected that the research will support the hypothesis."
Abstract This study studies the relationship of corporalpunishment and the academic performance of students in grades 1 - 9 in Taiwan. There are many research studies examining corporalpunishments in the K-12 setting worldwide, but only a few studies have specifically examined the relationship between corporalpunishment and academic performance. This study aims to better understand the relationships between the frequency of corporalpunishment, the attribution by the students towards the reasons of the punishments, and the actual academic performance of the students.
Contents:
Abstract
Chapter 1:
Introduction
CorporalPunishment of Students in the United States
CorporalPunishment of Students in the Far East
Limitation, delimitations, assumptions
Chapter 2:
Literature Review
Chapter 3:
Methodology
Research Questions
Data Source
Sampling and Population Method
Strength and Limitation of Sampling Method
Data Analysis
From the Paper "These cases of corporal punishment (or CP) on children demonstrates the gravity of the issue. These studies raise questions concerning the relationship between corporal punishment of children and adverse outcomes, such as anti-social behavior, as well as other issues (Magrid 1990; Strauss, 2001; Gaffney, 1997; Hicnchey, 2003).
Western educational experts argue that the long-term costs of corporal punishment outweigh any short-term benefit that might be gained by its application. The effects of corporal punishment may last for years, and the family, the local community, and society at large pay the price for teachers' actions. Beatings and other cruel, inhuman, or degrading treatments potentially affect both the physical well-being and the psyche of those who are punished (Gaffney 1997, Andero 2002)."
Abstract This paper addresses the controversial issue of corporalpunishment by parents and explains the difficulties there are in defining what constitutes corporalpunishments. The author takes on the definition of spanking but shows that there are also difficulties in studies done on this topic because they use different variables and the respondents are affected by their emotions. The author quotes that the most reliable studies actually supported the use of corporalpunishment. The paper concludes that when corporalpunishment is discussed, many variables need to be considered, such as the age of the child, the type of infraction, how the punishment is delivered and other discipline options available to the parent.
From the Paper "It seems that everyone holds an opinion on what they call "corporal punishment," and everyone seems to know exactly what they mean by "corporal punishment." Technically, corporal punishment means "the infliction of punishment on the body" (Benatar, 1998), meaning that everything from one swat on the behind of a toddler to torture to death by electrocution or lethal injection is "corporal punishment. However, when parents or researchers talk about the corporal punishment of children, what they usually mean is spanking, a form of discipline used by many parents. Benatar (1998) defines it as "the infliction of physical pain without injury" (Benatar, 1998), but that definition is also broader than spanking."
Abstract This paper presents a proposed research project on the use of corporalpunishment on students in K-12 schools. The research question discussed is: What is the relationship between corporalpunishment and such variables as grade-level, gender and school location? The paper examines the hypothesis that the punishment is related to grade level/gender of the students and rural versus urban schools. The following discussion synthesizes and evaluates the current literature on the relationship between corporalpunishment and adverse outcomes, addresses a number of questions related to this issue and finally discusses the implications for children, parents and teachers.
Outline
Abstract
Introduction
Background
The Problem
Research Questions
Areas of Investigation
Significance of the Study
Conclusion
From the Paper "It is reported that many students are being traumatized by the frequent application of corporal punishment, and that this results in decreased academic performance, and an increase in psycho-social problems. Recent studies indicate that students who receive corporal punishment obtain lower grades and often fail to retain the information they are being taught. Corporal punishment is really child abuse. Child abuse can seriously affect the learning process and can have a specific impact on students' emotional, intellectual, and social lives. It can also lead to violence in our society. (Magrid 2003)."
Abstract This paper argues that corporalpunishment is positive and effective if it is done within the context of the home - and done sparingly; when corporalpunishment is carried out in the school, however, there is mounting evidence that this leads to abuse and to serious long-term damage to the child involved. Understandably, because of the controversial and complex nature of this topic, both sides of the debate - those who support corporalpunishment and those who are roundly opposed to it - are also looked at. The paper also attempts to show, through a literature review, that it is evident that responsible physical discipline by responsible parents can work.
From the Paper "To start with, critics of corporal punishment often point to the fact that corporal punishment within the school is directly related to later criminal behavior. Frazier writes in a provocative 1990 study that the homicide rates in American jurisdictions where both corporal punishment by teachers and capital punishment by the state are permitted are substantially higher (996-997). Simply put, Frazier's essential argument is that states with higher levels of state or government-sponsored violence seem to implicitly, maybe explicitly, encourage young people to use violence to assert themselves or to resolve disputes. This finding is problematic, however, as proponents of corporal punishment will quickly point out. "
Abstract This paper looks at how spanking is a practice that is so widely accepted in American culture. It discusses how, although many argue that this type of punishment has been effective ever since the "good old days" where kids learned forcefully how to behave, there is a plethora of evidence that shows emphatically that corporalpunishment never was, is, or will be an effective means of discipline. The paper also looks at how various credible studies and researchers have concluded that corporalpunishment causes many undesirable and negative effects on children such as antisocial and violent behavior and how consequently, numerous cases have proven that reducing this type of punishment has measurable benefits.
From the Paper "Most research concludes that spanking does result in immediate compliance, but according to Jordan Riak, author and founder of the nonprofit organization, Parents and Teachers Against Violence in Education, "today one finds no support for spanking in the research and writing of acknowledged leaders in the behavioral sciences"(Riak 2). On the contrary, studies prove the cumulative negative affects corporal punishment has on children. These negative consequences include (but are not limited to) harm to cognitive ability and development, antisocial and violent behavior, potential for future abusive behavior during adulthood, bodily harm and injury, sexual development problems, emotional distress, and can even be a gateway to more abusive means of discipline. "
Abstract In this article the writer examines the issue of corporalpunishment as it is used in classroom management. The writer notes that this is a concern that has plagued educators for some time because there are many different beliefs about it and there are many different suggestions about how it should be undertaken, or whether it should be undertaken at all. In this thesis, the issue is thoroughly discussed and analyzed in order to better understand why it is so important for the future of the student population in this country - and for the educators as well. The writer concludes that it is easy to determine that positive reinforcement definitely has an impact on children, as does corporalpunishment. Some still believe that positive reinforcement is not as effective as negative reinforcement or punishment but the school of thought currently in session appears to indicate that positive reinforcement does indeed provide a much stronger feeling of self-worth and self-discipline for students than negative reinforcement does for the largest majority of students overall.
Outline:
Introduction
Statement of the Problem
Research Question
Significance of the Study
Review of Literature
Methods
Analysis of Data
Results
Conclusion
Bibliography
Appendices
From the Paper "When examining the reasons that corporal punishment seems to be such a topic of interest to so many in the education field today, there are many different concerns and many ways to look at the issue. However, it seems clear to most people that something different should be done. As it turns out, however, there are reasons why some individuals believe that stopping corporal punishment and utilizing other methods such as positive reinforcement is not really the answer. Despite this, there are many that believe positive reinforcement is the best way to deal with discipline issues in school children."
"The belief of many is that educators are not doing enough for students and this is true of administration and other educators as well as teachers. These educators should serve the students and the public, and one of the ways to do this is to set guidelines for punishment and positive reinforcement as the first line of defense in dealing with discipline problems in children. Learning how to have discipline at a young age is very important for proper societal functioning later in life, and due to this it is something that is becoming more of a concern than it has been in the past."
Tags: reinforcement, teacher, discipline, study, school
Abstract This paper evaluates the issue of corporalpunishment or for the purpose of the paper, spanking and slapping and attempts to evaluate whether or not it is true that corporalpunishment is harmful to children not only from a moral or ethical point of view but also from a purely pragmatic one. It examines attitudes between different cultural and socioeconomic groups as well as the attitude of the medical profession through analysis of surveys. It also discusses the issue of whether children spanked as a child more likely to spank their own children.
From the Paper "Many people ? those who are opponents of all forms of corporal punishment ? believe that even such relatively mild forms of physical punishment as spanking are in fact forms of child abuse. The strongest opponents of corporal punishment consider the use of physical force to be not only morally wrong but also counterproductive. Opponents of corporal punishment tend to believe that spanking and other forms of physical punishment make children more aggressive as well as less well adjusted socially ? conditions that tend to exacerbate whatever behavior it was that prompted the spanking or slapping to begin with. This means that this unwanted behavior is likely to reoccur in an even more exaggerated form and be even harder to stop."
Abstract This paper reports on the negative, emotional, psychological, and even physical consequences that result from the use of corporalpunishment as a form of discipline for children. The paper cites studies that show how ineffective corporalpunishment is as a method for teaching discipline and lessons on morality and how it actually achieves just the opposite of its intended purpose.
From the Paper "In a core survey of 10 childhood development experts for his book How to Help Your Child Develop Successfully, B. Von Haller Gilmer reports that 80% of his interviewees stated that " an occassional spanking is a good thing when 'given moderately, juslty, and when other forms of discipline prove ineffective' " (Gilmer, 1951 p.86). However, when asked if corporal punishment is an effective tool which should be implemented on a consistent basis, nearly all of his experts (including the above 80%) demonstrated a consensus that physical discipline should not be a routine component of parental control. These experts, a panel of scholars and writers in the field of child psychology state that " spanking should rarely, if ever, be necessary in the well-trained child, no physical punishment should be used until the plan of denying rewards has failed to cope with the problem," and physical punishment should bot be used as " a regular method of controlling the child" (Gilmer, 1951 p.86). Repeated use of corporal punishment is advocated by none of these authorities, and even the 80% who offer that an occassional spanking may be helpful maintain that this mode of discipline should be a last resort (Gilmer, 1951). An ovearching sentiment that physical punitive discipline should be avoided as much as possible pervades the responses of nearly all of the specialists participating in this study."
Abstract The paper examines how Gershoff conducted a meta-analytic study, which investigated the effect of parental corporalpunishment (CP) on children. Gershoff found that parents who spank their children risk long-term harm that outweighs the short-term benefits of instant obedience. The paper discusses how professionals do not all agree on whether CP outweighs any potential hazards and lasting effects on children. This has inspired debates about what effects CP has and does not have on children, what is the definition of CP, and what child behaviors and experiences are associated with parental CP. This paper explores whether CP promotes positive and adaptive behaviors in children or if CP leads to other undesirable anti-social behavior in children.
Table of Contents:
Abstract
Introduction
Statement of the Problem
Source of the Problem
Significance of the Problem
Feasibility of the Problem for Study
Scope of the Literature Review
Theoretical Context of the Problem
Hypotheses/Research Questions
Variables of Interest
Methodology
Control of Extraneous Variables
Assessing Internal and External Validity
Sampling Design
Measurement Instruments
Sources of Measurement Error
Ethical Considerations
Data Analysis
Presentation of Results; Use of Tables
Interpretation of Results
Communicating Findings
Limitations of the Study
Alternative Explanations
Implications for the practitioner
Implications for further research
From the Paper "Currently, research on the effects of parental corporal punishment on youth remains a controversial issue. We do not adequately understand yet a lot about parental discipline. For example, if spanking conveys the message to the child that violence is permissible to resolve conflicts, the same could be said of other forms of discipline. Likewise, putting a child in time-out would convey the message that it is permissible to restrict the liberty of a person who displeases one, and fines could convey the idea that it is okay to take something away from another person when one was unhappy with them, etc. Research data argues that there is a difference between a responsible adult authority legitimately punishing wrongdoing and individuals indiscriminately beating up those who frustrate them. Research supports that many children are capable of understanding this difference in context."
Abstract Punishment was once an integral part of the school life of the children. This paper discusses how corporalpunishments was given to the students who were found engaged in any wrong deed. The purpose of punishing the students in the school was to tell that the wrong doing would eventually bring pain and agony. The writer explores the development that with the passage of time, it is now realized that these punishments are no good for the students as they have more negative impacts than positive. The short and long term effects are discussed in this paper, examining whether adults who were beaten as children in schools became more agressive parents. It shows how these punishments not only harm the students physically but are also great threat to their mental health. It examines how people including parents and the young generation (children and teenagers) are now voicing against the abuse of the corporalpunishment.
Introduction
Statement of Problem
Overview of the Study
The United Nations Convention on the Rights of the Child 1989
and Discipline
The Legal Effects of the UN Convention
General Aims and Obligations
Discipline
Schools and CorporalPunishment Discipline at School
Responsibility for Discipline
Disciplinary Measures at School
The Legal Basis of a Teachers Authority
Home-School Agreements
Constraints on disciplinary Action
Detention
Safer Schools
The Physical Punishment of Children in the U.K
Child Protection
The Children Act 1989 and Child Protection
The Human Rights Act 1998 and Child Protection
Suggested Reforms and Conclusion
The Need For Change
Bibliography
Cases and Statute
From the Paper "It was the perspective of people a few years ago; that only way to punish someone who did a sinister deed was to use corporal punishment. This is meant to enforce pain to someone who has done wrong by hitting them, beating them, strapping them or even whipping them. These are only a few examples of corporal punishment. Why do we have punishment, How do we benefit from it and how do we abuse it? The most obvious reason for corporal punishment is to castigate one for doing something wrong by means of physical abuse expecting the individual to learn from his or her mistake. But we must ask ourselves this question. Is the person benefiting from this or is he or she not only being physically abused but also mentally. In some cases corporal punishment psychologically affects ones mind on a long-term basis that will stain their memory for a very long period of time."
Abstract Over the past two decades, parental use of physical punishment has become an increasingly controversial practice. The paper explains that the controversy has been further fueled by a growing body of evidence that suggests that physical punishment is associated with a number of negative developmental consequences for children, including higher levels of aggression, poorer mental health, lower levels of moral internalization, impaired parent-child relationships, and higher risk of abuse of the child. This paper provides an overview of the issues involved in spanking children as a means of punishment and instilling a sense of self-control, followed by a summary of the research in the conclusion.
From the Paper "The proper objectives of a system of punishment administered by the state have been the subject of debate among philosophers, educators, lawyers, and legislators for centuries. A variety of different theories or objectives of punishment have been proposed, some differing only in minor ways depending on the age of the child involved. The research into how toddlers develop self-control indicates that most children exhibit the ability to control their behavior after age one year (Dworetzky), which becomes more refined after age six years. In his novel, Waldon Two, B. F. Skinner described a utopian society which was built on psychological principles. One of these principles involved a method by which children were taught to delay immediate gratification in favor of long-term advantage. According to Skinner, children would be able to "generalize this ability to new situations" (Dworetzky, 1990, p. 119). The world of young children is not quite this utopian, however, and practically all parents and teachers experience situations in which children exhibit little or no self-control. However, by applying some alternatives techniques, parents, teachers and other caregivers can help provide appropriate role models for behavior and communicate appropriate models of behavior to children as young as one year old without the need to resort to corporal punishment."
