Relevant bibliographies by topics / Corporal punishment – United States

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  2. Dissertations / Theses
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Academic literature on the topic 'Corporal punishment – United States'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Corporal punishment – United States"

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Corwin, David, and Brooks Keeshin. "ENDING CORPORAL PUNISHMENT IN THE UNITED STATES." Journal of the American Academy of Child & Adolescent Psychiatry 58, no. 10 (October 2019): S49. http://dx.doi.org/10.1016/j.jaac.2019.07.353.

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Lohmann, Marla J. "Corporal Punishment, Religion, and United States Public Schools." International Journal of Christianity & Education 23, no. 2 (March 14, 2019): 243–44. http://dx.doi.org/10.1177/2056997119835774.

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Markus, Manfred. "Corporal Punishment in Late Modern English Dialects (an analysis based on EDD Online)." English Today 34, no. 3 (February 13, 2018): 17–26. http://dx.doi.org/10.1017/s0266078417000529.

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It is a sad fact that physical violence and, as a subtype, the corporal punishment of children and juveniles, practised by parents and other guardians, schools and clergy in both Europe and North America, have been part of our ‘Western’, i.e. Christian, cultural heritage, not to mention other world-cultures. I myself am old enough to remember the various common practices of physical violence used on children in the 1950s. At school in Germany, caning and face-slapping were officially tolerated and quite common, applied as a kind of educational instrument, sometimes even to 17-year-olds. In state-run schools of the United Kingdom, corporal punishment was politically banned only in 1986. Private schools followed suit from 1998 (England and Wales) to 2003 (Northern Ireland) (Country report for UK, 2015). In the United States, corporal punishment is still lawful in 19 states, in both public and private schools (Country report for USA, 2016).
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Smith, Jessica L., and Michael T. Kalkbrenner. "Young Adults’ Attitudes About Corporal Punishment: Implications for Mental Health Counseling." Journal of Mental Health Counseling 42, no. 3 (June 22, 2020): 251–64. http://dx.doi.org/10.17744/mehc.42.3.05.

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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).
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Rajdev, Usha. "Ethics And Corporal Punishment Within The Schools Across The Globe." Journal of International Education Research (JIER) 8, no. 2 (February 13, 2012): 165–72. http://dx.doi.org/10.19030/jier.v8i2.6836.

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This paper contains cultural anthropological research on various discipline measures used within the classrooms in India, United Kingdom, China, Africa, and the United States. My recent visit to schools in India on study abroad programs prompted my desire to research across the globe different methods of classroom management discipline conducted within the schools. Findings suggest that corporal punishment is being favored among most countries. Hitting or yelling at a child, a common practice in some schools is not ethically acceptable by me, as an educator, nor by my students who witnessed several incidences whilst in India. We were caught in the ethics verses culturally acceptable norm dilemma. The purpose of this paper is not to devise specific discipline measures at this juncture, but rather to investigate the acceptable practices within the classrooms in the above stated countries. Implications for this only further my ethical obligations and challenges that lie ahead.
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Alampay, Liane Peña, Jennifer Godwin, Jennifer E. Lansford, Anna Silvia Bombi, Marc H. Bornstein, Lei Chang, Kirby Deater-Deckard, et al. "Severity and justness do not moderate the relation between corporal punishment and negative child outcomes." International Journal of Behavioral Development 41, no. 4 (June 9, 2017): 491–502. http://dx.doi.org/10.1177/0165025417697852.

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There is strong evidence of a positive association between corporal punishment and negative child outcomes, but previous studies have suggested that the manner in which parents implement corporal punishment moderates the effects of its use. This study investigated whether severity and justness in the use of corporal punishment moderate the associations between frequency of corporal punishment and child externalizing and internalizing behaviors. This question was examined using a multicultural sample from eight countries and two waves of data collected one year apart. Interviews were conducted with 998 children aged 7–10 years, and their mothers and fathers, from China, Colombia, Italy, Jordan, Kenya, Philippines, Thailand, and the United States. Mothers and fathers responded to questions on the frequency, severity, and justness of their use of corporal punishment; they also reported on the externalizing and internalizing behavior of their child. Children reported on their aggression. Multigroup path models revealed that across cultural groups, and as reported by mothers and fathers, there is a positive relation between the frequency of corporal punishment and externalizing child behaviors. Mother-reported severity and father-reported justness were associated with child-reported aggression. Neither severity nor justness moderated the relation between frequency of corporal punishment and child problem behavior. The null result suggests that more use of corporal punishment is harmful to children regardless of how it is implemented, but requires further substantiation as the study is unable to definitively conclude that there is no true interaction effect.
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Knox, Michele. "On Hitting Children: A Review of Corporal Punishment in the United States." Journal of Pediatric Health Care 24, no. 2 (March 2010): 103–7. http://dx.doi.org/10.1016/j.pedhc.2009.03.001.

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Rowland, Andrew, Felicity Gerry, and Marcia Stanton. "Physical Punishment of Children." International Journal of Children’s Rights 25, no. 1 (June 20, 2017): 165–95. http://dx.doi.org/10.1163/15718182-02501007.

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As at March 2016, 49 states had reformed their laws to clearly prohibit all corporal punishment of children (United Nations 1989) in all settings, including the home (Global Initiative to End All Corporal Punishment of Children, n.d.) By January 2017 this number had reached 52. As the trend moves towards abolition, it is not an acceptable position for the United Kingdom (uk), the United States of America (usa) and Australia (Poulsen, 2015) to remain missing from that list. Whilst they are, effectively, a child (a person aged under 18 years of age), is the only person in all three countries that it is legal to hit. This article seeks to restate arguments in this area in a simple way to restart the debate in a modern context where understanding of child abuse is perhaps more widespread than it ever was in the past. On 20 October 2014 a report, Living on a Railway Line, was launched in the uk to mark the 25th anniversary of the signing of the un Convention on the Rights of the Child, which took place on 20 November 1989 (Rowland, 2014). It recommended removing the defence of reasonable chastisement in relation to the punishment of children. This article seeks to build on that agenda in a comparative context taking a three way perspective from the uk, the usa and Australia. It concludes that moves to prevent family violence are progressive but the position of a society where physical punishment of children is permitted yet child abuse is forbidden is not a tenable one. Reducing the number of cases of child abuse must begin with a clear message from society that physical punishment of children, whatever the circumstances, is unacceptable. The situation is serious enough to introduce aspirational legislation to remove justifications for physical punishment of children with the aim of modifying behaviour within society.
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Lansford, Jennifer E., Jennifer Godwin, Liliana Maria Uribe Tirado, Arnaldo Zelli, Suha M. Al-Hassan, Dario Bacchini, Anna Silvia Bombi, et al. "Individual, family, and culture level contributions to child physical abuse and neglect: A longitudinal study in nine countries." Development and Psychopathology 27, no. 4pt2 (November 2015): 1417–28. http://dx.doi.org/10.1017/s095457941500084x.

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AbstractThis study advances understanding of predictors of child abuse and neglect at multiple levels of influence. Mothers, fathers, and children (N= 1,418 families,Mage of children = 8.29 years) were interviewed annually in three waves in 13 cultural groups in nine countries (China, Colombia, Italy, Jordan, Kenya, Philippines, Sweden, Thailand, and the United States). Multilevel models were estimated to examine predictors of (a) within-family differences across the three time points, (b) between-family within-culture differences, and (c) between-cultural group differences in mothers' and fathers' reports of corporal punishment and children's reports of their parents' neglect. These analyses addressed to what extent mothers' and fathers' use of corporal punishment and children's perceptions of their parents' neglect were predicted by parents' belief in the necessity of using corporal punishment, parents' perception of the normativeness of corporal punishment in their community, parents' progressive parenting attitudes, parents' endorsement of aggression, parents' education, children's externalizing problems, and children's internalizing problems at each of the three levels. Individual-level predictors (especially child externalizing behaviors) as well as cultural-level predictors (especially normativeness of corporal punishment in the community) predicted corporal punishment and neglect. Findings are framed in an international context that considers how abuse and neglect are defined by the global community and how countries have attempted to prevent abuse and neglect.
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Cryan, John R. "The Banning of Corporal Punishment: In Child Care, School and other Educative Settings in the United States." Childhood Education 63, no. 3 (February 1987): 146–53. http://dx.doi.org/10.1080/00094056.1987.10520778.

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Dissertations / Theses on the topic "Corporal punishment – United States"

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Carnes, Susan Carle. "Corporal Punishment in American Education from a Historical, Legal, and Theoretical Perspective." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc500419/.

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This paper discusses corporal punishment as a disciplinary method in American public schools. The effectiveness of corporal punishment is investigated. Chapter I introduces corporal punishment as a pertinent educational issue. Chapter II discusses the historical development of corporal punishment. Chapter III discusses the legal ramifications of corporal punishment. Chapter IV looks at surveys and studies that have been conducted in regard to the issue. Chapter V discusses a survey of teachers in Lewisville, Texas. Teachers responded to 42 statements pertaining to corporal punishment. Chapter VI concludes that research indicates that corporal punishment will not be effective unless it is administered harshly and consistently. The paper concludes that corporal punishment will not be necessary if higher educational institutions train teachers in alternative methods.
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Parker-Jenkins, Marie. "The shifting status of teachers in the United Kingdom with reference to the European Court and Commission of Human Rights." Thesis, University of Nottingham, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.330114.

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This thesis focuses on the shifting status of teachers in the United Kingdom which results from the findings of the European Court and Commission of Human Rights on cases involving corporal punishment. Teachers have traditionally held a right to administer corporal punishment to pupils with whom they stand "in loco parentis" and providing that it was moderate and reasonable, they have been provided with a defence against a charge of assault. The position began to alter when education became compulsory in the 1870's, but there was no effective legal remedy until 1949. At this time, Britain joined the Council of Europe and became a party to the European Convention on Human Rights, subsequently recognising the competence of its chief enforcement agencies, the European Court and Commission of Human Rights. A number of important decisions have been provided by these bodies regarding the use of corporal punishment in British schools which imply an unwillingness to endorse its use. Moreover, as the only Member- State, prior to 1987, which still employed this disciplinary sanction, Britain appeared to be clearly out of step with the rest of Western Europe. The Government moved some distance towards rectifying the problem by enacting the Education (No. 2) Act (1986). This statute contains a number of shortcomings, however, in that some categories of pupils are still liable to receive corporal punishment. What also remains unclear is the new status that teachers will occupy as a consequence of this legislative enactment. Indeed, the teacher's right to inflict physical punishment has now been severely fettered and whilst the notion of "in loco parentis" is not rendered defunct as an educational doctrine, there is a pressing need for redefinition of the concept. The thesis employed six methods of research: (a) a literature review examining the growth and development of the teaching profession; the historical relationship between teacher and pupil; judicial interpretation of the Common Law right to administer corporal punishment within the context of the "in loco parentis" doctrine; and the origins and workings of the European Court and Commission(b) monitoring and analysing the legal transcripts of British corporal punishment cases adjudicated by the European Court and examination of cases pending; (c) a review of European cases taken to Strasbourg pertaining to education; (d) fieldwork which involved in-depth focussed interviews with parties concerned with the educational, legal and political concerns of the litigation both in the United Kingdom and in Strasbourg; (e) examination and analysis of primary source information made available by the Council of Europe regarding the jurisprudence of the Court; and (f) related secondary source material, reflecting contemporary developments in education, especially those of a legislative nature precipitated by the Court's judgements. The legal arguments emerging from the United Kingdom corporal punishment cases centre on the issues of "the right to education", respect for parents' "philosophical convictions" and the "degrading" nature of physical chastisement. Observed from a broader perspective, the litigation also raises concerns about the very essence of the British educational and political systems, namely: the authority of the teacher; the concept of corporal punishment; and the doctrine of parliamentary sovereignty. Further, the human rights of pupils in the school system are highlighted and the limitations they may present to the teacher's authority, together with the interaction between British education law and the European Convention. Finally, the implications of the Strasbourg findings demand critical analysis, since, alternative sanctions to corporal punishment may ultimately require support, both legislative and financial, in order to be effective. Accordingly, the consequences for educationalists, politicians and administrators are far-reaching, necessarily precipitating a significant change to what can hitherto be considered a relatively "in stasis" profession.
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Gottlieb, Gabriele. "Theater of death capital punishment in early America, 1750-1800 /." Connect to this title online, 2005. http://etd.library.pitt.edu/ETD/available/etd-12082005-165901/.

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Getek, Kathryn Ann. "Just Punishment? A Virtue Ethics Approach to Prison Reform in the United States." Thesis, Boston College, 2010. http://hdl.handle.net/2345/3761.

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Thesis advisor: James F. Keenan
The United States penal system, fragmented by contradictory impulses toward retribution and incapacitation, is in need of coherent objectives for its prisons and jails. This dissertation draws upon the resources of virtue ethics to suggest a new model of justice, one which claims that a Christian theological framework can offer insight for public correctional institutions. In developing a model of justice as virtue, I incorporate rehabilitative goals and contributions from restorative justice. Advancing beyond these foundations, I draw upon two key sources. First, from a study of virtue and justice in the work of Thomas Aquinas, I argue that the virtue of legal justice - an orientation toward the common good - is the fundamental lens for understanding punishment. The prison can only cultivate justice to the extent that it empowers moral agency and (re-)orients offenders toward right relationship with the community. Second, an inclusive, restorative account of biblical justice - developed particularly from Isaiah, the Psalms, and the New Testament - establishes justice as a saving intervention. Thus, punishment can be a legitimate means but is not constitutive of justice itself. Despite its necessary limitations, the prison must empower the moral agency of inmates through just action, reformulate the role and practices of correctional staff, and facilitate just relationships between offenders and their communities and families. Furthermore, prisons themselves can be understood as moral agents that bear responsibility for cultivating justice in society. For the United States prison, a model of justice as virtue mandates unremitting efforts to transform offenders and the larger community into just moral agents
Thesis (PhD) — Boston College, 2010
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Theology
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Goodhand, Sydney. "Hemlocking Them Up: Comparative Policing and Punishment in Classical Athens and the United States." Thesis, The University of Arizona, 2011. http://hdl.handle.net/10150/144358.

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Popham, Ashley Hope. "Abortion and Capital Punishment: Changing Attitudes and Demographical Influences." unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-11192008-210808/.

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Thesis (M.A.)--Georgia State University, 2008.
Title from file title page. James Ainsworth, committee chair; Phillip Davis, Erin Ruel, committee members. Description based on contents viewed Aug. 27, 2009. Includes bibliographical references (p. 89-92).
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Morgan, Michael R. "Biases in the imposition of the Death Penalty an investigation into discrimination in the sentencing of capital crimes in the United States, 1983-2001 /." Diss., Connect to the thesis, 2006.

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Waesche, Matthew J. "The equity of punishment in the Naval Academy conduct system : a statistical analysis." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2002. http://library.nps.navy.mil/uhtbin/hyperion-image/02Jun%5FWaesche.pdf.

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Thesis (M.S. in Leadership and Human Resource Development)--Naval Postgraduate School, June 2002.
Thesis advisor(s): J. Eric Fredland, Erik Jansen. Includes bibliographical references (p. 101-102). Also available online.
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Montgomery, Betsy. "Explaining the ineffectiveness of the Convention on the prevention and punishment of the crime of genocide the leadership of the hegemon /." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-11042007-191946/.

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Thesis (M.A.)--Georgia State University, 2007.
Title from file title page. John Duffield, committee chair; Kim Reimann, Charles Hankla, committee members. Electronic text (45 p.) : digital, PDF file. Description based on contents viewed Feb. 6, 2008. Includes bibliographical references (p. 43-45).
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Pastel, Teague A. "Marine Corps leadership empowering or limiting the strategic corporal? /." Quantico, VA : Marine Corps Command and Staff College, 2008. http://handle.dtic.mil/100.2/ADA490868.

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Books on the topic "Corporal punishment – United States"

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Fitz-Gibbon, Jane Hall. Corporal Punishment, Religion, and United States Public Schools. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-57448-6.

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Justice, United States Congress Senate Committee on the Judiciary Subcommittee on Juvenile. Corporal punishment in the schools: Hearing before the Subcommittee on Juvenile Justice of the Committee on the Judiciary, United States Senate, Ninety-eighth Congress, second session, on oversight on corporal punishment in schools and what is an appropriate range of discipline by school officials, October 17, 1984. Washington: U.S. G.P.O., 1985.

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Jr, Greven Philip J. Spare the child: The religious roots of punishment & the psychological impact of physical abuse. New York, NY: Knopf, 1990.

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Punishing corporate crime: Legal penalties for criminal and regulatory violations. Oxford: Oxford University Press, 2009.

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Corporal Boskin's cold Cold War: A comical journey. Syracuse, N.Y: Syracuse University Press, 2011.

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Schleifer, Jay. A cavalry corporal. Vero Beach, FL: Rourke Book Co., 1994.

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Symposium on Crime and Punishment in the United States (2nd 1995 Washington, D.C.). Corporate crime in America: Strengthening the "good citizen" corporation : proceedings of the Second Symposium on Crime and Punishment in the United States : September 7-8, 1995, Washington, D.C. [Washington, D.C.]: United States Sentencing Commission, 1996.

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Symposium on Crime and Punishment in the United States (2nd 1995 Washington, D.C.). Corporate crime in America: Strengthening the "good citizen" corporation : proceedings of the Second Symposium on Crime and Punishment in the United States : September 7-8, 1995, Washington, D.C. [Washington, D.C.]: United States Sentencing Commission, 1995.

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Hays, Scott Robert. Capital punishment. Vero Beach, FL: Rourke Corp., 1990.

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Candido, Jeane Heimberger. The redemption of Corporal Nolan Giles. Radnor, Ohio: Pride Publications, 1994.

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Book chapters on the topic "Corporal punishment – United States"

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Newman, Graeme R. "Corporal Punishment." In Routledge Handbook of Corrections in the United States, 74–83. New York, NY : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315645179-8.

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Fitz-Gibbon, Jane Hall. "Religion, Education Pioneers, and Corporal Punishment." In Corporal Punishment, Religion, and United States Public Schools, 37–51. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-57448-6_4.

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Fitz-Gibbon, Jane Hall. "Corporal Punishment and the Use of Sacred Texts." In Corporal Punishment, Religion, and United States Public Schools, 53–76. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-57448-6_5.

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Fitz-Gibbon, Jane Hall. "Corporal Punishment in Public Schools: What Are the Issues?" In Corporal Punishment, Religion, and United States Public Schools, 9–22. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-57448-6_2.

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Fitz-Gibbon, Jane Hall. "Introduction." In Corporal Punishment, Religion, and United States Public Schools, 1–8. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-57448-6_1.

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Fitz-Gibbon, Jane Hall. "Data and Legal Issues." In Corporal Punishment, Religion, and United States Public Schools, 23–36. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-57448-6_3.

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Fitz-Gibbon, Jane Hall. "The Theological Tradition of Nonviolence." In Corporal Punishment, Religion, and United States Public Schools, 77–98. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-57448-6_6.

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Fitz-Gibbon, Jane Hall. "The Ethical Position of no Harm." In Corporal Punishment, Religion, and United States Public Schools, 99–119. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-57448-6_7.

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Fitz-Gibbon, Jane Hall. "Summary and Conclusion." In Corporal Punishment, Religion, and United States Public Schools, 121–29. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-57448-6_8.

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Holden, George, and Rose Ashraf. "The Problem of Corporal Punishment and the Solution of Positive Parenting in the United States." In Violence Against Children, 258–80. 1 Edition. | New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781351248433-13.

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