Dissertations / Theses: 'Corporal punishments'

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Kalipa, Velelo Clifton. "Supporting the implementation of alternatives to corporal punishment in the Eastern Cape secondary schools : towards a framework for school management teams and teachers." Thesis, University of Fort Hare, 2015. http://hdl.handle.net/10353/5664.

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Alternative to corporal punishment in schools is a worldwide practice. Most countries have banned the use of corporal punishment in schools and have promulgated laws and adopted policies aiming to enforce the practice of alternative to corporal punishment. South Africa is one of the countries that have introduced policy on alternatives to corporal punishment. However, this policy does not provide details on how School Management Teams (SMTs) and teachers should support the implementation of alternatives to corporal punishment; as a result, schools end up having different approaches in as far as implementing alternatives to corporal punishment is concerned. There is also a serious problem of indiscipline in schools and this has since attracted growing attention of researchers in South Africa and the whole world. There are serious offences by learners in schools which range from serious criminal ones such as drug abuse, assaults, theft, murders and rapes to less serious ones such as truancy, incomplete projects, absenteeism and lateness, dodging and bunking of classes in schools. This study therefore sought to investigate how SMT and teachers support the implementation of alternatives to corporal punishment in schools. This was a multi case study of four secondary schools in the King Williams Town Education District which was conducted through qualitative research approach. Interviews and documentary analysis were used to collect data and a total of 16 participants (four principals, four SMT members and eight teachers) were selected. From the data, it emerged that some teachers were fixed in using corporal punishment to discipline learners in schools. The data also showed that the alternatives to corporal punishment (ATCP) policies were inconsistently applied as schools had different approaches in as far as how ATCP is implemented and that some schools had no ATCP policies at all. It also emerged from the data that school leadership was a problem in as far as supporting the implementation of ATCP in schools as in some schools the issues of disciplining learners was centralised in the principal’s office. It also became clear that the majority of participants did not understand the national policy on ATCP. There were no indications of parental involvement in the implementation of ATCP in schools. It can be concluded that the channels of communication among principals, SMTs, teachers with regards to the implementation of ATCP was problematic as there were no clear roles as to how each of these officials should implement ATCP. Some teachers still perceived the ATCP as unsuitable for maintaining discipline in rural schools and their discipline strategies were still characterized by punitive measures which border on corporal punishment. School discipline was not seen as a societal matter where other relevant stakeholders could play a pivotal role in learner discipline. This had a negative impact on the school discipline. Learners had no responsibility on maintenance of positive school atmosphere as they were not in any way part taking in the maintenance of discipline in schools. This study therefore recommends a comprehensive framework for the implementation of ATCP that will give details on the roles of SMTs and teachers in the implementation of ATCP in schools. It is recommended that this framework be inclusive of parents and other community stakeholders who would give different perspectives on the implementation of ATCP in schools as education is a societal matter. It is also recommended that more research be conducted that will deal with urban schools and on the involvement of parents and other stakeholders in the implementation of ATCP.

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Khewu, Noncedo Princess Dorcas. "A study of practices in the alternatives to corporal punishment strategy being implemented in selected primary schools in Buffalo city metro municipality: implications for school leadership." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/533.

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The problem of indiscipline in schools has attracted the growing attention of researchers in South Africa and the world at large. Learner indiscipline has been variously reflected in behaviours which range from serious ones such as drug abuse, assault, theft, rape and murder, to minor ones such as truancy; all of which negatively affect teaching and learning. While there is agreement on the need to address the problem, there is a great deal of contestation around what strategies and practices are appropriate to instil discipline in schools. Within this debate many countries, including South Africa, have decided to move away from punitive approaches such as corporal punishment and replace them with what is called Alternatives to Corporal Punishment (ATCP). The main aim of this study was to interrogate the consistency that prevails between disciplinary practices and principles of alternatives to corporal punishment and the implications of this for school leadership. A mixed method design was used. The study was conducted in two phases: the first was a survey during which trends in disciplinary practices were established; the second was a multiple case study where in-depth interviews were conducted in five primary schools across different contexts which included farm, suburban, township, rural and informal settlement locations. This study has seven main findings. First, it was found that primary schools in the Buffalo City Metropolitan Municipality experienced minor offenses which clustered around levels 1 and 2 of the ATCP classification. Second, although statistically there was a weak negative correlation (r = - 0.11) between location and behaviour which is not significant (p >. 05) or (p = .46), qualitative evidence suggests a relationship between context and disciplinary offences. Third, principals’ roles in instilling discipline were focused mainly on reactive administrative and management functions rather than on giving leadership designed to inspire alternative ways of behaving. Fourth, principals’ and teachers’ belief in the use of alternatives to corporal punishment revealed ambivalence and lack of understanding. Fifth, measures to instil discipline, even though they were said to be based on alternatives to corporal punishment, placed heavy emphasis on inflicting pain and relied on extrinsic control. Sixth, two disciplinary measures designed to inflict pain were found to be weakly associated, but significantly (p < 0.05) with violent behaviour, lending credence to view that in using certain practices to instil discipline there are socialisation consequences. Finally, the use of some measures recommended by alternatives to corporal punishment yielded some unintended socialisation consequences. The study concludes that there was lack of consistency between disciplinary practices in Buffalo City Metropolitan Municipality primary schools and the principles of Alternatives to Corporal Punishment. The findings suggest that it is difficult to achieve the consistency without a school leadership which understands that the alternatives call for a paradigm shift in measures to instil discipline. For improving discipline in schools, it is recommended that school principals and stakeholders must focus on measures that are meant to cultivate a new school culture guided by values of self-discipline in order to minimise the need for extrinsic punitive control. For further research, a follow up study based on a probability sample, which should include secondary schools, could be undertaken in order that results can be generalised.

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Gradwell, Adriaan. "A survey of teachers' attitudes towards corporal punishment after the abolition of corporal punishment." Thesis, University of the Western Cape, 1999. http://etd.uwc.ac.za/index.php?module=etd&amp.

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Education within South Africa has undergone significant change within a short period of time. This change has primarily been written in terms of human rights and the equitable distribution of educational resources. This has necessitated a paradigm shift for many teachers and the study explores some of the factors that have prevented teachers from experiencing a paradigm shift. The introduction of the South African Schools Act of 1996 heralded the start of the complete abolition of corporal punishment within all South African schools. The object of this investigation was to explore teachers' attitudes towards the abolition of corporal punishment and the factors that would contribute towards their attitude. The research explored whether the attitude of teachers, in relation to corporal punishment, had been influenced by the disruptive behaviour of pupils and their perceptions of the efficacy of alternate methods of behaviour management.

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Olivier, Gerhard Hercules. "Educators' perceptions of corporal punishment." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/25323.

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Corporal punishment is a widespread phenomenon in South African schools in spite of legislation prohibiting spanking of learners. Section 10 of the South African Schools Act No 84 of 1996 states that No person may administer corporal punishment at a school to a learner. The legal consequences for an educator administering corporal punishment could result in dismissal. However, empirical evidence indicates that seven in every ten primary school learners and one in every two secondary school learners still receive corporal punishment from educators. Hence, the purpose of the study is to understand and explain corporal punishment from educators’ perceptions. Six educators from three schools were interviewed using a qualitative approach. Participant educators are not convinced that the use of corporal punishment is illegal and a criminal offence. The findings of the study show that these frustrated educators believe that corporal punishment is effective to maintain discipline in classes with a high educator-learner ratio. Furthermore, the participant educators are convinced that alternatives to corporal punishment are ineffective in comparison with the positive effect of corporal punishment on instruction and learning. The ineffectiveness of alternatives to corporal punishment is exacerbated by the poor support provided by the Department of Education in implementing these measures. The study concluded that the implementation of the abolishment of corporal punishment is a tug-of-war between legislation and reality.
Dissertation (MEd)--University of Pretoria, 2010.
Education Management and Policy Studies
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Helgesson, Sara. "Children’s Rights and corporal punishment in Sweden: A content analysis of the 1978 bill against Corporal Punishment." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22804.

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This paper (will conduct) a content analysis on the bill put forward by the Swedish government in 1978 that advised for legislation against corporal punishment in Sweden. The analysis will use coding to discover the motives behind the bill what institutions and people that were used as instruments, and which institutions and organisations that were delegated the responsibility to uphold and protect these rights. Additionally, there will be a presentation of the history and background of children’s rights in the “western world” and in Sweden. In the case of Sweden, the social and political structures that exist as a result of the social reforms in the twentieth century will also be presented. Furthermore, social democratic, liberal, and feminist theory will be used in the study of the bill to uncover the limitations that the legislation holds on children’s rights in Sweden.

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Azong, Julius Awah. "Corporal punishment of children in Nigerian homes." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2234_1360932481.

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Phillips, Stephanie. "The Demographics of Corporal Punishment in Texas." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc115140/.

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This dissertation examined the student discipline policies of 1,025 Texas school districts, as well as data from the Texas Education Agency’s Academic Excellence Indicator System in order to identify demographic patterns regarding corporal punishment policies in Texas schools. the study also studied the relationship between a district’s corporal punishment policy and student achievement. the dissertation utilized legal research methods and document analysis as its research methodology. Document analysis was the primary methodology used to answer the research questions whereby individual school district policies were identified and classified based on a number of demographic characteristics as well as the variations in corporal punishment policies among the various districts. the results of the study found that although more Texas school districts permit corporal punishment than have banned the practice, 60 percent of Texas school children go to school in districts where corporal punishment is not permitted. Corporal punishment is generally permitted in rural areas, with the majority of school districts in West Texas and the Texas Panhandle still allowing it by policy. a case study affirmed a finding from a national study regarding the type and locale of a student that is most likely disciplined using corporal punishment. the study determined that the larger Texas school districts have moved away from using corporal punishment as a disciplinary tactic. No district categorized as “Major Urban” by the Texas Education Agency permits corporal punishment of students. None of the larger districts categorized as “Urban” or “Major Suburban” that prohibit corporal punishment were identified as “Academically Unacceptable” under the State accountability system. This study also found that districts that prohibit corporal punishment and have a large number of minority students tend to have higher AEIS ratings. This study’s findings suggest that the elimination of corporal punishment in highly populated Texas school districts may be an indication that corporal punishment in the schools is gradually changing from being a largely Southern occurrence to being a primarily Southern rural phenomenon. This information could prove valuable for policy makers and legislators who are under a misconception that their constituents support corporal punishment.

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Humble, Daniel K. "Perceptions of Corporal Punishment in Missouri Public Schools." Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3605500.

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The use of corporal punishment as a form of student discipline has long been a controversial form of student discipline used in schools throughout the world. Research gathered showed that the use of corporal punishment has supporters and opponents. The supporters usually reference the Bible or corporal punishment as a traditional form of punishment. Opponents fear that physical punishment is a thing of the past and a form of physical abuse. Qualitative data were gathered from 12 superintendents in Missouri, one communications director from a Missouri professional teacher organization, and two attorneys who specialize in school law and policy to gain their perceptions of corporal punishment. The perceptions of superintendents regarding corporal punishment ranged from strongly disagreeing with the use to strongly believing it is an effective form of discipline. A few superintendents were hesitant to explain its practical use. The comments from the attorneys who were interviewed centered on legal and policy issues, while the communications director from the teacher organization expressed support of the teacher based on the school district's policy of allowing or not allowing corporal punishment. Results and conclusions from this study may assist local school boards in deciding if corporal punishment should be used within their school districts.

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Brannon, Christopher Omer, and James Oliver Tanghal. "Sparing the Rod?: Social workers and corporal punishment." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2211.

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The purpose of this study was to develop a survey that would provide professionals with an idea as to the thoughts, feelings, and values that social workers held regarding physical punishment towards a child. Social workers stand in a position to intervene in the intergenerational transmission of violence.

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De, Sève Etienne. "Les tensions judiciaires et le réformisme conservateur dans l'exercice de la justice criminelle des nouveaux magistrats parisiens du Parlement Maupeou (1771-1774)." Thesis, Paris 1, 2017. http://www.theses.fr/2017PA01H024.

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Cette thèse démontre que l'exercice de la justice criminelle des juges de Maupeou résulte de différentes tensions qui influent sur les jugements des nouveaux parlementaires parisiens. L'analyse des décisions des juges en matières criminelles reflète les multiples défis qui se posent à la nouvelle magistrature et la volonté de contenter différents publics. Les nouveaux juges doivent assurer leur légitimité judiciaire et asseoir l'autorité de la nouvelle Cour. Ils exercent une justice criminelle différente de celle des anciens parlementaires parisiens. Devant les différentes pressions politiques et judiciaires qui se dressent devant les magistrats, une forme de réformisme conservateur se dégage des pratiques des hommes de Maupeou. La thèse démontre que les pratiques judiciaires des parlementaires s'inscrivent au sein d'une tension importante : la nécessité de préserver la sévérité des châtiments de façon à rendre la justice plus terrible et la volonté de réduire la douleur sur le corps des coupables. Ainsi, les juges tentent de substituer des peines corporelles plus douloureuses pour des châtiments publics plus spectaculaires qui permettront au Parlement de publiciser sa nouvelle autorité judiciaire
This thesis argues that Maupeou's Parisian parlementaires exercised criminal justice in the context of «judicial tensions». An analysis of the« Parlement Maupeou »'s criminal judgements reflects the challenges regarding a need to please different publics. Maupeou's magistrates wanted to impose their legitimacy and authority over the French population. They challenged political pressure that influenced their administration of criminal justice and contributed to forge a judiciary « conservative reformism ». On one hand, Maupeou's magistrates wanted to exercise a terrifying justice over the French population with rigorous judgements and, on the other band, they wanted to reduce pain on criminal's bodies. These parlementaires pronounced spectacular public executions that could publicized and reinforced their authority over the public, but they also reduced dolorous corporal punishments

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Weisenhorn, David A. "ATTITUDES TOWARD CORPORAL PUNISHMENT: THE EFFECTS OF SEX, ETHNICITY, MILITARY CULTURE, AND RELIGION." UKnowledge, 2017. http://uknowledge.uky.edu/hes_etds/53.

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Nearly 19 out of every 20 parents with 3- or 4-year-old children report spanking their child within the past year, and in schools spanking is a legal form of discipline in 19 states (nearly a quarter-million students received corporal punishment at school at least once during the 2006–2007 academic year). Although corporal punishment is a widely accepted form of child discipline in the United States, little is known about differences concerning attitudes toward the use of corporal punishment among subcultures within the United States. To address this gap, three studies were designed to examine attitudes toward corporal punishment in a few distinct subgroups that may show a propensity or aversion to spanking relative to the general public. Specifically, these studies were conducted using a panel of 420 active duty military personnel, a simple random sample of 1,357 undergraduate college students at a major research university, and a general population sample of 732 people obtained via Amazon Mechanical Turk (MTurk). A 2 x 2 x 2 x 2 factorial vignette design was used to examine whether sex, ethnicity or race, education, parental status, religion, religiosity, and culture affect attitudes toward corporal punishment, and whether the effects of those factors varies across subgroups. Binary logistic regression models were constructed to assess the effect that the contextual variables had on respondents’ support for the use of corporal punishment, as well as whether the respondents would use corporal punishment on their own child given the same scenario. Descriptive statistics, cross-tabulations, and content analysis was also used to examine in greater detail how attitudes toward corporal punishment vary according to religion and religiosity. Overall, 73.6 % of active duty military respondents indicated that the use corporal punishment in the vignette was appropriate, and 52.4% indicated that they would use corporal punishment on their own child given the same situation presented in the vignette. There was not a statistically significant difference between males and females in the sample, χ2 (2, N = 420) = 3.15, p = .207. In addition, those who read about a mother or a military parent were roughly 2.5 times more likely to say it was appropriate to spank the child than non-military parents and fathers respectively. When comparing the military, college student, and general population samples in the second study results show military respondents (73.6%) indicated that the use corporal punishment in the vignette was appropriate at a statistically significant, higher rate than the general population (42.8%), and college students (40.1 %), χ2 (2, N = 2,485) = 110.05, p = < .001. Similarly, 52.4% of military respondents indicated they would spank their own child given the same scenario at a statistically significant higher rate than general population (28.7%), and college students (32.4%), χ2 (2, N = 2,485) = 71.12, p = < .001. In the third study, descriptive statistics indicate attitudes toward corporal punishment vary according to religion and religiosity, as well as between active duty military personnel and civilians but that religion and religiosity do not statistically enhance the prediction of attitudes toward corporal punishment after accounting for several respondent characteristics. Open-ended rationales provided by respondents provide insight and directions for family life educators wishing to intervene with military and religious individuals (i.e., two groups with relatively high endorsement of corporal punishment).

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Löfkvist, Martin. "Corporal Punishment : A study about attitudes and opinions to corporal punishment and the connection to children’s rights in South Africa and Sweden." Thesis, Högskolan Dalarna, Religionsvetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-19522.

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Corporal punishment is a worldwide problem. The purpose withthis thesis is to promote a constructive discussion about the problem andconnect this to children’s rights. This gives the possibility to start adiscussion about suggestions and measures to reduce the problem. Thetheory is that corporal punishment is used as a disciplinary method tochange behavior. Children’s rights is regulated by conventions and nationallaws. The method is to conduct an analysis with interpretations andcommentaries of the research materials from South Africa and Sweden.The conclusion is that those who are positive to corporal punishment thinksit is an efficient working method, and it is about children’s safety. Thosewho are negative have experienced that alternative methods works. Asuggestion is to involve children in the work with children’s rights andeducate them in human and children’s rights with focus on obligations andresponsibility.

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Jansson, Tomas. "Respect, feedback and corporal punishment : Educators' views on respect, feedback and corporal punishment at a primary school in Cape Town, South Africa." Thesis, Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-34785.

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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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Magrath, Jane L. "Corporal punishment, women's bodies and their eighteenth-century readers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq23023.pdf.

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Orso, Deanna Michelle. "Effects of corporal punishment on survival and coping beliefs." [Johnson City, Tenn. : East Tennessee State University], 2001. http://etd-submit.etsu.edu/etd/theses/available/etd-1107101-193322/restricted/orsod120401.pdf.

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Marks, Allison Brown. "Corporal Punishment And Its Association With Anxiety In Youth." ScholarWorks@UNO, 2009. http://scholarworks.uno.edu/td/967.

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The aim of this study was to examine the association between parental use of corporal punishment and anxiety in youth. Parental warmth, child's age, and child's ethnicity were examined in order to explore their effects on the association. Parents and their children (ages 6 – 17; N=153) completed the parent and child versions of the Alabama Parenting Questionnaire [APQ-P (parent) and APQ-C (child)], used to measure corporal punishment and parental warmth, and other questionnaires assessing anxiety [Revised Child Anxiety and Depression Scales parent (RCADS-P) and child (RCADS-C) versions; Revised Fear Survey Schedule for Children parent (FSSCR-P) and child (FSSCR-C) versions] and externalizing symptoms (used as a control variable). Corporal punishment was significantly associated with the child reports of anxiety even when controlling for externalizing symptoms, but was not associated with the parent reports of anxiety. The results also indicated that age, ethnicity, and parental warmth did not moderate the association.

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Khanyile, C. C. W. "Exploring attitudes of black educators towards corporal punishment and alternative methods of punishment in UThungulu District." Thesis, University of Zululand, 2014. http://hdl.handle.net/10530/1365.

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The Bill of Rights (Chapter 2) in the construction of the Republic of South Africa, Act No 108 of 1996, enshrines the rights of everyone to be free from all forms of violence, not to be treated or punished in a cruel, inhuman and degrading manner. In 1996 corporal punishment was banned in South African schools. According to the South African Schools Act No 840 (1996), it is the responsibility of the School Governing Body to involve all the stakeholders at the school to design and adopt a code of conduct (Department of Education, 2000). The school will then provide alternative methods of corporal punishment and promote discipline without using punishment on learners. This study aimed to explore attitudes of black educators towards corporal punishment and alternative methods of punishment in UThungulu District KwaZulu-Natal, South Africa. This study has revealed that most educators, especially young educators, have positive attitudes towards the alternatives to corporal punishment. Some educators feel that corporal punishment still has a place in society. The findings also revealed that corporal punishment is still used by educators despite the legal ban. Indeed the escalation of learner indiscipline cases in South African schools suggests failures by educators to institute adequate alternative disciplinary measures after corporal punishment was banned in South Africa (Maphosa & Shumba, 2010). Educators feel disempowered in their abilities to institute discipline in schools in the absence of corporal punishment. They view alternatives as ineffective and time consuming.

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Brown, Samuel Jacob. "Corporeal punishment and child abuse : a pastoral perspective." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40361.

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For many decades, violence that is perpetuated by parents and loved ones against children in the name of physical child discipline or corporal punishment, has been a major concern for various governments and church leaders among most nations of the world. This does not only take into account hitting or beating a child with a stick, belt, slapping, or choking, but also spanking; especially when it is aggressive or excessive (Bradshaw 2009; Straus 1994; Kanyandago in Waruta & Kinoti 2005, Wolfe 1991; Carl 1985). A very prominent and highly respected religious figure, here in South Africa, Archbishop Emeritus Desmond Tutu, made the following notable assertion to show his support towards the elimination of the practice of corporal punishment in the home: I support the Global Initiative to eliminate all corporal punishment at home, at school, in institutions and community. … Progress towards abolishing corporal punishment is being made, but millions of the world’s children still suffer from humiliating acts of violence and these violations …can have serious lifelong effects. Violence begets violence and we shall reap whirlwind. Children can be disciplined without violence that instills fear and misery, and I look forward to church communities working with other organizations to… make progress towards ending all forms of violence against children. If we really want a peaceful and compassionate world, we need to build communities of trust where all children are respected, where home and school are safe places to be and where discipline is taught by example” (http://www.rapcan.org.za/wgpd/documents: Waterhouse 2012. Retrieved 23th February 2013). However, in spite of the various voices and movements against corporal punishment of children; especially the aggressive form of this practice (as will be analyzed later on in this study), the practice is still a common phenomenon in many African countries, including South Africa. Furthermore, as some research studies have shown, a literalistic view of certain texts of Scriptures in the OT (which are mostly from the Book of Proverbs) do not only seem to influence the widespread of corporal punishment of children, but also the abuse of this form of physical discipline (e.g., Prov. 13:24; 22:15; 23:13-14, 22:15) (Bradshaw 2009; Capps 1995; Straus 1994; Greven 1991). This assumption seems plausible, seeing that as Tripp T & Tripp M (2008:138) rightly allude to, as Christians, “God’s Word is our rule for faith and practice.” The authors, also expressed that, “the Biblical laws and standards sound oppressive and strict in our lawless, arrogant, twenty-first century culture.” However, it is important to also acknowledge that we, as Christians, can be wrong in our interpretation and application of certain Scriptures; thereby, leading to flawed practices (Pohlmann 2007; Pollard 1997). As Pollard (1997:91) has rightly observed, “Clearly, both personal experience and church history teach us that we can be wrong. It is vital, then, that we have a genuine humility as Christians. We must recognize our fallibility, and constantly reassess what we believe.” In other words, there are many well-meaning Christian parents who have put their children in harm’s way by frequently administering spanking to them in ways that are, evidently, excessive or aggressive: while claiming that they are obeying scriptural injunction on child discipline, and are also doing it for the moral and ethical good of their children (Bradshaw 2009; Greven 1991). The researcher, himself, was brought up in a Christian home; where the use and abuse of both high violence (e.g., beating a child with belt, stick, etc) and low violence (e.g., forcefully beating a child with bear hand) methods of physical child discipline were the order of the day (or a frequent occurrence). Furthermore, his well-meaning father often seemed to find justification for his actions based on scriptural grounds. Incidentally, the researcher noticed that this form of child discipline also seems to be widely used by many parents in his local church and many other Christian parents, whom he has come in contact with. And many of these parents seem not to be aware of the immediate and long term negative effects that aggressive corporeal punishment has on their children. The widespread of this phenomenon (corporeal punishment of children) and the traumatic impact it has on children, has led the researcher to do this research study in his local church context (a Pentecostal church), and to develop/propose a biblically sound or balanced model of pastoral care that can help pastors in rendering effective care, to those faced with this problem situation within the church. The theoretical frame work of this research study is based on Pollard’s model of positive deconstruction, as well as some contributions from Straus’ book Beating the Devil out of Them; Corporal Punishment in American Families. The purpose for choosing Pollard’s model of positive deconstruction was to help the researcher in: 1) Identifying the underlying worldview. 2) Analyzing the worldview. 3) Affirming the elements of truth in it (as every world view has some truth in it that needs to be recognizes and affirmed, which makes the process positive and 4) discovering the error in the worldview. These are the four elements in the process of positive deconstruction, as proposed by Pollard. Straus explores the phenomenon of corporal punishment and the traumatic effects of this method of child discipline both in term of its immediate and long term harm (later in life or in adulthood) psychological harm to children. The research methodology that was employed by the researcher in carrying out this research study is qualitative. Consequently, questionnaires were given out to 50 parents in the researcher’s church to fill. Also, one-on-one interviews were arranged with four parents, two children, and also with two pastoral caregivers in the church, on the issues of corporal punishment and child abuse within the Christian home.
Dissertation (MA Theol)--University of Pretoria, 2013.
gm2014
Practical Theology
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Risinger, Charlotte L. "Texas Public School Principals and Corporal Punishment: the Relationship Between Their Legal Awareness Of It and Their Attitude Toward Its Use." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331485/.

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This study is an analysis of the relationship between the attitude of Texas school principals toward corporal punishment and their knowledge of the law pertaining to corporal punishment as it relates to the principals' school and personal characteristics.

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Lindfield, James. "Discipline, power and guidance, the parental cessation of corporal punishment." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq24185.pdf.

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Gangemi, Bernadine M. "Corporal Punishment, Attachment, and Alcohol-Related Outcomes among College Students." Xavier University Psychology / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=xupsy160071156480373.

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Tungata, Mfuneko. "Maintaining discipline in schools in the post-corporal punishment era." Thesis, Nelson Mandela Metropolitan University, 2006. http://hdl.handle.net/10948/624.

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The purpose of this study is to look at instilling discipline of learners at schools after corporal punishment was abolished by identifying causes of disciplinary problems, alternatives to corporal punishment, and the attitudes of learners, teachers and parents towards alternatives. Data were collected through questionnaires, interviews and observation. Data were collected from learners, teachers and parents. Two neighbouring schools in the Mthatha District of Education were used. A qualitative research approach was used in the study. Findings reveal and support literature consulted that there is a wide range of causes of disciplinary problems at schools. According to the findings, the outstanding difference between respondents on causes of disciplinary problems was on home background. Learners are not in agreement with literature, teachers and parents who all agree that background is the cause of misbehaving of learners at school. The study reveals that learners, teachers and parents hold different views about alternatives to corporal punishment. While teachers, parents and literature are in agreement on using parental involvement as an alternative to caning, learners do not want parents to be involved. Teachers, the findings reveal, are not in favour of alternatives that need to be supervised by them. The final outcome of this study focuses on positive alternatives to corporal punishment. These include parental involvement, manual work, the application of school rules and enforcement of the code of conduct. Learners would also like to be disciplined and parents are in favour of being involved in the maintenance of discipline in schools.

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Motseke, M. "Learner discipline after corporal punishment in the township primary schools." Interim : Interdisciplinary Journal: Vol 9, Issue 2: Central University of Technology Free State Bloemfontein, 2010. http://hdl.handle.net/11462/357.

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Published Article
Learner discipline is an important aspect of schooling. Historically, teachers applied a number of measures to maintain discipline, including corporal punishment. In 1996 the use of corporal punishment in South African schools was banned. However, some parents and teachers believed that the banning of corporal punishment was directly responsible for poor discipline among learners in the township schools. The purpose of this article was to investigate this perception, as well as to investigate what teachers were doing to address disciplinary problems among learners. A questionnaire was developed, and distributed among 20 teachers from primary schools in the Matjhabeng Municipality (16 teachers responded). The data collected was quantitatively analysed. It was found that although cases of learner mischief were still experienced in the primary schools, the level of discipline has not increased disproportionately after the banning of corporal punishment; the majority of learners behaved fairly well. However, some teachers were found to use harsh measures of disciplining learners, including corporal punishment. The involvement of parents in learner discipline was not preferred by many teachers. To help teachers to effectively handle discipline, the Ministry of Education has to find ways of training teachers in democracy, stress management and conflict management.

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Hall, Ellie Tiedeman. "Acceptance and use of corporal punishment among parents of biologic and non-biologic children." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5223/.

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Objective: Differences between biologic and non-biologic parents' acceptance and use of ordinary corporal punishment and use of explaining/reasoning as a disciplinary tool are examined from a sociobiological theoretical perspective. Method: Cross tabulations are used on data from a national survey conducted by the Gallup Organization in 1995. Results: Contrary to predictions, differences between biologic and non-biologic parents' acceptance of ordinary corporal punishment and the use of explaining/reasoning are not statistically significant. In addition, biologic parents are found to use ordinary corporal punishment significantly more often than non-biologic parents. Conclusions: The sociobiological theoretical perspective likely underestimates the influence of culture and social structure on parent-child interactions.

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Sekhwama, Avhashoni Molly, A. P. Kutame, and M. C. Dube. "Alternatives to corporal punishment in maintaining discipline in rural primary schools." Thesis, University of Zululand, 2019. http://hdl.handle.net/10530/1820.

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A thesis submitted to the Faculty of Education in fulfilment of academic requirement for the Degree of Master of Education in the Department of Planning and Administration at the University of Zululand, 2019.
The abolishment of corporal punishment has left many teachers with high stress on how to deal with undisciplined learners. Teachers in both public and independent rural primary schools find it difficult to maintain discipline resulting in the number of criminal activities and ill-discipline of learners. In South Africa, the department does not seem to be assisting educators in dealing with abusive and disruptive learners. The aim of this study was to investigate the application of alternatives to corporal punishment for maintaining discipline in rural primary schools. Both qualitative and quantitative research approaches were used to collect data. The results of this study indicate that alternatives to corporal punishment are effectively applied in primary schools and are effective. However, some do not encourage those alternatives, they think these result in misconduct. Some educators suggest that learners need to be punished corporally in order to maintain discipline in them, which is why the majority of teachers are still practicing corporal punishment. They think it is effective in maintaining discipline. All schools using alternative methods have reported positive response to their methods in dealing with misbehaviour of learners in classroom and outdoors. It can be concluded that teachers are still applying corporal punishment in maintaining discipline and therefore need training in dealing with disruptive learners in maintaining discipline in schools as corporal punishment is lawfully banned in schools.

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McAuslane, Louise C. "Corporeal punishment : the social construction of fatness in women." Thesis, University of East London, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532411.

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Timoll, Quentina. "An Analysis of Corporal Punishment Practices in the Louisiana Public Schools." Thesis, University of Louisiana at Lafayette, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3714268.

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Corporal punishment is a controversial method of student discipline used in schools world-wide. There are opposing viewpoints to this practice; corporal punishment is considered as a viable means of discipline, while on the other hand, non-advocates associate corporal punishment with abuse. Currently, corporal punishment is permitted in 19 states, while 31 states have abolished corporal punishment in the school setting. The practice is most predominant in the south, which includes Louisiana. Louisiana is one of 19 states where corporal punishment is deemed legal in a school setting.

The purpose of this study was two-fold. The primary purpose was to examine and describe Louisiana corporal punishment data retrieved from the Louisiana Department of Education. Secondly, potential relationships between corporal punishment data and three demographic variables (at-risk student counts, district locale, and district performance scores) were explored. There are 54 districts that authorize such practices, but only 42 have reported data to the state for the three reporting cycles. The essential questions dictating this research are: 1) What were corporal punishment practices (student numbers and events) in Louisiana public schools for school years 2011-12, 2012-13, and 2013-14? 2) What distributional characteristics exist for students corporally punished and corporal punishment events in Louisiana during the school years 2011-12, 2012-13, and 2013-14? 3) What percentage of Louisiana school districts experienced changes in corporal punishment practices between school years 2011-12, 2012-13, or 2013-14? 4) What is the relationship between at-risk student count, district locale type, and district performance scores with corporal punishment (student numbers) from an analysis of school districts for school year 2013-2014?

The federal government has outlawed physical punishment in prisons, jails, and medical facilities, yet students sitting in a classroom are targets for getting hit. It has been 150 years since the first state banned this practice in schools. Since then, an additional 31 states have done the same, but it is still occurring every day in this nation and in Louisiana.

Results and conclusions from this study may assist local school boards in deciding if corporal punishment should be used within their school districts.

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Broussard, Jessie. "An Analysis of Corporal Punishment Practices in the State of Georgia." Thesis, University of Louisiana at Lafayette, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3622925.

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Most research concludes that corporal punishment in schools does not lead to better student behavior, more respect for teachers, or higher scores on the Achievement Composite Test (ACT). In addition, some research points to the conclusion that corporal punishment of children is associated with Post-Traumatic Stress Disorder, which can include such symptoms as depression, and anxiety. One researcher has even identified a medical condition entitled Educationally Induced Post-Traumatic Stress Disorder, which, I concluded, was brought about by excessive corporal punishment.

This research study is a comprehensive analysis of corporal punishment practices in the state of Georgia. The research approach adopted in this comprehensive analysis of corporal punishment in Georgia includes the use of online literature, print literature, legal databases, and research database sites.

The findings from this research provide evidence that Georgia currently has many districts reporting high incidences of corporal punishment while other districts have either abolished corporal punishment by local policy or simply do not practice it. The main conclusions drawn from this study are that corporal punishment in Georgia schools is largely a nonurban phenomenon and that its use is not evenly distributed among districts but rather concentrated in smaller districts. Although overall incidents of corporal punishment have gone down in Georgia over the last several years, its use has actually increased in some districts.

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Williams-Damond, Twyla A. "An Analysis of Corporal Punishment Practices in the State of Mississippi." Thesis, University of Louisiana at Lafayette, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3622963.

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The focus of this research mainly centers on a quantitative descriptive overview of corporal punishment practices in the state of Mississippi, but this study also includes a legal document analysis component. This study forms the Mississippi portion of a comprehensive analysis of the demographics of corporal punishment in the public schools of the South and follows in the path of dissertation research completed at the University of North Texas on the demographics of corporal punishment in Florida and Texas.

The research approach adopted in this analysis of corporal punishment in Mississippi includes the use of online literature, print literature, legal database, and research database sites. The findings from this research identify patterns of corporal punishment practiced in the public schools in the state of Mississippi, the state that has historically reported the highest rates of school-based corporal punishment in the United States. One of the main assumptions surrounding this study is that Mississippi's corporal punishment is a rural and small district phenomenon, most commonly practiced in Mississippi's smaller school towns. The data reveals that some districts administer excessive amounts of corporal punishment, with some districts paddling three times as many as the total state average percent or more of their students on an annual basis. Finally, the study found some Mississippi school districts have actually increased the amount of corporal punishment being administered in recent years, a pattern contrary to the national trend, which has been to reduce the amount of corporal punishment being administered in the public schools.

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Richardson, Nadine. "Attitudes towards corporal punishment as a function of ethnicity and gender." Honors in the Major Thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/609.

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This study explores the topic of corporal punishment and examines the degree to which young adults have been subjected to corporal punishment, their attitudes about corporal punishment, the likelihood of them using corporal punishment on their children, and their propensity towards violence. Among African American participants, I also examine the correlation between their attitudes toward corporal punishment and their levels of acculturation toward the dominant culture. I predict that African Americans will have been subject to Corporal Punishment more than White Americans. I hypothesized that participants who have been subjected to corporal punishment will have a higher propensity towards violence and will continue to use corporal punishment on their children. I also hypothesized that African Americans who are relatively highly acculturated will be less likely to use Corporal punishment. Participants were asked to fill out a series of scales that tested for all of the research questions. Results for this study did support the hypothesis that African Americans did report receiving more Corporal Punishment than White Americans. Results did show that there is a negative correlation between levels of acculturation and likelihood to use Corporal Punishment for African Americans. However, the direction of the correlation was consistent with the hypothesis, in that higher acculturation scores correlating with less desire to use corporal punishment on children. The results also did not support the hypothesis of a positive correlation between being subjected to Corporal Punishment and propensity towards violence. Finally the results did not support the hypothesis of a positive correlation between being subjected to Corporal Punishment and the likely to use Corporal Punishment on their own children.
B.S.
Bachelors
Sciences
Psychology
21 p.

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32

Pathak, Khum Raj. "How has corporal punishment in Nepalese schools impacted upon learners' lives?" Thesis, Canterbury Christ Church University, 2017. http://create.canterbury.ac.uk/17073/.

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This study explores how the corporal punishment experienced by learners in Nepalese schools can impact upon multiple aspects of their lives. I examine how these short and long-term effects can extend into adulthood using an auto/biographical methodology; from a perspective influenced by my own encounters as a corporal punishment survivor from Nepal. Corporal punishment continues to be used in Nepalese schools, with the support of many teachers, parents and school management committees, despite several government policy initiatives and court rulings against it. In contrast to worldwide developments (notably in Scandinavia and America), research into corporal punishment in Nepal tends to be rare, quantitative and focused upon the prevalence and short-term effects as described by group participants and newspaper articles. This study addresses the urgent need to increase public awareness, using personal accounts describing the long-term outcomes of corporal punishment, with a depth of detail facilitated by an auto/biographical research methodology. Participants in the study expressed feelings of relief and increased self-understanding, although for myself at least, these were accompanied by feelings of grief and confusion. The lives of five corporal punishment survivors are explored through a series of interviews carried out in the Devchuli municipality of Nawalparasi, Nepal, between November 2015 and January 2016. The first is my own story, the second is a pilot interview and the other three are discussed under the themes of immediate compliance, severing dichotomies, disempowered bodies and the spiritual threat of spatio-temporal appropriation. The participants, whose identities are protected, look back, as adults, upon their experiences of corporal punishment at school and consider possible links between these and their current social, political, economic and spiritual challenges. Simultaneously, the study questions whether ‘effects’ can ever be conceptually or temporally contained within ‘multi-faceted’ and ‘becoming’ identities, using examples from the participants’ self-appraisals. I examine literature from the global debate on the effects of corporal punishment upon children, including the contrasting methodologies of Murray Straus, Alice Miller and Elizabeth Gershoff. The impact of corporal punishment upon notions of personhood is explored using Theodor Adorno’s interpretation of reification and comparable notions of objectification challenged by Andrea Dworkin, Martha Nussbaum and Paolo Freire. Corporal punishment is discussed in relation to power, conflict and the Holocaust, using Adorno and Bauman’s descriptions of authoritarian behaviours and immediate compliance, and Nietzsche and Foucault’s notions of punishment as a spectacle. Conditions for the possibility of corporal punishment are located to traditions deifying teachers, judgement-based belief systems and neo-liberal ideologies of competition and performativity. These are contrasted with alternative, non-punitive pedagogical and theological resources. Participants explore the ways in which healing and holistic self-development can be blocked by everyday vocabularies of violence and conditionality, triggering destructive individual and collective over-determined reactions. My study ‘concludes’ with reflections upon how corporal punishment has affected my participants’ lives: with their social roles hampered by defensive masks and evasive dances; their political lives blocked by fears of punishment; their economic lives stilted by caution and low self-esteem and their spiritual lives distorted by disenchantment and disappointment. Methodology and theory converge as my study rejects inherently disciplinarian, Enlightenment-led demands fo**r rational or scientific ‘proof’ of psychological effects, by presenting auto/biography itself, especially ‘child-standpoint’ narratives, as valid revolutionary praxis, effervescent with resistance to punitive ideologies and practices and dedicated to the liberation of our present from a painful past.

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Neaverson, Aimee Elizabeth. "The examination of protective factors between corporal punishment and adolescent aggression." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/279071.

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Objectives The development of aggression from childhood to adulthood is well-researched, and extant work has identified a large number of developmental risk factors within the individual, family, and social domains. Among them, poor parenting, including harsh practices like corporal punishment, have repeatedly been found to predict adolescent behavioural problems, that may then negatively affect adult behaviours such as violence and offending. An area of research that is becoming increasingly important is one that seeks to identify the reasons why some people do not become aggressive, even when they have been exposed to well established risk factors. What is it that has protected them from becoming aggressive later in life? The current study examined whether self-control and having a positive teacher-child relationship acted as protective factors between corporal punishment and adolescent aggression. Methods An autoregressive cross-lagged panel model was used to examine self-control and teacher-child relationships as both direct and interactive protective factors between corporal punishment and adolescent aggression. Teacher and self-reported data was used from three waves (waves 4-6) of the Zurich Project on the Social Development of Children and Youths (Z-proso), a prospective longitudinal study of adolescents in Switzerland. Results The results show that both self-control and having a positive teacher-child relationship were direct protective factors against concurrent aggression. However, the interactive protective effect of these factors differed depending on the stage of adolescence and level of exposure to risk. Furthermore, differences were found when considering males and females separately.

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Anderson, Kirsten Lee. "Child Temperament as a Moderator for the Outcomes of Corporal Punishment." University of Dayton / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1563893796423035.

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Guillory, Melanie K. "An Analysis of Corporal Punishment Practices in the State of Tennessee." Thesis, University of Louisiana at Lafayette, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10269344.

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This dissertation examines the use of corporal punishment in 142 Tennessee public school districts, as well as the data from the United States Department of Education Office of Civil Rights to identify demographic patterns and trends regarding corporal punishment in the state of Tennessee. This project also studies the relationship between school district enrollment and corporal punishment. This dissertation uses quantitative methods to analyze the data.

The results of this study finds that medium-sized school districts (student enrollment between 500 and 1500 students) report the greatest number of corporal punishment incidents. Also, a higher percentage of white students experience corporal punishment than nonwhite students in a majority of the years studied. The study also finds that a relationship exists between district size and corporal punishment practices. Corporal punishment rates in Tennessee's 10 largest districts are quite low. The findings of this research are similar to those found in past research in Texas, Mississippi, and North Carolina.

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Ngidi, D. P. "Educators' Usage of Different Disciplinary Measures as Alternatives to corporal Punishment." University of Venda, 2007. http://hdl.handle.net/11462/242.

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Full Article
ABSTRACT This study investigated educators' usage of different disciplinary measures for learners' misconduct inside the classroom (level 1) as alternatives to corporal punishment To this end, the Level 1 Disciplinary Action Scale (LIDAS) was used. The findings indicated that educators differ significantly in the extent to which they use verbal warning, community service, demerits, additional work, small menial tasks, and detention as alternatives to corporal punishment The findings also indicated that educators'gender has a significant influence on their usage of community service. The findings further indicated that teaching experience has a significant influence on educators' usage of detention and that the teaching phase has a significant influence on their usage of demerits. The findings also showed that educators differ significantly in the extent to which they use corporal punishment in school.

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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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Buckberry, Jo. "Osteological evidence of corporal and capital punishment in later Anglo-Saxon England." http://catalogue.brad.ac.uk/record=b2193549~S1, 2014. http://hdl.handle.net/10454/7184.

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no
Recent research by Andrew Reynolds has interrogated the archaeological record for evidence of Anglo-Saxon execution cemeteries (Reynolds 2009). This paper will discuss how osteological evidence can aid our interpretation of Anglo-Saxon capital punishment and give insight into the type of evidence that might aid in the identification of corporal punishment from skeletal populations. The importance of correctly interpreting skeletal trauma is essential, but this can be supported by scrutinising the palaeodemographic profile of execution populations, burial position, an understanding the decomposition process and the significance of post-depositional disturbance of burials. It will lay down a framework for the successful identification of corporal and capital p unishments, with reference to Anglo-Saxon documentary sources.
Full text of the author's final draft is unavailable due to copyright restrictions.

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Maqhosha, Noluthando. "An analysis of the South African common law defence of moderate and reasonable child chastisement." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/2556.

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The study sought to analyse the South African common law defence of moderate and reasonable child chastisement. Regarded by those with religious and cultural beliefs as a way of instilling child discipline, child chastisement has been a centre of contestation in recent years. Constitutionally, children have rights to care, dignity and protection. Thus, child chastisement infringes upon these rights. However, regardless of its intentions, child chastisement has an effect of inflicting pain onto its victims thereby infringing on their rights to human dignity, equality and protection. It can also lead to unintended consequences such as injury or death to its victims. Subjecting children to this cruel, inhuman and degrading action affects the development of children and sometimes haunts them at a later stage in life. In addition, child chastisement lacks the measure of determining whether it is moderate or severe, thereby making it prone to abuse or misuse. The study used a qualitative research paradigm, where data was collected from existing documents and analysed towards understanding child chastisement and finding sustainable ways of improving child welfare in the home or in society. The study also analysed the legal framework on child welfare and chastisement globally, regionally and locally. Instruments such as the UNCRC, ACRWC and the UDHR have a clear stance abolishing child chastisement. The study established that, despite the existence of global instruments promoting child care and protection, the common law defence of corporal punishment in the home and society remains a loophole that needs closing and enactment of laws that outlaws it completely.

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Manaay, Soledad Muesco. "Discipline in the Philippine Context| Factors Affecting Parents' Use of Corporal Punishment." Thesis, The Chicago School of Professional Psychology, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3613455.

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The purpose of this study was to explore the attitudes and practice of corporal punishment (CP) among Filipino parents and the factors that may impact their use of harsh punishment. Thirty-five parents, between the ages of 33 and 55 years old, participated in a group survey that was held in Manila, Philippines.

It was predicted that CP, as a form of discipline, would be prevalent among Filipino parents; it was also predicted that CP would be higher among parents of low economic status and that there were mitigating factors that impact Filipino parents' use of CP. Based on quantitative and qualitative analysis of the data collected, this study did not support all three hypotheses, although it showed that the use of CP was relatively high at 37%.

This study may provide evidence of a need for social support for both parents and children through family intervention programs and parenting training.

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Chonco, S’bonakaliso David, A. P. Kutame, and I. S. Kapueja. "The effects of alternatives to corporal punishment to maintain learner discipline in secondary schools in King Cetshwayo District." Thesis, University of Zululand, 2019. http://hdl.handle.net/10530/1774.

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A Thesis submitted to the Faculty of Education of the requirements for the Degree of Doctor of Education in the Department of Educational Foundation and Management at the University of Zululand, 2019.
Corporal punishment was a world phenomenon based on the belief that for learners to behave correctly, they need to be punished through pain inflicting means. However, some countries started realizing that corporal punishment had adverse effects on learners and learning and therefore abolished it. South Africa followed suit and banned corporal punishment in 2000 and in its place, the Department of Basic Education and Training introduced Alternatives to Corporal Punishment (ACP). Despite the introduction of alternatives to corporal punishment, cases of application of corporal punishment are still being reported. The purpose of this study was to investigate the effects of alternatives to corporal punishment in maintaining learner discipline in secondary schools within the King Cetshwayo District. Mixed method approach was followed. Semi structured interviews and questionnaires were used to collect data. The sample consisted of 13 principals, 30 educators and 322 grade 12 leaners were involved in responding to the questionnaires. For the qualitative side, 2 Circuit Managers and 2 principals, 2 educators and 2 RCL learners participated in the semi structured interviews in this study. SPSS version 25 was used to analyse quantitative data and thematic analyses was used to analyse qualitative data. Results showed that there are alternatives to corporal punishment that are considered effective by all the respondents. These include inviting parents to school to discuss the behaviour of their children, the involvement of the School Governing Body, convening tribunal. The study also revealed that learners and educators hold different views when it comes to the effectiveness of other alternatives, which include, rendering community services by learners, suspension of learners for 14 days, additional work that can be done by learners at school and depriving learners from participation in extra- mural activities. The study recommends further research on the learner’s perception on ill-discipline in schools and the strategies that can be used by the teachers in maintaining discipline. This study concludes that the circuit managers, teachers, principals and learners take all the alternatives to corporal punishment wherein the parents are involved as effective. This study proposed the model for guiding the implementation on the alternatives to corporal punishment
National Research Foundation of South Africa

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Goodson, Christopher B. "A Descriptive Law and Policy Analysis of Corporal Punishment in Florida Public School Districts." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc177202/.

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Corporal punishment is banned by state statute in 31 of the 50 U.S states. The 19 states that still allow the practice are largely located in the South and the Rocky Mountain West. However, data indicate that the practice of corporal punishment is still largely a Southern phenomenon. In the 19 states that allow the practice to continue in schools, many have seen the use of the disciplinary technique decline. Existing research documents the negative effects and very little research supports any positive benefits of corporal punishment. This study analyzes school board policies from the 67 public school districts in the state of Florida to determine if trends in policies and incidents of corporal punishment are similar Texas and North Carolina. Research on Texas and North Carolina indicate corporal punishment is used more frequently in districts with smaller enrollments, and in more rural areas. Data from this study suggests that the decrease in the number of incidents of corporal punishment as well as the concentration of the practice among school districts in Florida school follows the same trends of declining use that exist in Texas and North Carolina public schools. Findings illustrate a need for continued research of corporal punishment on a district-by-district and potentially a school-by-school basis.

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Suping, P. P. "The Management of Discipline by Educators In Secondary Schools." Thesis, (Welkom): Central University of Technology, Free State, 2008. http://hdl.handle.net/11462/219.

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Full Thesis
The purpose of this research is to assess the management of discipline by educators in selected secondary schools. There are three major objectives in this study. Firstly, the study sought to examine the major causes of lack of discipline in secondary schools. Secondly, the study sought to determine the extent to which educators are affected by lack of discipline in the classrooms. Thirdly, possible strategies and alternatives to be used by educators were investigated. Data was collected from educators in different schools situated in the Lejweleputswa district of the Free State province. The study employed both the qualitative and quantitative research approaches to gain primary data and a literature review for secondary data. Mostly qualitative data was supplemented by quantitative data and a literature review. The results have revealed that many educators struggle to manage discipline in secondary schools. Part of the problem is the lack of alternative disciplinary measures to corporal punishment as a discipline tool. Educators aim to put measures in place to manage discipline, without resorting to punitive measures (such as corporal punishment). There is a need to implement developmental workshops at schools to assist educators in managing discipline. It is therefore recommended by this study that educators should not only be introduced to alternative measures of keeping discipline, but a continuous mentoring and support programme to assist educators with these alternatives should be implemented at schools.

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Fréchette, Sabrina. "Corporal Punishment: National Trends, Longer-Term Consequences, and Parental Perceptions of Physical Discipline." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35110.

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Corporal punishment is a controversial form of discipline. To inform the debate on corporal punishment, one of the objectives of the current dissertation was to characterize parental use of this disciplinary strategy and to examine its long-term developmental outcomes. The dissertation drew on data from the National Longitudinal Survey of Children and Youth (NLSCY) to understand potential social change in corporal punishment and to characterize parents who continue to use this strategy. Over a 14-year period (1994-1995 to 2008-2009), results revealed a significant decrease in the use of corporal punishment and other negative strategies (e.g., psychological aggression), as well as a significant increase in the use of positive strategies (e.g., reward/praise and explain/teach). Nevertheless, approximately 25% of Canadian parents still use corporal punishment with children aged 2–11 years; therefore, it remains an issue that merits continued attention. While several socio-demographic factors significantly distinguished parents who use corporal punishment, other more dynamic variables may be important to consider, such as parental stress and their attitudes toward corporal punishment. For the outcomes associated with corporal punishment, NLSCY data revealed that experiences of corporal punishment at 2-3 years are associated with increased externalizing behaviours at 8-9 years. Results also indicated that, within a certain disciplinary context (more hostile and punitive parenting), early corporal punishment is associated with increased externalizing behaviours at 14-15 years, increased internalizing behaviours at 8-9 and 14-15 years, and reduced prosocial behaviours at 8-9 and 14-15 years. Overall, results confirmed that corporal punishment represents a small but non-trivial risk factor for child development. The second objective of the current dissertation was to address one of the central limitations of the existing literature on corporal punishment by clarifying what parents self-label as corporal punishment. Using a sample of 338 Canadian caregivers, the study assessed the relation between responses to a general question on corporal punishment and responses to questions on specific physical disciplinary strategies. Predictors (e.g., cultural norms, attitudes toward and childhood experiences of corporal punishment) of this relation were then investigated. Results suggested that questions such as the one used in the NLSCY may reflect parental use of milder forms of corporal punishment. Results also revealed that some caregivers remain undetected by general questions on corporal punishment. Factors such as attitudes toward corporal punishment can help identify those caregivers who use physically punitive strategies but who do not endorse corporal punishment. Results from the current dissertation offers support for the anti-corporal punishment perspective and calls for the de-legitimatization of this disciplinary strategy across society.

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Rushema, Chantal. "Ending corporal punishment of children in the home: Rwanda as a case study." Thesis, University of the Western Cape, 2013. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5465_1380725091.

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Cox, Stephanie Grace. "Investigating Denial of the Harmful Effects of Corporal Punishment in a Religious Context." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1305.

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Corporal punishment continues to be a controversial topic. Many people who experienced spanking as children feel that they were not harmed by the corporal punishment and go on to believe that using corporal punishment on their children will not harm them, especially if it is administered calmly. This study looked at the attitudes of 203 parents in the context of religion using Holden's "Attitudes Toward Spanking a Child" questionnaire. The results of this study showed that parents that said religion guided their parenting were more likely to view corporal punishment positively and were more likely to believe that corporal punishment is not harmful to their children. The results also showed that calm spanking creates a positive view of corporal punishment, thus leading to a greater likelihood of denying that spanking is harmful to children.

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Rodriguez, Denise, and Allen Kay Sackett. "Attitudes and practices of corporal punishment with ethnicity and religiosity as predictive variables." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2040.

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Mendez, Marcos D. "Corporal punishment and externalizing behaviors in toddlers: positive and harsh parenting as moderators." Diss., Kansas State University, 2013. http://hdl.handle.net/2097/16276.

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Doctor of Philosophy
Department of Family Studies and Human Services
Sandra Stith and Jared Durtschi
Controversy still exists in whether parents should or should not use corporal punishment to discipline their young children. The aim of this study was to investigate whether corporal punishment when the child was two years old predicted child externalizing behaviors a year later, and whether or not this association was moderated by parents’ observed positivity and harshness towards their child. A total of 218 couples and their first born child were selected for this study from the Family Transition Project (FTP) data set. Findings indicated that frequency of fathers’ corporal punishment when the child was two years old predicted child externalizing behaviors a year later, while controlling for initial levels of child externalizing behavior. Also, it was found that observed positive parenting and observed harsh parenting moderated the relationship between corporal punishment and child externalizing behaviors. These results highlight the importance of continuing to examine the efficacy of a commonly used form of discipline (i.e., corporal punishment). Furthermore, this study suggests that the parental climate in which corporal punishment is used may also be important to consider because parental positivity and harshness attenuate and amplify, respectively, the association of corporal punishment with child externalizing. Implications for family therapy are offered.

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Sturkenboom, Gina Alicia. "Breaking the Intergenerational Cycle of Physical Punishment." The University of Waikato, 2007. http://hdl.handle.net/10289/2334.

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Fifteen women and five men participated in a study aimed at devising strategies to reduce the use of physical punishment in New Zealand. The potential problems with the use of physical punishment, the extent of its use in New Zealand, and the likelihood of intergenerational transmission are discussed to justify the aim of the study. The participants were all parents who had been smacked themselves, but who had decided not to smack their own children. Their ages ranged from 28 to 57, and only three had less than some tertiary education. They were from various ethnic backgrounds; fourteen had an occupation other than parenting, and nine were single parents. The participants had broken the intergenerational cycle of physical punishment: they had been smacked themselves but did not smack their own children. All participated in an individual, semi-structured interview, in which their childhood physical punishment, their decision not to smack, the maintenance of that decision, and their use of alternative disciplinary techniques were discussed. Four participated in a focus group, in which the strategies suggested in the interviews were discussed and refined to produce a final list of recommendations. The parents made a conscious decision against smacking, which involved a particular experience that prompted them to consider their disciplinary practices. Negative views of smacking (ineffective, modelling violence, and potential to escalate) were also helpful in making the decision. While maintaining their decision was usually easy, alternative techniques were sometimes hard to use, though effective in the long term. Some had to deal with the effects of deviating from a childrearing norm, particularly in regard to other family members. While many were satisfied that their own children were free from physical punishment, some had actively tried to convince other parents not to use it as well. They recommended strategies aimed at achieving the goals of parent education, raising awareness, reducing strain, and increasing support for parents. They also suggested practical steps that individual parents who were interested in breaking the cycle of physical punishment could take. The limitations and strengths of the study are discussed, as well as the implications for further research. The study demonstrates that parenting without physical punishment is effective, desirable, and achievable, even by parents who were smacked themselves. It presents a number of possible strategies and intermediate goals, for interventions at a national, community, or individual level, which aim to reduce the use of physical punishment.

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Wruck, Garcia Rangel Alan. "Le droit de correction de l'enfant (1804-1935) : une coopération entre famille et Etat." Thesis, Strasbourg, 2016. http://www.theses.fr/2016STRAA002.

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L’étude s’apprête à expliquer le droit de correction sur l’enfant d’après la perspective de la coopération entre la famille et l’État pour la prévention de crimes, et ainsi apporter une contribution au débat en droit actuel sur l’abolition des châtiments corporels domestiques. Eclipsé dans la codification napoléonienne, qui organise cette coopération par le biais de la détention, le châtiment corporel y réapparaît au tournant du XIXe siècle. Pour rendre compte de ce changement de manière optimale, il importait d’étudier la période d’essor de la détention correctionnelle, de 1804 jusqu’à la Troisième République, et connaître ensuite sa période de crise puis de décadence jusqu’à sa stagnation dans la législation. Vers 1880 le paysage juridique des rapports entre la famille et l’État change considérablement, et la coopération autour de la détention correctionnelle se dégrade, moment où on assiste l'émergence de l’apologie à la correction manuelle
The purpose of the study is to explain the discipline punishment on the child from the perspective of cooperation between family and State for the prevention of crimes, and thus to contribute to the debate by current law on the eradication of corporal punishment. Eclipsed in the Napoleonic codification, which organizes this cooperation through the detention of children, corporal punishment will reappear at the turn of the nineteenth century. To realize this change optimally, it was considered important to study the boom period of the correctional detention, from 1804 until the Third Republic, and then to know its period of crisis and decay to its stagnation in the legislation. Around 1880, the legal landscape of the relationship between family and State changes considerably, and cooperation around the correctional detention deteriorates, when one witnesses the emergence of apology for domestic manual correction

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Dissertations / Theses on the topic 'Corporal punishments'

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