Готові списки джерел за темами / Corporal punishment and children's rights

Добірка наукової літератури з теми "Corporal punishment and children's rights"

Автор: Grafiati
Опубліковано: 15 вересня 2021
Оновлено: 1 лютого 2022

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  1. Статті в журналах
  2. Дисертації
  3. Книги
  4. Частини книг

Статті в журналах з теми "Corporal punishment and children's rights":

1

Archambault, Caroline. "Pain with Punishment and The Negotiation of Childhood: An Ethnographic Analysis of Children's Rights Processes in Maasailand." Africa 79, no. 2 (May 2009): 282–302. http://dx.doi.org/10.3366/e0001972009000722.

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Children's rights activists contend that corporal punishment in schools is a form of child abuse which hinders children's learning. Yet most parents and teachers in Maasailand, Kenya consider corporal punishment, if properly employed, to be one of the most effective ways to instil the discipline necessary for children to learn and grow well. Responding to calls for a more empirical anthropology of rights, this article provides an ethnographic analysis of the practice of corporal punishment in domestic and primary school settings, exploring its pedagogical, developmental and social significance, and illuminating its role in the production and negotiation of identities and personhood.
2

McGillivray, Anne. "Children's Rights, Paternal Power and Fiduciary Duty: From Roman law to the Supreme Court of Canada." International Journal of Children's Rights 19, no. 1 (2011): 21–54. http://dx.doi.org/10.1163/157181810x527996.

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AbstractParental rights originate in patria potestas, the proprietary power of the Roman father, and its incidents of custody, control and corporal punishment. Parental rights as proprietary rights, as rights over another, cannot co-exist with children's rights. What, then, are parental rights in the age of children's rights? This Essay surveys the influence of Roman doctrine on modern law in and through the Supreme Court of Canada. The court acknowledges children's rights, views proprietary rights over children as a thing of the past and recognizes custody as the child's right, not the parent's. Yet the court vitiated the fiduciary standard for parents, limited state parens patriae jurisdiction and upheld two of the three incidents of patria potestas. By making childhood an excuse for avoiding principled rights analysis, conflating adult interests with children's rights and confusing assault with touch, the court upheld the proprietary rights of corporal punishment and control. If parental rights are understood as rights correlative to parental fiduciary duty, and if rights are seen as markers of relationship rather than its antithesis, then the law is rid of archaic notions of parental rights. The way is open to substantive judicial and social engagement with the rights of the child.
3

Stevanovic, Ivana, and Jelena Srna. "Elimination of corporal punishment of children's a human right." Temida 13, no. 4 (2010): 37–48. http://dx.doi.org/10.2298/tem1004037s.

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The authors indicate the necessity of explicit legal prohibition of all corporal punishment of children that represent a violation of the right of the child to respect his/her physical integrity and human dignity. The paper emphasizes why all corporal punishment of children should be prohibited and points out the progress made at the legislative level to the elimination of all corporal punishment of children in some member states of the Council of Europe and the Republic of Serbia.
4

Durrant, Joan E. "The abolition of corporal punishment in Canada: Parents' versus Children's Rights." International Journal of Children's Rights 2, no. 2 (1994): 129–36. http://dx.doi.org/10.1163/157181894x00321.

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5

Langlaude, Sylvie. "Flogging Children with Religion: A Comment on the House of Lords' Decision in Williamson." Ecclesiastical Law Journal 8, no. 38 (January 2006): 339–45. http://dx.doi.org/10.1017/s0956618x00006499.

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On 24 February 2005 the House of Lords delivered a significant judgment on freedom of religion, parental rights to religious freedom, corporal punishment and children's rights. This paper examines R (Williamson) v Secretary of State for Education and Employment. It argues that the House of Lords adopts a much more generous approach to freedom of religion or belief than the European Court of Human Rights. But it is also critical of the argument derived from children's rights.
6

McLoughlin, Caven S., and Daniel B. Lelless. "School Psychologists' Knowledge of Children's Legal Rights." Psychological Reports 80, no. 2 (April 1997): 451–55. http://dx.doi.org/10.2466/pr0.1997.80.2.451.

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School psychologists need a working knowledge of laws affecting children. This investigation was done to discover whether members of Ohio's school psychological association, including intern school psychologists who were functioning in a supervised capacity, are as knowledgeable about law as they need to be to avoid lawsuits. Participants completed a custom-designed questionnaire, Survey of Children's Legal Rights, including questions assessing knowledge of children's rights in relation to child abuse, suspension and expulsion, corporal punishment, rights in juvenile court, special education, freedom of religion and speech, search and seizure within school, divorce and child custody, school vandalism, and school attendance. Analysis indicated significant misconceptions about legal decisions; however, these school psychology practitioners have adequate legal knowledge about most of the surveyed themes excepting provisions for special education.
7

Van der Kooij, Inger W., Rita K. Chotoe-Sanchit, Gerben Moerman, Ramón J. L. Lindauer, Jaipaul R. Roopnarine, and Tobi L. G. Graafsma. "Perceptions of Adolescents and Caregivers of Corporal Punishment: A Qualitative Study Among Indo-Caribbean in Suriname." Violence and Victims 33, no. 4 (August 2018): 686–707. http://dx.doi.org/10.1891/0886-6708.vv-d-16-00222.

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While the protection of children from all forms of violence is a fundamental right guaranteed by the Convention on the Rights of the Child, violence remains a part of life for children around the globe. Corporal punishment is a form of violence and a dominant practice as a method of corrective parenting in the Caribbean. While researchers are starting to ask children directly about their experiences of violence, there is limited research on children’s perspectives of the function, legality, and boundaries of corporal punishment, particularly in low-and middle-income countries. This study begins to address this gap by reporting on 12 focus groups that were conducted with adolescents (aged 12 to 18 years) and caregivers of Indo-Caribbean background in Suriname. The aim is to explore adolescents’ and caregivers’ shared perspectives about the prevalence of corporal punishment in Suriname, responses to and feelings about its use as a discipline strategy and perspectives of the rationales for and against corporal punishment, and their views on banning it. Analyses were done using ATLAS.ti version 1.0.50, a qualitative data package. Corporal punishment showed to be an everyday experience in children’s lives in Suriname. There was no clear consensus regarding adolescents’ and caregivers’ perspectives on the parental use of corporal punishment. Many participants hesitated to support efforts to prohibit corporal punishment legally. Messages arising from this study could usefully inform the development of a public information campaign on safe and effective discipline of children in Suriname.
8

Durrant, Joan E., and Staffan Janson. "Law Reform, Corporal Punishment and Child Abuse: The Case of Sweden." International Review of Victimology 12, no. 2 (May 2005): 139–58. http://dx.doi.org/10.1177/026975800501200203.

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Over the past 70 years, Sweden has implemented a series of proactive legal reforms aimed at eliminating the corporal punishment of children in homes, schools and institutions. The most recent of these reforms took place in 1979 when Sweden became the first nation to explicitly abolish corporal punishment. The primary purposes of the ban were to recognize and affirm children's rights to security of the person and to inform the public and professionals that corporal punishment is neither socially acceptable nor legally defensible. It was expected that, over time, parents would demonstrate decreasing support for this practice and decreasing use of it. Ultimately, it was expected that the ban, and the legal reforms that led up to it, would contribute to lower levels of parental violence toward children. In the present article, evidence from a variety of sources is examined to assess trends in child physical abuse in Sweden over time. It is concluded that acts of violence against children have declined dramatically in Sweden over recent decades corporal punishment is infrequent, serious assaults are uncommon, and child abuse fatalities are extremely rare. Implications of legal reform for the well-being of children are discussed.
9

Guerrón-Montero, María, and Carla Guerrón-Montero. "En Familia y Comunidad: Children's Rights and Parent's Discourses on Corporal Punishment in Urban Chile." Practicing Anthropology 24, no. 4 (September 1, 2002): 11–16. http://dx.doi.org/10.17730/praa.24.4.7242878l155n232r.

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10

Mishra, Navin, Kashi Kant Thakur, Rabin Koirala, Devendra Shrestha, Rakesh Poudel, and Rajanee Jha. "Corporal Punishment in Nepalese School Children: Facts, Legalities and Implications." Journal of Nepal Paediatric Society 30, no. 2 (July 13, 2010): 98–109. http://dx.doi.org/10.3126/jnps.v30i2.2929.

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While the Convention on the Rights of the Child (CRC) demands that children be respected as humanbeings with the right to dignity and physical integrity, in Nepal corporal punishment is often considerednecessary to children’s upbringing, to facilitate learning and to instill discipline in the children. Theexistence of this cruel practice towards children is attributed to the weak national policy, unhealthyacademic competition among the schools, poorly trained teachers, superstitious traditional beliefs andhierarchical social structure. Consequently, the children are doomed to suffer this practice resulting innegative physical, mental and social welfare. Besides corporal punishment, sexual abuse in schoolgoing children seems to be frequent but mostly unreported. This is high time we eliminated this violenceagainst children in schools and it calls for holistic approach. For this, it is necessary to pursue a set codeof conduct and raise awareness among the teachers for the child rights in order to stop undignified,inhuman and undisciplined tradition. The awareness and capacity of the health professionals to deal withcomplexities of the child abuse also needs to be promoted. Furthermore, the need of improvements inthe national laws and their proper implementation is a longstanding challenge for the governmental andnongovernmental organizations.Key words: child abuse; child rights; corporal punishment; psychologicalDOI: 10.3126/jnps.v30i2.2929J. Nepal Paediatr. Soc. May-August, 2010 Vol 30(2) 98-109
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Статті в журналах Дисертації Книги

Дисертації з теми "Corporal punishment and children's rights":

1

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.
2

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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3

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.
4

Billie, Sikelelwa khuthala. "Teachers' perceptions on the non- implementation of the alternatives to corporal punishment policy : a case study." Thesis, University of Fort Hare, 2015. http://hdl.handle.net/${Handle}.

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This study aims to identify the perceptions that teachers have regarding the nonimplementation of the Alternatives to Corporal Punishment Policy (ATCP). Using a qualitative research approach, data was collected from teachers in a high school in Mdantsane that is still using corporal punishment. The main tools of data collection used were semi-structured interviews and document analysis. The findings from this study revealed a range of factors that influence teachers not to implement the alternatives to corporal punishment policy. These include: culture, religion, lack of parental involvement, violence in schools and lack of capacitation in teachers on the policy. Moreover the findings of this study revealed that if new policies are imposed on implementers there is bound to be resistance. This study therefore recommends that new policies need to be discussed and agreed upon by both the policy makers and policy implementers. The study also recommends that teachers need capacity building workshops so that they understand the need and the benefits of implementing the ATCP.
5

Phasha, Comfort Raisibe. "Critical reflection of the application of 'reasonable chastisement' in South Africa : a case analysis of Freedom of Religion South Africa v Minister of Justice and Constitutional development." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/76926.

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In Christian Education South Africa v Minister of Education, the Constitutional Court upheld the law that prohibited the use of corporal punishment in schools. The decision was primarily premised on protecting children against all forms of violence from a public source. Recently, the same Court in Freedom of Religion South Africa v Minister of Justice and Constitutional Development and Others has abolished the defence of reasonable chastisement that was available at common law to parents when administering corporal punishment to discipline recalcitrant children. The effect of the decision is that parents no longer have a defence if they are charged with Assault as a result of Corporal Punishment. The decision has far-reaching consequences as; on the one hand, it unfairly curtails parents’ rights of discipline against their children and seeks to dictate to parents on how to discipline their children. On the other hand, the decision places the rights of children as being of paramount importance in every matter concerning the child. The study employs the doctrinal method which is “desktop-based”, and uses primary and secondary sources, such as case law, statutes, articles and books. The findings of this study are that the defence of reasonable chastisement infringes on the rights of children afforded to them by both the Constitutional law and international instrument. Outlawing Corporal Punishment serves as a great step towards fighting the battle of domestic violence. The Constitutional Court Judgment is not the end of it all; parents must be taught of other alternative way to disciples children. It is of crux to note that discipline is the essential part of parenting and it will be detrimental to raise children without discipline.
Mini Dissertation(LLM (Child Law))--University of Pretoria 2020.
Centre for Child Law
LLM (Child Law)
Unrestricted
6

Mutsvara, Sheena. "Inhuman sentencing of children: A foucus on Zimbabwe and Botswana." University of Western Cape, 2020. http://hdl.handle.net/11394/7557.

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Doctor Legum - LLD
The prevalence of corporal punishment and life imprisonment sentences for children in Africa is tied to their legal history. Colonialism had an extensive impact on the criminal law of most African States, including the handling of children in conflict with the law. African States adopted models of juvenile justice which were a result of social, economic and political circumstances occurring in Europe at that time. However, these circumstances were not necessarily similar to the circumstances prevalent in African States at the same time, neither was the image of the colonial country’s child similar to that of the African child. The coming into force of the Convention on the Rights of the Child, which has been ratified by all nations, except the United States, created a uniform platform for all State Parties to create separate justice systems for dealing with children in conflict with the law and abolish inhuman sentences such as life imprisonment and corporal punishment. In light of the obligation to abolish inhuman sentences and create separate systems for dealing with children in conflict with the law, this thesis discusses Zimbabwe and Botswana’s compliance with these obligations. The thesis proposes a sentencing guideline for children in conflict with the law in Zimbabwe and Botswana. The study also proposes an alignment of the national laws of these two countries on sentencing children to reflect their international obligations.
7

Trägårdh, Jessica. "It is good! It always reminds us that they have rights and we have rights : A study about working with children’s rights in a few preschools in South Africa." Thesis, Högskolan i Borås, Institutionen för Pedagogik, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-19349.

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BACKGROUND: The rights of the child are a subject that never stops to be of immense significance and import. All people are bearers of human rights yet children are, due to their vulnerability, always subordinated adults. It is therefore of great magnitude that we learn to respect and treat the child with dignity. It is our duty as preschool teachers to implement these rights and to raise the children in a democratic spirit, to achieve this we need to act accordingly. This can sometimes be a complex matter. South Africa has a history of violence and discrimination; nonetheless the country has made substantial progress in these areas. I decided to go and see for myself how the work with children’s rights was coming along. PURPOSE: The main purpose of this study is to find out how a few preschool teachers work with children’s rights in the country of South Africa. I decided to focus on children’s participation and on corporal punishment and the teachers own views on these topics METHOD: This study takes a hermeneutic scientific conduct, through ethnographic research I try to analyze and interpret a few preschool teachers’ views and actions concerning children’s rights. In this field study data was collected through interviews and observations. RESULT: Earlier research and concluding observations say that South Africa is having difficulties in realizing children’s rights in numerous areas. Both the child’s participatory rights and the continuous use of corporal punishment are expressed as concerns. In this thesis I find that teachers are unfamiliar with the UN Convention on the Rights of the Child and that they receive no education or support from the government in these matters. The teachers are however aware of the concept “children’s rights” and they have some understanding of what it is relating to. The teachers states that the work with children’s rights every day and in all activities but no organized situations about this is observed. The child’s possibilities to participate are scares and the teachers are relatively novel towards the involvement of the child. Most teachers consider benefits from corporal punishment and the continuous use is evident.
8

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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9

Howard, Kepe Mzukisi. "Perceptions of learners and teachers on the alternatives to the alternatives to corporal punishment: a case study of two high schools in King William’s Town Education District in the Eastern Cape." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/d1019741.

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The purpose of the study was to examine the perceptions of learners and teachers on the alternatives to ‘Alternatives to Corporal Punishment’ (ATPC) in particular and discipline generally in the King William’s Town Education District in two high schools. The study ascended as a result of the decline of learner’s discipline in high schools. This study is located in the interpretive paradigm and adopted a qualitative research approach using questionnaires, interviews focus groups and field notes in the collection of data. The Data revealed that schools were using different strategies to maintain learner’s discipline such as Code of Conduct, Disciplinary hearing, Safety and Security Committee, Educators, Corporal Punishment, Alternative methods to Corporal Punishment and the role of parents. It further revealed that the Department of Education is not supportive in the maintenance of discipline in the schools under study in King William’s Town District. The conclusion that was arrived at was that all the stakeholders should agree upon and be acquainted with the Code of Conduct and rules that are guiding the schools. The study came up with the proposal that learners should know the consequences of transgressing the Code of Conduct. To address disciplinary problems, the study came up with the key recommendation that all stakeholders must have ownership and to work as a team in the implementation of those policies.
10

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
unrestricted
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Книги з теми "Corporal punishment and children's rights":

1

Bitensky, Susan H. Corporal punishment of children: A human rights violation. Ardsley, NY: Transnational Publishers, 2006.

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2

Saunders, Bernadette J. Physical punishment in childhood: The rights of the child. Chichester: John Wiley & Sons, 2010.

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3

EPOCH. Hitting people is wrong: And children are people too. Dublin: ISPCC, 1993.

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4

EPOCH. Hitting people is wrong: And children are people too. London: EPOCH, 1993.

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5

Wood, Beth. Unreasonable force: New Zealand's journey towards banning the physical punishment of children. Wellington: Save the Children New Zealand, 2008.

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6

Newell, Peter. Children are people too: The case against physical punishment. London: Bedford Square, 1989.

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7

Gumpenberger, Desiree. Corporal punishment of children in international and national law: Selected case studies. Oisterwijk, The Netherlands: Wolf Legal Publishers (WLP), 2014.

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8

Soneson, Ulrika. Ending corporal punishment of children in Swaziland: He should talk to me, not beat--. Pretoria, [South Africa]: Save the Children Sweden, 2005.

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9

Willow, Carolyne. It hurts you inside: Children talking about smacking. London: National Children's Bureau Enterprises, 1998.

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10

Morris, Arval A. The student and the law: The constitutional rights of students to liberty and property including freedom from unreasonable searches and seizures ; student rights to fair procedures ; suspension expulsion and corporal punishment, and personal and school district liability under 42 U.S.C. [section] 1983. Seattle, Wash: University of Washington, 1986.

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Частини книг з теми "Corporal punishment and children's rights":

1

Lenta, Patrick. "Children’s Rights and Security of the Person." In Corporal Punishment, 65–92. 1 [edition]. | New York : Routledge, 2017. | Series: Routledge research in applied ethics; 5: Routledge, 2017. http://dx.doi.org/10.4324/9781315114101-3.

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2

Smith, Anne B. "Changing the Law on Physical Punishment in New Zealand." In Enhancing Children's Rights, 33–47. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137386106_3.

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3

Holden, George W., and Rose Ashraf. "Children’s Right to Safety: The Problem of Corporal Punishment in Pakistan." In Child Safety, Welfare and Well-being, 59–74. New Delhi: Springer India, 2015. http://dx.doi.org/10.1007/978-81-322-2425-9_5.

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4

Stalford, Helen, and Seamus Byrne. "13. Human Rights, Children’s Rights, and Family Law." In Family Law. Oxford University Press, 2018. http://dx.doi.org/10.1093/he/9780198749653.003.0013.

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This chapter explores children's rights in the context of family law and family life. It aims to look at family law through the lens of the human rights of children and the associated theoretical, doctrinal, and empirical scholarship. It begins with a brief overview of the international children's rights framework underpinning this area, including the UN Convention on the Rights of the Child and the European Convention on Human Rights. It then points to some of the cultural, legal, and practical obstacles to the protection of children's rights in the context of family law. It also discusses the issue of corporal punishment.
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"The Role of the United Nations Committee on the Rights of the Child in Eliminating Corporal Punishment in the Home." In Corporal Punishment of Children, 39–56. Brill | Nijhoff, 2018. http://dx.doi.org/10.1163/9789004355972_004.

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"Problematising “Childism” and Related Language in the English-Speaking World: the Power of Words to Either Thwart or Progress the Attainment of Children’s Human Rights to Freedom from Corporal Punishment and Other Degrading Treatment." In Corporal Punishment of Children, 59–88. Brill | Nijhoff, 2018. http://dx.doi.org/10.1163/9789004355972_005.

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Pupavac, Vanessa. "17. Children’s Human Rights Advocacy." In Human Rights: Politics and Practice. Oxford University Press, 2016. http://dx.doi.org/10.1093/hepl/9780198708766.003.0018.

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Анотація:
This chapter examines some theoretical and practical problems in global children's rights advocacy. It begins with a discussion of the novelty of children's rights and the problem of identifying the moral agent of children's rights. It then considers the tensions between the universalism of human rights advocacy and the relativism of development advocacy. It shows that children's rights research is influenced by social constructivism, which highlights the history of childhood and childhood norms. Early social constructivist approaches identified the concept of childhood underpinning the Convention on the Rights of the Child as a Western construction based on Western experiences and its exclusion of the experience of childhood in developing countries. The chapter proceeds by looking at a case study involving attempts to eradicate corporal punishment of children globally. It suggests that there are social and political problems with attempting to globalize childhood norms without globalizing material development.
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"Chapter Four. The Corporal Punishment of Children in New Zealand: the Power of Parental Rights in New Zealand." In Age Discrimination and Children's Rights, 107–41. Brill | Nijhoff, 2006. http://dx.doi.org/10.1163/ej.9789004148277.i-232.26.

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"Chapter II. Corporal Punishment Of Children Violates International Human Rights Laws." In Corporal Punishment of Children: A Human Rights Violation, 47–151. Brill | Nijhoff, 2006. http://dx.doi.org/10.1163/ej.9781571053657.i-398.11.

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"Chapter III. Domestic Laws Of Countries Absolutely Prohibiting All Corporal Punishment Of Children." In Corporal Punishment of Children: A Human Rights Violation, 153–245. Brill | Nijhoff, 2006. http://dx.doi.org/10.1163/ej.9781571053657.i-398.15.

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