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THE CASE AGAINST CORPORAL PUNISHMENT OF CHILDREN Converging Evidence From Social Science Research
"... Although support for corporal punishment of children remains widespread in the United States, there is a substantial body of research from psychology and its allied disciplines indicating corporal punishment is ineffective as a disciplinary practice and can have unintended negative effects on childr ..."
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Although support for corporal punishment of children remains widespread in the United States, there is a substantial body of research from psychology and its allied disciplines indicating corporal punishment is ineffective as a disciplinary practice and can have unintended negative effects on children. At the same time, there is a growing momentum among other countries to enact legal bans on all forms of corporal punishment, bolstered by the fact that the practice has come to be regarded as a violation of international human rights law. The authors summarize these developments in research and law as well as the current legal status of corporal punishment of children in the United States. The authors conclude with 4 proposed program and policy strategies to reduce the use of corporal punishment in the United States by both parents and school personnel.
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"... In the ‘best interest ’ of the student: perceptions and implications for leadership practices in secondary schools in Kenya ..."
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In the ‘best interest ’ of the student: perceptions and implications for leadership practices in secondary schools in Kenya
Subjectivity in Disciplinary Decision Making in Diverse Settings?
"... This study explores the court system’s treatment of students ’ Fourth Amendment rights in cases emerging from contrasting minority school settings and whether discrepancies exist in case outcomes between these extremes. From virtually every search and seizure case that occurred between the 1985 U.S. ..."
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This study explores the court system’s treatment of students ’ Fourth Amendment rights in cases emerging from contrasting minority school settings and whether discrepancies exist in case outcomes between these extremes. From virtually every search and seizure case that occurred between the 1985 U.S. Supreme Court case in New Jersey v. T.L.O. and December 2003, data for each search and how it was administered were gathered and analyzed. Findings suggest discrepancies in the manner in which student searches are administratively justified and subsequently treated (e.g., school disciplinary infraction versus criminal violation) by school officials. Implications for leadership and the role of emotion in legal decision making are presented.
Effects of Banning Corporal Punishment on Discipline in South African Schools: A Case Study of Secondary Schools in Sekhukhune District, Limpopo Province
, 2014
"... The banning of corporal punishment in South African schools sparked an intense debate after 1996. Legislation was put into operation to this effect and educators and all stakeholders in education were mandated to abide. Prior research and literature show that since the abolition of corporal punishme ..."
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The banning of corporal punishment in South African schools sparked an intense debate after 1996. Legislation was put into operation to this effect and educators and all stakeholders in education were mandated to abide. Prior research and literature show that since the abolition of corporal punishment, there has been a deterioration of discipline in schools. This article addresses this argument and through the use of qualitative focus-group interviews with educators, it is revealed that there is indeed a decline in the level of discipline in schools since the prohibition of corporal punishment. It was also discovered that there is a predicament in applying contemporary disciplinary measures due to, among other reasons, a lack of training and in some cases minimal training regarding alternatives to corporal punishment provided by the Department of Education and the ambiguity thereof.
Position Statement CORPORAL PUNISHMENT
"... The National Association of School Psychologists (NASP) opposes the use of corporal punishment in schools and supports removal of legal sanctions for its use. Further, NASP resolves to educate the public about the effects of corporal punishment and to provide alternatives to its use, and will encour ..."
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The National Association of School Psychologists (NASP) opposes the use of corporal punishment in schools and supports removal of legal sanctions for its use. Further, NASP resolves to educate the public about the effects of corporal punishment and to provide alternatives to its use, and will encourage research and the dissemination of information about corporal punishment effects and alternatives. Corporal punishment of students is the intentional infliction of pain or discomfort and/or the use of physical force upon a student in order to stop or change behavior (Hyman & Perone, 1998). In the United States, the most typical form of school corporal punishment is striking a student’s buttocks with a wooden paddle by a school authority because it is believed that the student has disobeyed a rule. Notably, the United States and parts of Canada remain the only developed countries to allow corporal punishment (Robinson, Funk, Beth, & Bush, 2005). Within the United States, corporal punishment is only allowed in schools; it has been banned in prisons and mental health institutions (Andero & Stewart, 2002). Between the 1980s and the mid-1990s, the use of corporal punishment in schools declined rapidly due to waning public acceptance, increased litigation against school boards and educators regarding
An Evaluation of a University Peer-Mentoring Training Programme
"... This study of a university peer-mentoring training programme evaluated mentor reaction, learning, transfer of learning and impact on organizational goals. Using quantitative and qualitative measures, the study found that the mentors reacted positively to the training, that training enabled mentors t ..."
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This study of a university peer-mentoring training programme evaluated mentor reaction, learning, transfer of learning and impact on organizational goals. Using quantitative and qualitative measures, the study found that the mentors reacted positively to the training, that training enabled mentors to develop and reinforce skills and encourage them to establish and maintain networks, or social capital, throughout the university. Peer-mentors reported transferring skills and identified effects beyond mentoring. The study affords insights into the training requirements and learning experience of peer-mentors and shows that mentor training is indispensable in providing tools and techniques and an opportunity to reflect on practice, and in facilitating the feedback necessary to continuous improvement in the mentoring capacity.
