Physical Punishment for Children

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Introduction

This paper summarizes the systematic learning about the different aspects in regard to aggression and violence towards children. Physical assault as a means of punishment to children in the family and in other circumstances is now looked down as being a practice that is very harmful for the long-term development of the child. This paper will also delve into the issues as related to the claimed permissibility for meting out punishment to children by way of milder means of punishment in keeping with the traditional methods to bring about discipline in them. There is now a worldwide consensus that child abuse by way of physical and psychological means is an abhorrent practice and that sincere efforts have to be made in putting an end to such practices. Some actions against children such as spanking are accepted in some cultures but not tolerated in others (Benjet, C., & Kazdin, A. E, 2003). Other forms of physical abuse such as forced confinement and restraint in a room are also considered by some as being legitimate methods of punishing children while they are not accepted in other societies (Guterman, N. B, 1997). Agencies such as the United Nations can play a vital role in this regard, and the UN has taken initiatives by emphasizing on scientific inputs and other perceptions in regard to the punishment of children. Keeping in mind the given perspectives in regard to child abuse in the context of physical punishment, this paper will examine the pros and cons of different programs to prevent abuse of children by way of any kind of physical or psychological punishment to them. The implications that combine the strength of advocacy and science will be considered with reference to the scientific evidence as related to physical discipline amongst children in the school and family (Patterson, G. R., & Fisher, P. A, 2002). This paper will also examine the methods to reduce physical punishment to children and the different ways in which physical discipline amongst children can be brought about in the family and school settings.

There is need to have knowledge regarding the present facts as related to the extent of child abuse prevalent in this regard in different societies, regions and countries. There is also need to ascertain and determine as to what is acceptable as a logical and humane means of punishment to children so that they remain in discipline. Whenever there is a lack of consensus about the desired objectives, scientific methods can be used to get information and to evaluate the best possible means to achieve a situation whereby physical child abuse is reduced. If a scientific evaluation of the programs and policies is done, traditional means of imparting physical discipline can be reduced by formulating action plans to address both view points (Petrosino, A et al, 2000).

According to Chaffin and Friedrich (2004) there have been innumerable scientific reviews aimed at ascertaining the extent of success of different programs in preventing punishment to children. There are certain programs that use home visits to associate parents and community support services to educate them about parental responsibilities (Roberts, I., Kramer, M. S., & Suissa, S, 1996). All programs in this regard are implemented because children, like all humans have the right to be respected for their physical and human dignity, which is now widely recognized as a human rights law. It is fully established that corporal punishment of children violates the given laws in this regard. Article 19 of the UN Convention on the Rights of the Child makes it obligatory for states to guard children against any kind of mental or physical violence while they are under the caring of their parents or any other persons. Article 28 requires that all schools must engage in bringing discipline which is administered in a way that the childs dignity is not compromised in any way. Article 37 requires that children should not be made to undergo any kind of cruelty or torture by way of degrading and inhuman treatment as punishment, wherever they may be. The UN Committee on the Rights of the Child monitors such implementation and ensures that there is prohibition by law of all kinds of punishment to children at any place including juvenile centers, schools and family settings (Straus, M. A, 2001).

Physical punishment to children leads to serious consequences in terms of physical injury and hurt and has serious adverse consequences on the psychological state of the child which also adversely impacts society at large. A number of research studies have concluded that children feel similarly about the negative effects of forced discipline resulting from physical punishment to them. Children from all over the world have expressed resentment over the practice of being made to undergo physical punishment by parents and teachers, which invariably leads to their feeling demoralized and having feelings of sadness, pain and fear (Polaha, J., Larzelere et al, 2004). Under such circumstances they suffer from lack of confidence. They develop tendencies to run away from home, feel lonesome, do not feel like talking or eating, they feel guilty and become indifferent,. There is increasing tendency amongst such children to develop hate and in acute cases they would want to commit suicide, or to even hurt and injure others (Paolucci, E. O, & Violato, C, 2004).

Conclusion

Children have the right to get protected against all kinds of physical punishment to them. The question is not of how effective the disciplinary action against corporal punishment proves to become in preventing such instances, but it is more pertinent to recognize that such forms of punishment breach the right of the child in getting the due respect for his physical integrity and human dignity. It is essential for the child to be developed in keeping with approaches of non violence, participation and positive development (Lansford, J. E et al, 2004).

References

Benjet, C., & Kazdin, A. E. (2003). Spanking children: The controversies, findings, and new directions. Clinical Psychology Review, 23, 197-224.

Chaffin, M., & Friedrich, B. (2004). Evidence-based treatments in child abuse and neglect.

Children and Youth Services Review, 26, 1097-1113.

Guterman, N. B. (1997). Early prevention of physical child abuse and neglect: Existing evidence and future directions. Child Maltreatment, 2, 12-34.

Lansford, J. E., Deater-Deckard, K., Dodge, K. A., Bates, J. E., & Pettit, G. S. (2004). Ethnic differences in the link between physical discipline and later adolescent externalizing behaviors. Journal of Child Psychology & Psychiatry, 45, 801-812.

Paolucci, E. O., & Violato, C. (2004). A meta-analysis of the published research on the affective, cognitive, and behavioral effects of corporal punishment. Journal of Psychology, 138, 197-221.

Patterson, G. R., & Fisher, P. A. (2002). Recent developments in our understanding of parenting:

Bidirectional effects, causal models, and the search for parsimony. In M. H. Bornstein (Ed.),

Handbook of parenting: Vol. 5. Practical issues in parenting (2nd ed., pp. 59-88). Mahwah, NJ: Erlbaum.

Petrosino, A., Turpin-Petrosino, C., & Finckenauer, J. O. (2000). Well-meaning programs can have harmful effects! Lessons from experiments of programs such as Scared Straight. Crime & Delinquency, 46, 354-379.

Polaha, J., Larzelere, R. E., Shapiro, S. K., & Pettit, G. S. (2004). Physical discipline and child Behavior problems: A study of ethnic group differences. Parenting: Science and Practice, 4, 339-360.

Roberts, I., Kramer, M. S., & Suissa, S. (1996). Does home visiting prevent childhood injury? A Systematic review of randomised controlled trials. BMJ: British Medical Journal, 312, 29-33.

Straus, M. A. (2001). Beating the devil out of them: Corporal punishment in American families and its effects on children (2nd ed.). New Brunswick, NJ: Transaction.

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Physical Punishment for Children

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