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A survey on the occurrence and effects of corporal punishment on children in the homeSmith, Elizabeth, 1983- 11 1900 (has links)
The aim of the current study was to determine the occurrence and effects of corporal punishment in the South African environment. Special attention was paid to themes that were derived from the literature. These themes were immediate compliance, aggression and the parental influence of corporal punishment.
This was a quantitative study which utilised a survey developed by the researcher using previous literature on the topic of corporal punishment. The sample was taken from four different schools in the Johannesburg area. The sample consisted of one hundred and twenty one children within middle childhood (N=121).
It was found that corporal punishment is occurring in South African homes. It was also found that children do not feel indifferent about the use of corporal punishment. When it came to the use of corporal punishment and socio-economic status, it was found that there is a significant correlation between the two. / Social Work / M.Diac (Play therapy)
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Discipline and disciplinary measures used at selected secondary schools.Narain, Anil P. January 2006 (has links)
The purpose of this study was to explore various aspects of discipline in
secondary schools inter alia the views of educators to changes regarding the
behaviour of learners today as compared to the past, the banning of corporal
punishment in schools, commitment to provide support, and to elicit alternative
methods of maintaining discipline. The study was an exploratory one aiming to
bring the views of the educator to the fore in clinical research. It was also
undertaken to spur other research into this area.
The study was undertaken with educators from the town of Verulam in the north
coast of Kwazulu- Natal, South Africa. All secondary schools in the area were
targeted. This was a possibility sample as it was peculiar to the context and is
valid because it does have resemblance to reality. The sample reflected the
remnants of the old apartheid educational structures. Various types of schools
were included inclusive of ex -House of Delegates, ex-Department of Education,
private and religion-based schools. The sample had semblance of the general
educator population. Educators in nine of the secondary schools responded to a
questionnaire. The structured questionnaire had a quantitative and qualitative
bias. The response rate was 58.3 percent. A statistical package was used to
analyse the statistical aspects of the questionnaire.
The results of the study indicate that educators believed that the incidents and
severity of learner misbehaviour had increased rapidly post 1996. A significantly
large number also stated that their superiors (the Department of Education-DOE)
have left a void with the banning of corporal punishment by provldinq little or no
alternatives to discipline learners. Many respondents believed that their authority
was undermined and it affected discipline and hence the culture of teaching and
learning. Serious offenders were handed to management of schools.
Management in schools were viewed as supportative although there was a call for consistency in the application of the schools' Code of Conduct. Numerous
methods of disciplining were suggested with the most popular being getting the
parent involved and personal counselling. Sadly, the third popular measure
believed to be effective was the use of corporal punishment, albeit it was used
by a small percentage of respondents. There was no significant difference in
views between male and female respondents. Various extraneous factors
influencing poor behaviour were postulated. The learners' background, role of
the parent and peer pressure, were viewed as most important. School
contextual factors such as large classes and poor resources were also noted.
Recommendations for better discipline and disciplinary measures were
highlighted. The study called for a review of the Code of Conduct as required by
the South African Schools Act 84 of 1996, with the focus being immediacy and
relevance of sanctions and the more frequent use of the parent-component, of
the Schools' Governing Body, in discipline. A more pro-active stance on the part
of the DOE in assisting educators, in disciplinary measures, at grass-root level
was recommended. The study also recommended further research into discipline
and disciplinary measures at secondary schools. / Thesis (LL.M.)-University of KwaZulu-Natal, Durban, 2006.
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預防體罰導致身體虐兒: 一個教育性的家長課程. / Prevention of child abuse resulting from physical punishment, an educaiton programme for parents / Prevention of child abuse resulting from physical punishment an education programme for parents (Chinese text) / CUHK electronic theses & dissertations collection / Digital dissertation consortium / Yu fang ti fa dao zhi shen ti nüe er: yi ge jiao yu xing de jia zhang ke cheng.January 2004 (has links)
文玉清. / 論文(哲學博士)--香港中文大學, 2004. / 附參考文獻. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Abstracts also in English. / Wen Yuqing. / Lun wen (Zhe xue bo shi)--Xianggang Zhong wen da xue, 2004. / Fu can kao wen xian.
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The coping strategies of teachers after the abolishment of corporal punishment at schoolsRambane, Tshendela Stephen 12 February 2015 (has links)
Department of Curriculum Studies and Education Management / MEd
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Corporal punishment and externalizing behaviors in toddlers: positive and harsh parenting as moderatorsMendez, Marcos D. January 1900 (has links)
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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Exploring sarcasm as a replacement for corporal punishment in public schools in South AfricaSegalo, L January 2013 (has links)
Published Articles / The dawn of a democratic South Africa in 1994 established a society entrenched in Human Rights milieu. As such, public schools are meant to align their policies with the rule of the law. Particularly, section 10 (1) of South African Schools Act, 84 1996 (hereafter SASA) respectfully prohibits the administration of corporal punishment directed at a learner in public schools. The subsequent section 10 (2) of SASA admonishes that any person contravening section 10 (1) of SASA is liable on conviction to a sentence which could be imposed for assault. These mentioned provisions of the school legislation are consistent with section 10 of the Constitution of the Republic of South Africa (RSA) which affords every person the inherent right to dignity of the person. Against the afore-mentioned legislative provisions, teachers have resorted to the use of sarcasm as a tool to inflict punishment in the manner that it could be equated with corporal punishment. Sarcasm is a form of language that is used to cause emotional and psychological harm, belittle, ridicule and humiliate the person it directed at. Judged against the provisions of the legislation governing schools in South African public schools, sarcasm could be said to be a direct violation of fundamental rights of learners to dignity of the person. In order to explore the intonation of sarcasm as supplement for corporal punishment the research paper employed a qualitative critical emancipatory research (CER) approach. Data gathered through a purposive sample of ten secondary teachers was analysed by the use of textual oriented discourse analyses.
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The compliance of selected schools in Swaziland with law and policy on corporal punishmentShongwe, Elmon Jabulane 12 1900 (has links)
The researcher aimed to investigate the laws and policies regulating the use of corporal punishment in Swaziland schools by benchmarking these against HRL, and to investigate the non-compliance of selected schools in the Hhohho and Manzini regions with these legal prescripts. This was done in the two participating schools in the study.
The study employed the qualitative approach, using two cases to source the information from the participants. Interviews and questionnaires were used to collect the data from the participants. The principals and their deputies were interviewed, whilst the teachers and learners responded to questionnaires.
The literature review revealed that the teachers tend not to adhere to the prescripts in respect of the abuse of corporal punishment. The literature review focusing on the Swaziland situation brought to light that the teachers go beyond the legal prescripts when administering corporal punishment.
The results indicated that in Swaziland corporal punishment is legal while, according to the Human Rights Law, it is a crime. The study indicated that teachers do not adhere to the legal prescripts on corporal punishment. Of the ten requirements for corporal punishment, the teachers complied fully with only two. It was also found that the teachers were not conversant with the legal prescripts. Some of the requirements did not seem viable to them to comply with.
The researcher recommended that the Swaziland Constitution be aligned with the Human Rights Law, and that principals monitor the abuse of corporal punishment. / Educational Leadership and Management / M. Ed. (Education Management)
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Die bestuur van opvoedkundig verantwoordbare tughandelinge aan die sekondêre skool20 November 2014 (has links)
M.Ed. (Educational Management) / Please refer to full text to view abstract
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Le droit de correction de l'enfant (1804-1935) : une coopération entre famille et Etat / The right to correct the child : cooperation between family and StateWruck Garcia Rangel, Alan 05 July 2016 (has links)
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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The examination of protective factors between corporal punishment and adolescent aggressionNeaverson, Aimee Elizabeth January 2018 (has links)
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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