Some of our teachers are so imbued with the idea that violence solves problems for them at school that they don't realize that there is an effective alternative discipline that is humane and violence free. They are not alone in this trap. Parents and learners too also strongly believe that inflicting reasonable pain is morally an acceptable disciplinary measure, and a deterrent. This study seeks to understand the reasons that make teachers perpetuate the culture of corporal punishment today, despite the fact that the 1996 South African Schools Act abolished the practice in all public and private institutions by declaring that the use of any form of physical punishment is unlawful and unconstitutional. Anyone, therefore, who contravenes the act, is guilty of an offence. This legal concept seems to be confined within public and private institutions, and does not extend to the parents at home and to society at large, where the culture of physical punishment is still widely practiced. From the point of view of Systems Theory we regard a school as a social system. Regard for the perspectives of the people involved in this human system is important in identifying problem situations, exploring them, and developing a grounded theory to account for them. In this study I employ the Primary Research Paradigm and use surveys as a means of collecting the research data. Winberg (1997:30) says that Primary research occurs through direct interaction between the researcher and the researched. It is sensitive and sees with the eyes of the researched and walks in their shoes. I use triangulation, combining conversations, interviews, observations, questionnaires and documentary analysis to collect data on the feelings, attitudes and perceptions of teachers, learners and parents. / Thesis (M.Com.)-University of KwaZulu-Natal, 2008.

Thesis (Psy. D.)--Indiana University of Pennsylvania. / Includes bibliographical references.

Bullying é o comportamento agressivo, ofensivo, repetitivo e frequente, perpetrado por uma pessoa ou grupo contra outra ou outros, com a intenção de ferir e humilhar, em uma relação desigual de poder. O bullying está associado a uma série de transtornos mentais, com repercussões importantes na vida adulta tanto das vítimas como dos agressores. O envolvimento com a prática de bullying na escola por crianças e adolescentes demonstra uma falha no processo de socialização, do desenvolvimento de empatia e de autocontrole, que uma disciplina parental apropriada deveria prover. Assim, torna-se importante compreender como as práticas utilizadas pelos pais para disciplinar estão associadas à prática de bullying na escola, de forma que intervenções mais abrangentes, além do âmbito escolar, possam ser implementadas. O presente estudo teve como objetivo verificar como práticas usualmente utilizadas pelos pais para disciplinar e controlar o comportamento de seus filhos estão associadas à prática de bullying por seus filhos, comparados com o grupo de adolescentes que não praticam bullying. Tanto práticas punitivas e assertivas, quanto práticas indutivas, positivas, foram investigadas. Especificamente, buscou-se verificar a associação entre o uso parental de punições corporais e agressão psicológica e a prática de bullying por seus filhos no ambiente escolar. Os participantes do estudo foram randomicamente selecionados a partir de uma amostra comunitária de 2.457 adolescentes que participaram do Projeto Transtornos de Ansiedade da Infância e Adolescência (PROTAIA), realizado em seis escolas públicas pertencentes à área de abrangência da Unidade Básica de Saúde Santa Cecília, do Hospital de Clínicas de Porto Alegre, realizado entre 2008 e 2009. Como critérios de inclusão do estudo atual, os adolescentes deveriam ter entre 10 e 15 anos, estarem ainda estudando nas escolas onde foram anteriormente avaliados e estarem presentes na escola no dia da coleta de dados. Uma versão brasileira para o Questionário de Bullying de Olweus foi utilizada para medir a frequência de bullying entre os alunos. O Dimensions of Discipline Inventory (DDI) – Child Report foi utilizado para avaliar a frequência de utilização de práticas parentais de disciplina punitivas e indutivas. Os instrumentos foram respondidos pelos adolescentes após a autorização dos pais. A associação entre prática de bullying e práticas parentais de disciplina foi verificada através de regressão logística. Dos 247 adolescentes avaliados, 98 (39,7%) praticavam bullying na escola uma ou mais vezes por semana, 107(43,3%) informaram terem sido fisicamente punidos no último ano e, destes, 38 (35,5%) referiram receber punições uma ou mais vezes por semana. A maior frequência de utilização de práticas punitivas, tanto pela mãe, quanto pelo pai, mostrou-se significativamente associada à prática de bullying por seus filhos. As mães que mais frequentemente utilizavam punição como disciplina apresentaram quatro vezes maior chance de ter um filho que pratica bullying na escola (OR= 4,36; IC95%= 1,87-10,16; p<0,001). Entre as diversas práticas de disciplina assertiva e punitiva, a agressão psicológica e as punições corporais foram as que apresentaram maior odds ratio; porém, a disciplina indutiva não apresentou associação. Os adolescentes que identificaram a figura paterna como não sendo o pai biológico apresentaram o dobro de chance de praticar bullying (OR=2,21; IC95%=1,25-3,91; p=0,009). O estudo demonstrou que práticas punitivas, usualmente utilizadas pelos pais com o objetivo de disciplinar e controlar o comportamento dos filhos, estão associadas à prática de bullying. Pesquisas que visem identificar por quais processos os diferentes membros da família influenciam o comportamento de bullying são necessárias. / Bullying is conceptualized as repeated behaviors performed by individuals with the intention of imposing psychological and physical harms to, or social isolation for, less powerful peers, through physical, verbal, and relational aggression for an extended period of time. It is associated with mental health problems and it has major consequences through the lifetime. Bullying perpetration at school reveals an impairment in both socialization process and development of empathy and self-control skills; characteristics that a good range of parental discipline should provide. Understanding how parental discipline practices are associated with bullying perpetration may furnish grounds for broader interventions involving families. The present study aimed to investigate the association between common parental discipline practices, either power assertive/punitive or inductive, and adolescent bullying perpetration, compared to students who were not classified as being bullies. Specifically, we looked for associations of corporal punishment and psychological aggression by parents with bullying at school. A random list of adolescents was created out of the database of 2,457 participants from the community screening phase of the PROTAIA Project (Childhood and Adolescence Anxiety disorders Project) , involving six schools of the catchment area of the Primary Care Unit of Hospital de Clínicas de Porto Alegre. The study was carried out between 2008 and 2009. In order to be eligible, participants should still be attending the same school where they were previously assessed, should be present at school on the day of the current data collection, and at an age between 10 to 15 years old. A Brazilian modified version of the Olweus Bully Victim Questionnaire was used to measure the frequency of bullying behavior. The Dimensions of Discipline Inventory (DDI) – Child Report was used to assess the frequency of the parental discipline practices, either power assertive/punitive or inductive. Students completed the questionnaires after parental authorization through a dissent form approach. Associations between the independent variables and the outcome were tested using binary logistic regression. The final sample consisted of 247 students, from which 98 (39.7%) had bullied others at school at least once a week in the current year, and were classified as bullies. Nearly half (n=107; 43.3%) reported having been physically punished in the current year, whereas 38 (35.5%) reported parental corporal punishment at least once a week. The usage of power assertive/punitive discipline, either by the mother or by the father, was significantly associated with their children’s bullying behavior at school. Mothers who mostly used power assertion and punishment as discipline were 4.36 (CI95%: 1.87-10.16; p<.001) times more likely of having a child who bullied others at school. Inductive discipline was not overall associated with bullying (p>.05). Examining each specific parental method within the power assertive/punitive discipline scale, mild forms of corporal punishment, such as spanking, and psychological aggression, either by the mother or the father, had the highest odds ratios. Being disciplined by a father figure who was not the biological father had more than twice the odds (OR=2.21; IC95%=1.25-3.91; p=.009) of the adolescent being a bully. Our study showed that bullying perpetration is strongly associated with common punitive practices used by parents to control their children’s behavior. More research is needed to identify the precise mechanisms by which family member may influence children's bullying behavior.

Protection of personality of the child focused on protection of physical integrity of the child This thesis deals with protection of personality of the child. It is not possible to cover the whole area of the protection of personality of the child, therefore, this diploma thesis focuses on the problems of the protection of physical integrity of the child, compulsory vaccination and corporal punishments. Using the descriptive and analytical method, comparative method and historical method, the aim of this thesis is to analyse and to evaluate the Czech law of protection of personality of the child, especially the protection of physical integrity of the child, to analyse the selected issues of the physical integrity of the child and to predict the further development in this area. Our current legal arrangement is compared with that of Germany and Slovakia. The text is concerned mainly with the protection of physical integrity of the child in the Czech Republic. The diploma thesis is divided into three parts, introduction and ending. For reader's convenience, parts are further divided into chapters and subchapters The first part is focused on the definition primary terms. This part contains a historical sketch of the protection of children focused on Convention on the Rights of the Child [including...

Submitted by Oliveira Santos Dilzaná (dilznana@yahoo.com.br) on 2016-03-31T18:54:21Z No. of bitstreams: 1 DISSERTAÇÃO MISAEL DE SOUSA SANTOS.pdf: 1487074 bytes, checksum: a4f3495e5c89176bd975eafdf0e4d8a0 (MD5) / Approved for entry into archive by Ana Portela (anapoli@ufba.br) on 2016-04-06T14:21:53Z (GMT) No. of bitstreams: 1 DISSERTAÇÃO MISAEL DE SOUSA SANTOS.pdf: 1487074 bytes, checksum: a4f3495e5c89176bd975eafdf0e4d8a0 (MD5) / Made available in DSpace on 2016-04-06T14:21:53Z (GMT). No. of bitstreams: 1 DISSERTAÇÃO MISAEL DE SOUSA SANTOS.pdf: 1487074 bytes, checksum: a4f3495e5c89176bd975eafdf0e4d8a0 (MD5) / Esta dissertação analisa os sentidos e os significados atribuídos pelos policiais militares aos usos da força física em seu cotidiano profissional. Dentre os significados atribuídos por estes atores sociais, o uso da força física como forma de castigo corporal assume relevância e torna-se a principal questão analisada. O universo simbólico e a visão de mundo dos policiais militares – expressos através de seus discursos – ganham centralidade analítica e permitem compreender e interpretar os contextos sociais, as justificativas morais e os atores sociais que são alvos do uso da força física como castigo corporal. Em linhas gerais, é uma problematização acerca da sócio-dinâmica dos usos da força física por policiais militares durante suas interações com a sociedade. This dissertation analyzes the senses and meanings attributed by the military police officers to use physical force in their daily professional life. Among the meanings attributed by these social actors, the use of physical force as a form of corporal punishment is relevant and becomes the main issue analyzed. The symbolic universe and the world view of the military police - expressed through their speeches - gain analytical centrality and allow to understand and interpret the social contexts moral justifications and social actors that are targets of the use of physical force as corporal punishment. Generally speaking, it is a problematization regarding the socio-dynamics of use of physical force by military police officers during his interactions with society.

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.

Bullying é o comportamento agressivo, ofensivo, repetitivo e frequente, perpetrado por uma pessoa ou grupo contra outra ou outros, com a intenção de ferir e humilhar, em uma relação desigual de poder. O bullying está associado a uma série de transtornos mentais, com repercussões importantes na vida adulta tanto das vítimas como dos agressores. O envolvimento com a prática de bullying na escola por crianças e adolescentes demonstra uma falha no processo de socialização, do desenvolvimento de empatia e de autocontrole, que uma disciplina parental apropriada deveria prover. Assim, torna-se importante compreender como as práticas utilizadas pelos pais para disciplinar estão associadas à prática de bullying na escola, de forma que intervenções mais abrangentes, além do âmbito escolar, possam ser implementadas. O presente estudo teve como objetivo verificar como práticas usualmente utilizadas pelos pais para disciplinar e controlar o comportamento de seus filhos estão associadas à prática de bullying por seus filhos, comparados com o grupo de adolescentes que não praticam bullying. Tanto práticas punitivas e assertivas, quanto práticas indutivas, positivas, foram investigadas. Especificamente, buscou-se verificar a associação entre o uso parental de punições corporais e agressão psicológica e a prática de bullying por seus filhos no ambiente escolar. Os participantes do estudo foram randomicamente selecionados a partir de uma amostra comunitária de 2.457 adolescentes que participaram do Projeto Transtornos de Ansiedade da Infância e Adolescência (PROTAIA), realizado em seis escolas públicas pertencentes à área de abrangência da Unidade Básica de Saúde Santa Cecília, do Hospital de Clínicas de Porto Alegre, realizado entre 2008 e 2009. Como critérios de inclusão do estudo atual, os adolescentes deveriam ter entre 10 e 15 anos, estarem ainda estudando nas escolas onde foram anteriormente avaliados e estarem presentes na escola no dia da coleta de dados. Uma versão brasileira para o Questionário de Bullying de Olweus foi utilizada para medir a frequência de bullying entre os alunos. O Dimensions of Discipline Inventory (DDI) – Child Report foi utilizado para avaliar a frequência de utilização de práticas parentais de disciplina punitivas e indutivas. Os instrumentos foram respondidos pelos adolescentes após a autorização dos pais. A associação entre prática de bullying e práticas parentais de disciplina foi verificada através de regressão logística. Dos 247 adolescentes avaliados, 98 (39,7%) praticavam bullying na escola uma ou mais vezes por semana, 107(43,3%) informaram terem sido fisicamente punidos no último ano e, destes, 38 (35,5%) referiram receber punições uma ou mais vezes por semana. A maior frequência de utilização de práticas punitivas, tanto pela mãe, quanto pelo pai, mostrou-se significativamente associada à prática de bullying por seus filhos. As mães que mais frequentemente utilizavam punição como disciplina apresentaram quatro vezes maior chance de ter um filho que pratica bullying na escola (OR= 4,36; IC95%= 1,87-10,16; p<0,001). Entre as diversas práticas de disciplina assertiva e punitiva, a agressão psicológica e as punições corporais foram as que apresentaram maior odds ratio; porém, a disciplina indutiva não apresentou associação. Os adolescentes que identificaram a figura paterna como não sendo o pai biológico apresentaram o dobro de chance de praticar bullying (OR=2,21; IC95%=1,25-3,91; p=0,009). O estudo demonstrou que práticas punitivas, usualmente utilizadas pelos pais com o objetivo de disciplinar e controlar o comportamento dos filhos, estão associadas à prática de bullying. Pesquisas que visem identificar por quais processos os diferentes membros da família influenciam o comportamento de bullying são necessárias. / Bullying is conceptualized as repeated behaviors performed by individuals with the intention of imposing psychological and physical harms to, or social isolation for, less powerful peers, through physical, verbal, and relational aggression for an extended period of time. It is associated with mental health problems and it has major consequences through the lifetime. Bullying perpetration at school reveals an impairment in both socialization process and development of empathy and self-control skills; characteristics that a good range of parental discipline should provide. Understanding how parental discipline practices are associated with bullying perpetration may furnish grounds for broader interventions involving families. The present study aimed to investigate the association between common parental discipline practices, either power assertive/punitive or inductive, and adolescent bullying perpetration, compared to students who were not classified as being bullies. Specifically, we looked for associations of corporal punishment and psychological aggression by parents with bullying at school. A random list of adolescents was created out of the database of 2,457 participants from the community screening phase of the PROTAIA Project (Childhood and Adolescence Anxiety disorders Project) , involving six schools of the catchment area of the Primary Care Unit of Hospital de Clínicas de Porto Alegre. The study was carried out between 2008 and 2009. In order to be eligible, participants should still be attending the same school where they were previously assessed, should be present at school on the day of the current data collection, and at an age between 10 to 15 years old. A Brazilian modified version of the Olweus Bully Victim Questionnaire was used to measure the frequency of bullying behavior. The Dimensions of Discipline Inventory (DDI) – Child Report was used to assess the frequency of the parental discipline practices, either power assertive/punitive or inductive. Students completed the questionnaires after parental authorization through a dissent form approach. Associations between the independent variables and the outcome were tested using binary logistic regression. The final sample consisted of 247 students, from which 98 (39.7%) had bullied others at school at least once a week in the current year, and were classified as bullies. Nearly half (n=107; 43.3%) reported having been physically punished in the current year, whereas 38 (35.5%) reported parental corporal punishment at least once a week. The usage of power assertive/punitive discipline, either by the mother or by the father, was significantly associated with their children’s bullying behavior at school. Mothers who mostly used power assertion and punishment as discipline were 4.36 (CI95%: 1.87-10.16; p<.001) times more likely of having a child who bullied others at school. Inductive discipline was not overall associated with bullying (p>.05). Examining each specific parental method within the power assertive/punitive discipline scale, mild forms of corporal punishment, such as spanking, and psychological aggression, either by the mother or the father, had the highest odds ratios. Being disciplined by a father figure who was not the biological father had more than twice the odds (OR=2.21; IC95%=1.25-3.91; p=.009) of the adolescent being a bully. Our study showed that bullying perpetration is strongly associated with common punitive practices used by parents to control their children’s behavior. More research is needed to identify the precise mechanisms by which family member may influence children's bullying behavior.

abstract: Employing narrative ways of inquiry, this study interrogated how a reform action--legal banning corporal punishment in schools, which was intentionally introduced into Taiwanese society by advocates as a social movement strategy at a time when the incidence rate of school corporal punishment was high--could contribute to ending educators' use of corporal punishment. From the narratives of the teachers who believed in corporal punishment, we see how the school system itself contributed to passing, mostly without educators' consciousness of doing so, from one generation to another, a punitive mind that deems punishment a necessity and humans to be incapable of self-regulation without extrinsic force. It is this punitive way of thinking, deeply rooted in Taiwanese culture that was challenged by the legal ban. The transformation of the punitive mind requires a psychological subject-object perspective move that allows the mind to break the identification with a previously built teacher identity submitting to coercive authority. Alternative values, beliefs, and ideas--particularly the caring, trusting, respectful and persuasive approaches to interpersonal relationship--must be brought into personal experiences in order to transform the punitive mind. However, the availability of alternatives does not guarantee transformation, nor does a pure logical reasoning of the alternatives make true transformation to happen. Transformation was discovered to happen in those moments, either in narrative critical reflection or in action, when the mind sees those stories of others or themselves that were once familiar but can be realized, interpreted, retold, or recreated if using a new set of assumptions and perspectives. The effects of the legal ban were mixed. It contributed to the decline of the most well-recognized form of corporal punishment--hitting students by sticks--and offered teachers who disbelieve corporal punishment, previously questioned and crowed out by their colleagues who hit, a strong backup to justify their opposition to sticks. And the ban created opportunities for teacher to learn alternatives. Nevertheless, because the wrongdoing-punishment disciplinary framework still dominates school campuses, the ban also led to the increase or creation of new forms of coercive and humiliating measures that could not be constrained by this legal ban. / Dissertation/Thesis / Ph.D. Educational Psychology 2013

Bullying é o comportamento agressivo, ofensivo, repetitivo e frequente, perpetrado por uma pessoa ou grupo contra outra ou outros, com a intenção de ferir e humilhar, em uma relação desigual de poder. O bullying está associado a uma série de transtornos mentais, com repercussões importantes na vida adulta tanto das vítimas como dos agressores. O envolvimento com a prática de bullying na escola por crianças e adolescentes demonstra uma falha no processo de socialização, do desenvolvimento de empatia e de autocontrole, que uma disciplina parental apropriada deveria prover. Assim, torna-se importante compreender como as práticas utilizadas pelos pais para disciplinar estão associadas à prática de bullying na escola, de forma que intervenções mais abrangentes, além do âmbito escolar, possam ser implementadas. O presente estudo teve como objetivo verificar como práticas usualmente utilizadas pelos pais para disciplinar e controlar o comportamento de seus filhos estão associadas à prática de bullying por seus filhos, comparados com o grupo de adolescentes que não praticam bullying. Tanto práticas punitivas e assertivas, quanto práticas indutivas, positivas, foram investigadas. Especificamente, buscou-se verificar a associação entre o uso parental de punições corporais e agressão psicológica e a prática de bullying por seus filhos no ambiente escolar. Os participantes do estudo foram randomicamente selecionados a partir de uma amostra comunitária de 2.457 adolescentes que participaram do Projeto Transtornos de Ansiedade da Infância e Adolescência (PROTAIA), realizado em seis escolas públicas pertencentes à área de abrangência da Unidade Básica de Saúde Santa Cecília, do Hospital de Clínicas de Porto Alegre, realizado entre 2008 e 2009. Como critérios de inclusão do estudo atual, os adolescentes deveriam ter entre 10 e 15 anos, estarem ainda estudando nas escolas onde foram anteriormente avaliados e estarem presentes na escola no dia da coleta de dados. Uma versão brasileira para o Questionário de Bullying de Olweus foi utilizada para medir a frequência de bullying entre os alunos. O Dimensions of Discipline Inventory (DDI) – Child Report foi utilizado para avaliar a frequência de utilização de práticas parentais de disciplina punitivas e indutivas. Os instrumentos foram respondidos pelos adolescentes após a autorização dos pais. A associação entre prática de bullying e práticas parentais de disciplina foi verificada através de regressão logística. Dos 247 adolescentes avaliados, 98 (39,7%) praticavam bullying na escola uma ou mais vezes por semana, 107(43,3%) informaram terem sido fisicamente punidos no último ano e, destes, 38 (35,5%) referiram receber punições uma ou mais vezes por semana. A maior frequência de utilização de práticas punitivas, tanto pela mãe, quanto pelo pai, mostrou-se significativamente associada à prática de bullying por seus filhos. As mães que mais frequentemente utilizavam punição como disciplina apresentaram quatro vezes maior chance de ter um filho que pratica bullying na escola (OR= 4,36; IC95%= 1,87-10,16; p<0,001). Entre as diversas práticas de disciplina assertiva e punitiva, a agressão psicológica e as punições corporais foram as que apresentaram maior odds ratio; porém, a disciplina indutiva não apresentou associação. Os adolescentes que identificaram a figura paterna como não sendo o pai biológico apresentaram o dobro de chance de praticar bullying (OR=2,21; IC95%=1,25-3,91; p=0,009). O estudo demonstrou que práticas punitivas, usualmente utilizadas pelos pais com o objetivo de disciplinar e controlar o comportamento dos filhos, estão associadas à prática de bullying. Pesquisas que visem identificar por quais processos os diferentes membros da família influenciam o comportamento de bullying são necessárias. / Bullying is conceptualized as repeated behaviors performed by individuals with the intention of imposing psychological and physical harms to, or social isolation for, less powerful peers, through physical, verbal, and relational aggression for an extended period of time. It is associated with mental health problems and it has major consequences through the lifetime. Bullying perpetration at school reveals an impairment in both socialization process and development of empathy and self-control skills; characteristics that a good range of parental discipline should provide. Understanding how parental discipline practices are associated with bullying perpetration may furnish grounds for broader interventions involving families. The present study aimed to investigate the association between common parental discipline practices, either power assertive/punitive or inductive, and adolescent bullying perpetration, compared to students who were not classified as being bullies. Specifically, we looked for associations of corporal punishment and psychological aggression by parents with bullying at school. A random list of adolescents was created out of the database of 2,457 participants from the community screening phase of the PROTAIA Project (Childhood and Adolescence Anxiety disorders Project) , involving six schools of the catchment area of the Primary Care Unit of Hospital de Clínicas de Porto Alegre. The study was carried out between 2008 and 2009. In order to be eligible, participants should still be attending the same school where they were previously assessed, should be present at school on the day of the current data collection, and at an age between 10 to 15 years old. A Brazilian modified version of the Olweus Bully Victim Questionnaire was used to measure the frequency of bullying behavior. The Dimensions of Discipline Inventory (DDI) – Child Report was used to assess the frequency of the parental discipline practices, either power assertive/punitive or inductive. Students completed the questionnaires after parental authorization through a dissent form approach. Associations between the independent variables and the outcome were tested using binary logistic regression. The final sample consisted of 247 students, from which 98 (39.7%) had bullied others at school at least once a week in the current year, and were classified as bullies. Nearly half (n=107; 43.3%) reported having been physically punished in the current year, whereas 38 (35.5%) reported parental corporal punishment at least once a week. The usage of power assertive/punitive discipline, either by the mother or by the father, was significantly associated with their children’s bullying behavior at school. Mothers who mostly used power assertion and punishment as discipline were 4.36 (CI95%: 1.87-10.16; p<.001) times more likely of having a child who bullied others at school. Inductive discipline was not overall associated with bullying (p>.05). Examining each specific parental method within the power assertive/punitive discipline scale, mild forms of corporal punishment, such as spanking, and psychological aggression, either by the mother or the father, had the highest odds ratios. Being disciplined by a father figure who was not the biological father had more than twice the odds (OR=2.21; IC95%=1.25-3.91; p=.009) of the adolescent being a bully. Our study showed that bullying perpetration is strongly associated with common punitive practices used by parents to control their children’s behavior. More research is needed to identify the precise mechanisms by which family member may influence children's bullying behavior.

M.A. / The child and youth care system in South Africa was transformed on recommendations of the Inter-Ministerial Committee on the Transformation of the Child and Youth Care System in 1996. The South African Constitution, The Bill of Rights and the Children’s Act 38 of 2005 and its amendment Children’s Act 41 of 2007 ensure that the best interest of children is paramount in all services to children. Corporal punishment was abolished as a method of disciplining children because of its punitive nature and the negative effects it had on children. The motivation for this study arose from the need of the researcher to find out what has replaced corporal punishment, if anything, in the rights-based post corporal punishment era. The objectives for the study were: to explore what was perceived as challenging behavior by the children and child care workers, to establish what methods were used to manage what was perceived as challenging behavior, to explore what training was received by the child care workers to assist them in managing challenging behavior and to make recommendations on the findings. An exploratory, descriptive qualitative research design approach was found to be suitable for this qualitative study. Focus groups were conducted as a means of collecting data. Findings from the study indicated that not much had changed with regards to the methods used to discipline children in the institution post the corporal punishment era. From the study it could be deduced that there is still a lot to be done in terms of alternatives in managing challenging behaviour of children. The study makes recommendations that will involve all significant role players including children in managing challenging behaviour in places of care.