Corporal Punishment

Corporal Punishment

Akhtar, S. I., Abdul, G., & Awan, A. G. (2018). The Impact Of Corporal Punishment On Students’ Performance In Public Schools. Global Journal of Management, Social Sciences and Humanities, 4(3), 606-621.

The authors’ objectives included drawing attention to the students’ diminishing performance and pinpointing their aggressive response towards corporal punishment. The study utilized a sample of three hundred respondents, who were selected randomly. According to the research questions, the study ought to have established the effect of corporal punishment on the student’s performance and the students’ reactions upon application. Questionnaires were used to collect data from the study’s participants. The data was analyzed quantitively to obtain results. The authors established that corporal punishment affects the students both mentally and physically. Their development processes in the two areas are interrupted, leading to poor academic and subsequent career performance. The authors highlight the strenuous relationships that occur between teachers and students. In addition, students’ absenteeism increases, and their self-confidence reduces.

Furthermore, more students drop out of school due to corporal punishment. None of the limitations are highlighted in the study. The authors recommend that the respective governments institute alternative forms of punishment that do not include infliction of physical pain.

 Alla, K. (2021, August). What does the evidence tell us about the physical punishment of children? Retrieved from Australian Institute of Family Studies: https://aifs.gov.au/cfca/2021/08/18/what-does-evidence-tell-us-about-physical-punishment-children

This resource is published on an Australian government website. The author provides a clear explanation of physical punishment and its prevalence. The author highlights that at least 80 per cent of individuals were punished physically as children. At least 51 per cent of these individuals use physical punishment on their offspring. Another 51 per cent are convinced that it is wrong to use physical punishment on children. The article reiterates the confusion among Australian parents as to where to draw the line between discipline and abuse. Through a systematic review of other studies, the author establishes that physical punishment does not guarantee the retention of positive behaviours in the long term. According to the results of 53 studies, the use of physical punishment has negative effects on children’s academic performance. It also encourages aggressive and violent behaviours. Other effects that result from physical punishment include low self-esteem, reduced cognitive ability, increased aggression, antisocial behaviours, mental health issues, emotional development challenges, and distant relationships with parents. Researchers have established that these effects can easily be carried into adulthood. Other studies reviewed by the author revealed that physical punishment is linked to partner violence in adulthood, which increases the risk of physically abusing others or being abused. The author strongly recommends, based on this information, that parents avoid the use of physical abuse to minimize the negative effects.

Cuartas, J., Weissman, D. G., & Sheridan, M. A. (2021). Corporal Punishment and Elevated Neural Response to Threat in Children. Child Development, 821-832. doi:https://doi.org/10.1111/cdev.13565

The authors acknowledge the high prevalence of spanking as a form of punishment around the world. The study sought to establish whether children who were spanked had altered neural functions while responding to stimuli that could suggest the likelihood of a threat in the environment in comparison to those who were not spanked. The sample representative of children who were spanked was forty, while those who were not spanked were 107. The study found that spanked children had greater activation in various regions of the brain. The specific areas were the medial and lateral prefrontal cortex, left medial frontal gyrus, dorsal anterior cingulate cortex, dorsomedial prefrontal cortex, and bilateral front pole. The increased brain activity was not viewed in the children who were not spanked. This brain activity was evaluated by showing the subjects different faces: fearful, calm, and distorted. The fearful faces elicited intense brain activity, while the neutral faces did not elicit significantly different brain activity in the two groups. The authors concluded that spanking children could change the neural responses to the threats in one’s environment in a way that is like or more dangerous forms of abuse. However, the actual spanking was not responsible for the altered brain activity in the anterior insula or amygdala. Instead, the emotional cues related to other maltreatment forms led to this observation. The study’s limitations included the inability to identify the abusers, the extent of abuse, the presence of confounders, which affected drawing causal conclusions, and the likelihood of underreporting since the assessment was based on the child’s report.

Miller-Perrin, C., & Perrin, R. (2018). Physical punishment of children by US parents: moving beyond debate to promote children’s health and well-being. Psicologia: Reflexão e Crítica, 31(16).

The authors’ objective was to explain the reasons for the continued support of physical punishment in the USA. The authors use a systematic review to examine the issue and fulfil the objective. They conclude that physical punishment harms children and violates their rights as human beings. It recommends acknowledgement of physical punishment as a form of violence. Educating the parents about the research findings on the same is also necessary to promote parenting and discipline that is not violent. The professionals also need such education because they can help educate parents on the dangers of physical punishment. In addition, public campaigns surrounding the issue need to be conducted. Increased advocacy for laws that protect children against such abuse is critical.

Bassam, E., Marianne, T. B., Rabbaa, L. K., & Gerbaka, B. (2018). Corporal punishment of children: discipline or abuse? Libyan Journal of Medicine, 13(1).

The authors sought to establish paediatricians’ knowledge in Lebanon regarding corporal punishment as well as their legal, preventive, and educational responsibilities. The study used a cross-sectional descriptive method that included 153 Lebanese paediatricians. The findings revealed that less than half of the respondents were aware of the negative effects of corporal punishment on children. The authors concluded that fighting corporal punishment should start with the elimination of the knowledge deficit among paediatricians. Other strategies, such as legal reforms and family education, can also enable this process.

References

Akhtar, S. I., Abdul, G., & Awan, A. G. (2018). The Impact Of Corporal Punishment On Students’ Performance In Public Schools. Global Journal of Management, Social Sciences and Humanities, 4(3), 606-621

Alla, K. (2021, August). What does the evidence tell us about the physical punishment of children? Retrieved from Australian Institute of Family Studies: https://aifs.gov.au/cfca/2021/08/18/what-does-evidence-tell-us-about-physical-punishment-children

Bassam, E., Marianne, T. B., Rabbaa, L. K., & Gerbaka, B. (2018). Corporal punishment of children: discipline or abuse? Libyan Journal of Medicine, 13(1).

Cuartas, J., Weissman, D. G., & Sheridan, M. A. (2021). Corporal Punishment and Elevated Neural Response to Threat in Children. Child Development, 821-832. doi:https://doi.org/10.1111/cdev.13565

Miller-Perrin, C., & Perrin, R. (2018). Physical punishment of children by US parents: moving beyond debate to promote children’s health and well-being. Psicologia: Reflexão e Crítica, 31(16).

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This week’s Annotated Bibliography will feed into the Week 6 Literature Review assignment and the Week 7 Abstract/Introduction assignment.

What is it?

, an annotated bibliography is an article summary. However, annotated bibliographies provide you with a wealth of information.

As you continue in your program, you will continue to conduct research. By doing annotations, you can easily group the research by topic/theme/etc.
By doing annotations, you can quickly find research that you may need for an assignment throughout your entire graduate program.
By doing annotations, you can begin to identify areas of interest, as well as lack of interest, to focus on for your final thesis paper.
By doing annotations, you can also begin to identify areas that are missing (i.e., gaps in the research) or under-researched.
An annotated bibliography is like a reference list “with benefits.” That is, you will format the resource reference in proper APA style. Then, below the reference, you will write a summary of the resource. It is important to note that a reference list is ONLY needed with an annotated bibliography if you use resources in your summary that are different from the article being summarized.

The summary should draw upon the points used in the Week 2 Article Analysis assignment:

What did the author(s) hope to find (e.g., goals, objective, purpose, hypothesis, research questions)? What did the author(s) actually find (e.g., results, discoveries)?
What investigative method(s) (e.g., qualitative research study, quantitative research study, review of research) did the author(s) use?
How were data compiled, analyzed, and interpreted (e.g., methodology)?
As presented by the author(s) (e.g., discussion, conclusion), what do the results mean? What are the implications of the results?
What limitations were identified?
In short, the summary should be comprehensive enough that anyone should be able to read it and understand the “point” of the research.

Requirements

You are to identify a topic of choice that is germane to your graduate program. Having identified one topic, you are then to find five scholarly research articles; these research articles should be current (i.e., within the past five years). You will write annotations for these five articles.

The annotated bibliography should be submitted as a Word document and include the following: (a) title page, (b) annotations, and (c) reference list (IF needed).