This document discusses the differences between discipline and punishment, and promotes positive discipline over corporal punishment. It defines corporal punishment as using physical or psychological force to cause a child pain or discomfort for the purposes of training or control. The document argues that corporal punishment is widespread, violates children's rights, and can cause physical and psychological harm. It promotes positive discipline, which involves building respectful relationships with children, clearly communicating expectations, and helping children develop problem-solving skills. The document provides guidance on understanding child development, creating a supportive learning environment, and using problem-solving strategies in positive discipline. It concludes by calling for an end to corporal punishment through supporting related legislation.
This powerpoint presentation was put together by Dr. David Alexander, Psychotherapist, Child and Family Counselor and presented on June 14th as part of our GA-CAN! Community Conversation on Timeout, Restraint and Spanking.
The principle of non-violent upbringing comes down to three words: respect the child. The practical application of this respect is also easily defined: treat the child as we would want to be treated. The bulk of what a child learns, he learns by imitation as if he were a mirror, determined less by what we want him to learn than by how we act toward him. Do we want him to know how to love? Let's love him. That he respect others? Let's respect him. That he be patient and tolerant? Let's be patient and tolerant with him. That he never inflict violence once he has grown up? Let's never inflict violence on him. That he have an independent personality. Let's respect his independence to the maximum. Understanding this is within anyone's grasp.
This powerpoint presentation was put together by Dr. David Alexander, Psychotherapist, Child and Family Counselor and presented on June 14th as part of our GA-CAN! Community Conversation on Timeout, Restraint and Spanking.
The principle of non-violent upbringing comes down to three words: respect the child. The practical application of this respect is also easily defined: treat the child as we would want to be treated. The bulk of what a child learns, he learns by imitation as if he were a mirror, determined less by what we want him to learn than by how we act toward him. Do we want him to know how to love? Let's love him. That he respect others? Let's respect him. That he be patient and tolerant? Let's be patient and tolerant with him. That he never inflict violence once he has grown up? Let's never inflict violence on him. That he have an independent personality. Let's respect his independence to the maximum. Understanding this is within anyone's grasp.
behavior management,in the current era, is not confined to students only but has become a necessity for every individual. teachers should also evaluate themselves whether they are able to manage their own behavior.
The child is one of the most important assets of the nation.
Effort should be exerted to promote a child’s well-being and enhance his/her opportunities for a useful and happy life.
His/her traits and capabilities should be developed for the betterment of society.
This powerpoint presentation was put together by Stephanie Jones and presented on June 24 at our Georgia Children's Advocacy Network (GA-CAN!) Forum. This month we looked at Learning Differences and Obstacles: What gets in the way of reading?
Stephanie Jones is an affiliated faculty member at the Center on the Developing Child and the Marie and Max Kargman Associate Professor in Human Development and Urban Education Advancement at Harvard’s Graduate School of Education. Her basic developmental research focuses on the longitudinal effects of poverty and exposure to violence on social and emotional development in early childhood and adolescence. In addition, she conducts evaluation research focusing on the developmental impact of school-based interventions targeting children's social-emotional skills and aggressive behavior, as well as their basic academic skills.
William Allan Kritsonis, PhD - Student Discipline, Regular School Discipline, Discipline by Administrators, Discipline by Teachers, Coporal Punishment, Due Process, Unfair Treatment, Discrimination, Excessive Force
behavior management,in the current era, is not confined to students only but has become a necessity for every individual. teachers should also evaluate themselves whether they are able to manage their own behavior.
The child is one of the most important assets of the nation.
Effort should be exerted to promote a child’s well-being and enhance his/her opportunities for a useful and happy life.
His/her traits and capabilities should be developed for the betterment of society.
This powerpoint presentation was put together by Stephanie Jones and presented on June 24 at our Georgia Children's Advocacy Network (GA-CAN!) Forum. This month we looked at Learning Differences and Obstacles: What gets in the way of reading?
Stephanie Jones is an affiliated faculty member at the Center on the Developing Child and the Marie and Max Kargman Associate Professor in Human Development and Urban Education Advancement at Harvard’s Graduate School of Education. Her basic developmental research focuses on the longitudinal effects of poverty and exposure to violence on social and emotional development in early childhood and adolescence. In addition, she conducts evaluation research focusing on the developmental impact of school-based interventions targeting children's social-emotional skills and aggressive behavior, as well as their basic academic skills.
William Allan Kritsonis, PhD - Student Discipline, Regular School Discipline, Discipline by Administrators, Discipline by Teachers, Coporal Punishment, Due Process, Unfair Treatment, Discrimination, Excessive Force
An overview of Positive Parenting
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Steve Vitto Challeng of the Children Breaking Down the WallsSteve Vitto
Steve Vitto's presentation at the 2011 Challenge of the Children Conference at Hope College in Holland Michigan
Strategies for Defiant Students
svitto@muskegonisd.org
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This lecture related with the introduction to maladptive behaviour , how to manage the maladaptive behaviour, what are the different types of techniqes used in managing the behaviour.
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NCPC welcomes your input and would like your assistance in tracking the use of these topical presentations. Please email NCPC at trainings@ncpc.org with information about when and how the presentations were used. If you like, we will also place you in a database to receive updates of the PowerPoint presentations and additional training information. We encourage you to visit www.ncpc.org to find additional information on these topics. We also invite you to send in your own trainer notes, handouts, pictures, and anecdotes to share with others on www.ncpc.org.
Dr Anne Greer: Consultant Child and Adolescent Psychiatrist
Dr Andrew Dawson: Child and Adolescent Psychotherapist
Ms Kirsten Davie: Family Therapist
MCN Child Protection West of Scotland and Greater Glasgow Clyde Health Board
Evidence Based Practices to Reduce Challenging BehaviorTACSEI
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Opening Minds Conference of the Chicago Metro AEYC
Presented January 28, 2010
Description: What are the essential characteristics and support structures that programs and practitioners need in place to be evidence based practitioners? How can you promote social development in preschool children with and without disabilities? Learn about best practices, where they come from, and the approaches you can take to change children's challenging behavior.
Embracing GenAI - A Strategic ImperativePeter Windle
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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3. DISCIPLINEDISCIPLINE
Discere - to learn
Discipere - to
comprehend
PUNISHMENTPUNISHMENT
Punire - to inflict a
penalty on, or cause
pain for somecomprehend
Discipere - to teach
pain for some
offense
4. Discipline
Discipline aims to teach,
mentor, guide, help learn…
Role of the “teacher” or
“mentor” is to explain well
and demonstrate/ model good
behaviorbehavior
Discipline is part of child
rearing and is not limited to
situations when there is a
mistake or offence
5. Punishment
Penalty for doing
something wrong
Controlling or “correcting
mistakes through the use
of painof pain
Teaching a (painful)
“lesson” so that the
mistake will not be
repeated
Rosselle Arenas, 14
San Pedro, Laguna
6. What is Corporal Punishment?What is Corporal Punishment?
Punishment or penalty for an offence – imagined
or real.
It involves the use of force, power, authority or
intimidation to inflict some pain or discomfort on
the child for purposes of training or control.the child for purposes of training or control.
It is usually administered by an adult who has the
authority or responsibility for looking after or
caring for the child.
It has two forms – physical and emotional/
humiliating or degrading punishment.
7. What is Corporal Punishment?What is Corporal Punishment?
Hitting children with the
hand or with an implement
Kicking, shaking or throwingKicking, shaking or throwing
objects at children,
scratching, pinching, burning,
scalding or forcing them to
ingest substances
8. What is Corporal Punishment?What is Corporal Punishment?
Using power, authority or
threats to force children
to perform physically
painful or damaging acts,
e.g. holding weights fore.g. holding weights for
an extended period,
kneeling on pebbles,
squatting, asking them to
stand under the heat of
the sun, etc.
9. What is Corporal Punishment?What is Corporal Punishment?
Threats
Shaming
Cursing
Verbal assault
Emotional or humiliatingEmotional or humiliating
punishment: degrades,
belittles, humiliates,
denigrates, threatens, scares
or ridicules the child.
10. Why End Corporal Punishment?Why End Corporal Punishment?
Of the many forms of
violence that a majority of
children experience, corporal
punishment is the:
Most common,Most common,
Most pervasive and yet
Least reported and
Least recognised as a
form of violence. Jan Christian Chu, 7
Mandaluyong City
11. Why End Corporal Punishment?Why End Corporal Punishment?
It is widespread - cutting across cultures,
geography and social class…
80-98% of the world’s children experience
physical punishment in their homes, with aphysical punishment in their homes, with a
third more experiencing severe physical
punishment with the use of implements. (World
Report onViolence against Children 2006)
12. Why End Corporal Punishment?Why End Corporal Punishment?
85% of Filipino children
said they are punished in
the home
82% said they were hit on
different parts of their
body; of this number, 65%body; of this number, 65%
reported that spanking is
the most common form of
punishment they
experienced. (Save the Children
Sweden 2005)
13. Why End Corporal Punishment?Why End Corporal Punishment?
It is hurting children.
In the short term, corporal punishment
“…kills thousands of children each year and
injures and handicaps many more.”
“In the longer term…it [is] a significant factor“In the longer term…it [is] a significant factor
in the development of violent behavior, and it
is associated with other problems in childhood
and later life.” (WHO’s World Report onViolence and Health
2002)
14. Why End Corporal Punishment?Why End Corporal Punishment?
Children want it to stop.
Children all over the world say they do not want to
be hurt, and that they wish there are other ways of
disciplining them.
Filipino children say they will learn better if their
parents and teachers: (1) Talk to them in a calm andparents and teachers: (1) Talk to them in a calm and
understanding way; (2) Explain to them what they
have done wrong or how they should do things the
right way; and (3) Make them feel that they are still
loved and accepted.
15. Why End Corporal Punishment?Why End Corporal Punishment?
It has harmful effects on children.
It can cause serious physical and psychological harm
to children.
Injury, disability, even death
Fear, anger, anxiety
Low self-esteemLow self-esteem
Displaced anger and aggression
Rebelliousness and resentment
Depression or intense loneliness
Weak decision-making skills and self-control
16. Why End Corporal Punishment?Why End Corporal Punishment?
It has harmful
effects on families
and cultures.
It damages a child’s
relationship with
his/her parents/adults.
It perpetuates a
culture of violence.
17. Why End CorporalWhy End Corporal
Punishment?Punishment?
It violates children’s rights.
States have the obligation to fulfill the United
Nations Convention on the Rights of the
Child (UNCRC).Child (UNCRC).
Say NO to corporal punishment
19. DISCIPLINE = TEACHINGDISCIPLINE = TEACHING
Positive discipline is part of an education
process, a way of thinking and an approach
to teaching that:
Helps children develop appropriate
thinking and behavior in the
short and long-term.short and long-term.
Helps children develop self-
discipline and confidence.
Guides children to be in harmony
with self and others.
20. Positive discipline is not…Positive discipline is not…
Permissive parenting
An absence of rules,
limits or expectations
Short-term reactions or
alternative punishments
to slapping or hitting
21. Positive Discipline and Children’s RightsPositive Discipline and Children’s Rights
Respect for the human
dignity and physical integrity of
children
Recognition of children’s
capacities and their right tocapacities and their right to
participate
Ensuring children’s best
interests at all times
22. Positive Discipline PrinciplesPositive Discipline Principles
Positive & healthy
relationship
Supportive learning
environment
Problem-Solving
Long-term goals
relationship
(Warmth)
environment
(Structure)
Understanding how children think and feel
24. What kind of people do we want ourWhat kind of people do we want our
children to become?children to become?
Respectful & has
empathy for others
Can make wise
decisions
Disciplined &
responsible
Goal-directed
decisions
Able to form healthy
relationships
Confident & has a
solid self-esteem
Analytical
Life-long learner
Honest
Has faith
25. What can we do?What can we do?
Reflect on the values and life skills we want to
teach children
Make day-to-day problem situations an occasion
for teaching these values and life skillsfor teaching these values and life skills
Model these values and life skills (respect, taking
responsibility, wisdom, handling conflict,
empathy) to children
26. Knowledge
• Long-term goals
Long-term goals
• Long-term goals
Long-term goals
• Long-term goals
Long-term goals
Long-term goals
Understanding how children think and feel
27. Understanding How Children
Think and Feel
Children at different ages
need different kinds of
support and information.
Children’s developmentalChildren’s developmental
stage and other extenal
factors affect how they
think, feel and behave.
28. Tools for Understanding How Children
Think and Feel
Typical development
Empathy
Observation
ListeningListening
Specific context or
situation
29. Typical Development
Pre-adolescent period
Start of physical and hormonal changes at
puberty
Establishing independenceEstablishing independence
Forming opinions about parents/authority
figures and about what is going on around them
30. Pre-adolescent period
• Continue building trust by listening to the child’s
stories
• Letting the child express his/her emotions and
teaching him/her how to manage these
The Role of the Adult
teaching him/her how to manage these
• Show that you accept the child even if he/she
has made a mistake
• Continue to help the child see the consequences
of his/her negative action
32. The Role of the Adult
Adolescence
Respectful monitoring of activities
Engaging the adolescent in discussions about
identity, intimate relationships and risky
behaviours
Listening to and respecting the child’s opinion
Be firm and consistent about non-negotiables
33. Understanding TemperamentUnderstanding Temperament
Temperament – child’s specific way of
interacting/reacting to the environment
Dimensions – activity level, regularity, response
to new situations, adaptability, distractability,
persistence, intensitypersistence, intensity
Important for parents to recognise similarities
and differences between one’s own and the
child’s temperament to be able to identify the
child’s specific needs and the appropriate
responses.
34. Specific context: living on the street
Lack of adult support and structure
The child becomes street smart
Experience of violence in the streets
Need to build trust
Gently reintroduce structureGently reintroduce structure
Teach non-violence in conflict resolution
Redirect behaviour toward positive goals
35. Specific context: child abuse
Low of self-esteem
Difficulty in making friends; shyness
Aggression
Need to rebuild trust
Consistency in providing structure
36. Specific context: the working child
Need for support to manage the demands of
work and school that creates pressure on the
child
Need for protection: check conditions of work
Listen to the child’s stories/observe physical andListen to the child’s stories/observe physical and
emotional changes
Respect: giving the child his/her share of
income
37. Specific context:
the child in conflict with the law
Rebuild trust by listening to the child’s opinions
Rebuild respect by challenging negative notions
but also recognising good ideas
Help the child understand the long-termHelp the child understand the long-term
consequences of his/her actions on self and
others
40. A Positive and Healthy Relationship withA Positive and Healthy Relationship with
ChildrenChildren
Children learn best
when they feel
respected, understood,
trusted, safe andtrusted, safe and
loved.
41. We can demonstrate respect and empathy by…We can demonstrate respect and empathy by…
Showing children that they are still respected and
accepted even when they do something wrong or when
they commit mistakes
Listening to them
Looking at their situation from their point of view
Laughing with them
Supporting them when they are facing challenges
Encouraging them when they have to do something
difficult
Telling them that they believe in them
Recognizing their efforts and successes
Showing them that they trust them
42. Creating a SupportiveCreating a Supportive
Learning EnvironmentLearning Environment
A supportive
environment provides
children with
appropriate
information andinformation and
guidance to facilitate
learning, decision-
making and problem
solving.
43. We can build a supportive learningWe can build a supportive learning
environment by…environment by…
Explaining the reasons for rules
Helping them find ways to fix their mistakes in a
way that helps them learn
Teaching them about the effects of their actionsTeaching them about the effects of their actions
on other people
Being fair and consistent
Controlling anger; manage frustration and anger
in a healthy way
45. ProblemProblem--SolvingSolving
Remember your long-term goals
Think before you act. Transform the challenging
situation into a constructive learning event for both the
child and the teacher. Most actions that adults
oftentimes label as “misbehaviors” are but a natural
part of children’s development and should not be seen
as threats to adults’ authority. It is therefore helpful to
think ahead, anticipate problems that may arise, and
plan a response.
46. Positive discipline…Positive discipline…
Is about finding long-term solutions to everyday
parenting challenges that will develop a child’s self-
discipline
Involves building mutually respectful relationships with
children, clearly communicating expectations, rules and
limits; and increasing children’s competence andlimits; and increasing children’s competence and
confidence to handle challenging situations
Is all about teaching life-long skills among children and
at the same time respecting their rights as human
beings.
47. Positive discipline…Positive discipline…
Is about finding long-term solutions to
everyday parenting challenges that will develop
a child’s self-discipline
Involves building mutually respectful
relationships with children, clearly
communicating expectations, rules and limits;
and increasing children’s competence andand increasing children’s competence and
confidence to handle challenging situations
Is all about teaching life-long skills among
children and at the same time respecting their
rights as human beings.
48. Using positive discipline isUsing positive discipline is
a process.a process.a process.a process.
It will take time and needsIt will take time and needs
family support.family support.
49. Let us support Anti-Corporal
Punishment Bill!
Let us END Corporal
Punishment on Children
Now!