This document discusses corporal punishment, which refers to physical punishment like spanking or slapping used to discipline children. It outlines different types of corporal punishment, like those used in families, schools, or as criminal sentences. The document also examines factors to consider when distinguishing corporal punishment from abuse, like the intensity and intention. Potential negative effects of corporal punishment are presented, such as struggles in school and increased risk of depression, as well as alternative positive parenting strategies like time outs and maintaining close relationships.

1. Corporal
Punishment
By Stephanie Dailley

2. Table of Contents
 What is Corporal Punishment?
 Types Of Punishment
 Factors to Consider
 Effects of Punishment
 Other Parenting Skills

3. Video link

4. What is Corporal Punishment?
 physical punishment, as flogging, inflicted on the body of one
convicted of a crime: formerly included the death penalty,
s e n t e n c i n g t o a t e r m o f y e a r s , e t c .
 Spanking, rapping on the head and slapping are forms of
corporal punishment which we do not classify as abuse.
There are two factors to be taken into consideration when
distinguishing between corporal punishment and physical
abuse: Intensity: the extent to which injuries have resulted
from the use of violence. Intention: the extent to which the
i n t e n t i o n i s t o t e a c h / d i s c i p l i n e .

5. What is Corporal Punishment (Cont.)
 Corporal punishment is just one of the wrong
ways to discipline a child. The aim is not to
substitute corporal punishment with
psychological abuse but to discipline without
using violence.
 Many people have been submitted to
corporal punishment without being
traumatized by it, however, the risk of its
causing emotional harm to children requires
us, as parents and as a society, to seek
alternatives.

6. Types of Corporal Punishment
 parental or domestic corporal punishment:
within the family—typically, children
punished by parents or guardians
 school corporal punishment: within schools,
when students are punished by teachers or
school administrators
 judicial corporal punishment: as part of a
criminal sentence ordered by a court of law.
Closely related is prison corporal
punishment, ordered either directly by the
prison authorities or by a visiting court .

7. Factors to Consider
 says, only hit with an open hand reason being you can never
judge how hard you are actually hitting the child.
 No physical punishment should every leave more then a
temporary redness.
 Another very important thing to Remember to NEVER hit a
child in the face it can cause vision or hearing impairment if
they move at the wrong time.
 The only places appropriate to hit are the buttocks, hand, or
leg. One other issue he strongly enforces is to NEVER
spank a child more then once, and if they are under
 the age of 2, never spank them at all. (Schmitt 2012) there
are other parenting skills to use other than spanking.

8. Effects of Punishment
 Struggle in school
 Cause the child to fight
 Makes them think the only way to handle
things is with violence
 Marriage problems
 Health issues such as depression
 experiences of depression were linked to an
increased probability of subsequently
physically assaulting one's partner.

9. Other Parenting Strategies
 Times out are a proper way to enforce
positive out comes
 Giving responsibility making them feel like
they are depended on
 Making sure the child knows who is in
charge and there is a boundary.
 Holding a close relationship to avoid issues.
 Letting them know you’re their for them to
reach out to.

10. Referrences
 http://www.princeton.edu/~achaney/tmve/wiki1
00k/docs/Corporal_punishment.html
 http://www.unicef.org/lac/spbarbados/Impleme
ntation/CP/Global/Educate_donthit_SaveManu
al.pdf
 Schmitt, B. D. (2012). Spanking. CRS -
Pediatric Advisor, 1
 Straus, M. (n.d). Corporal punishment of
adolescents by parents: A risk factor in the
epidemiology of depression, suicide, alcohol
abuse, child abuse, and wife beating. vol. 29,
no. 115 (Fall 1994), p. 543-561