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Discipline Ppp


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Discipline Ppp

  1. 1. When Does Discipline Cross the Line and Become Physical Abuse Elaborated by Teresa Wills Argosy University
  2. 2. Essentials of Education Punishment and reward, as the main child-rearing practices, pursue the ultimate goal of the benefit of the child. Both methods should be dictated by parental love and care. However, not all parents think about what expressions of love they can give a child, what he needs. They are guided by their ideas. Every parent wants welfare and happiness to the child but not everyone knows how to do it, and most often he acts the way it was done by his own parents, or - in spite of them - just the opposite (Lenton 1990). Child abuse is intentional action of parents, educators and others that are detrimental to physical or mental health of the child (Day et al., 1998).
  3. 3. Attitude to a Child Attitude to children and to people in general can be of two types: conditional and unconditional. At birth of the beloved baby mother feels unconditional love: that he is, that he was born. This is a normal feeling of joy. Conditional relation is necessary for the person for life in society. It begins when he turns from a baby in a child: people begin to show the first the requirements and educational measures to him. He is not only admired for that he is but he is evaluated by his actions (Paolucci & Claulio 2004). Any education is possible only against the background of an unqualified adoption of the child. This means that even punishing a child, he is not deprived of parental love and support. He must be confident that he is understood and forgiven, and his actions are considered separately from his personality.
  4. 4. Child Abuse There are several types of child abuse: - physical abuse (infliction of physical harm, corporal punishment, as well as the involvement of children in the use of alcohol, drugs); - sexual violence (use of a child to satisfy the sexual needs of adults who engage in child prostitution, including using pornographic literature, photographs, films, etc. for profit); - psychological (emotional) violence (lack of love and attention to the child, the humiliation of his dignity, brutality (verbal abuse, threats, etc.); - neglect of basic needs of the child (lack of conditions for normal life of a child, the care of his health and development) (Brook-Gunn 1997).
  5. 5. Physical Punishment and Physical Abuse In addition to causing pain physical punishment degrades the child, bullies him (especially penalty committed by a parent not in affect but a well-planned one and if the child had been warned in advance), shows him that by force you can control and suppress his will and desire. Many people believe spanking and cuffs to be something innocuous (Roscoe 1987). According to statistics, about 80% of children suffer from abuse from their parents and about 95% of their own mothers. Ill-treatment is not only physical punishment, this is a moral and spiritual indifference and humiliation. Physical punishment - strapping and even slap - often leads to a deviation in the child's behavior. He is locked in himself, begins to do poorly in school, and he develops phobia. All this can lead to neurosis or even attempt of suicide.
  6. 6. Discipline and Corporal Punishment Physical punishment must be necessarily for faults that threaten a child's life. After all, it just seems that children are small and do not understand. In fact, children understand everything and often seek to do the opposite. In this case it is required to show a child who is boss. Frequent use of physical punishment as a means of educating is explained by the quick and easy opportunity to achieve the desired effect. However, this effectiveness is imaginary (Walsh 2002). It is necessary to punish children, but wisely; any physical punishment is wrong. Parents need to talk, explain so that eventually the child gets internal moral motivation to do so because it is "bad" but not because he can be flogged for it if they knew (Brenner & Fox 1998).
  7. 7. Flogging as Punishment Spanking is the physical punishment of children, usually with a belt with the aim to make a child very sick so that he does not do something for which flogged. Currently, flogging relates to methods of improper upbringing. In Western countries, parents can be deprived of parental rights and end up in prison for spanking (Saadeh et al., 2002). The effectiveness of spanking is controversial. It seems that during flogging children are more afraid of not pain but the feeling of helplessness and humiliation. They are often pride of themselves on their ability to withstand the whipping (Whitney et al., 2006).
  8. 8. Deprivation of Love A very common form of punishment of children in the family is to deprive a child of parental love. This form works very well, thus, it should be used cautiously. It can be both useful and lead to serious problems for children and adults. The essence of punishment is in the fact that parents change their habitual style of relations with children. The child still continues to receive the necessary parental care but loses attention and expressions of parental love. This penalty can give effective results only if the child and the parents are really in a relationship based on trust, love and mutual respect. Otherwise, this form of punishment will not be effective because the child will have nothing to lose.
  9. 9. Punishment and Imitation It often happens that children who experience negative emotions in the process of physical punishment, transfer these emotions to the parents. The child resists everything that comes from them trying to join them in constant conflict. Everything that parents do is perceived with hostility (Giovannoni et al., 1979). The negative pattern of behavior often becomes the object of their imitation only to express their opposition and protests to parents. As a result, the child may have disturbed behaviors: aggressiveness in communicating, openly rude behavior (Straus 1999). Children who are frequently subjected to physical punishment try to imitate their parents and use this model in the game scenes: punish their favorite dolls, put them into a corner, spank and abuse teddy bears, dogs, rabbits or aggressive behavior is manifested in real communication of a child with the other children.
  10. 10. References Brenner, V., & Fox, R. A. (1998). Parental Discipline and Behavior Problems in Young Children. Journal of Genetic Psychology, 159(2), 251-256. Retrieved May 14, 2011, from Brook-Gunn, J. (1997). Correlates and Consequences of Harsh Discipline of Young Children. Archives of Pediatrics & Adolescent Medicine, 151.8, 777-86. Retrieved May 14, 2011 from Day, R.D., Peterson, G.W., & McCracken, C. (1998). Predicting Spanking of Younger and Older Children by Mothers & Fathers. Journal of Marriage & Family, 60.1, 79-94. Retrieved May 14, 2011 from
  11. 11. References Giovannoni, J.M., Becerra, R.M., & Giovannoni, J.M. (1979). Defining Child Abuse. New York: The Free Press, 302. Retrieved May, 2011 from Lenton, R. L. (1990). Techniques of Child Discipline and Abuse by Parents. Canadian Review of Sociology and Anthropology, 27(2), 157-185. Retrieved May 14, 2011, from Paolucci, E.O. & Claulio, V. (2004). A Meta-Analysis of Published Research on the Affective, Congnitive, and Behavioral Effects of Corporal Punishment. The Journal of Psychology, 138.3, 197-221. Retrieved May 14, 2011 from
  12. 12. References Roscoe, B. (1987). Defining Child Abuse: Younger Adolescents’ Ratings of Parental Behaviors. Education 107.3, 287-295. Retrieved May 14, 2011 from Saadeh, W., Rizzo, C.P., & Roberts, D.G. (2002). Spanking. Clinical Pediatrics 41.2, 87-88. Retrieved May 14, 2011 from Straus, M.A. (1999). Is it Time to Ban Corporal Punishment of Children. Canadian Medical Association Journal, 161.7, 821-822. Retrieved May 14, 2011 from
  13. 13. References Walsh, W. (2002). Spanker and Non Spanker: Where they get Information on Spanking. Family Relations 51.1, 81-88. Retrieved May 14, 2011 from Whitney, S.D., Tajima, E.A., Herrenkoll, T.I., & Huang B. (2006). Defining Child Abuse: Exploring Variations in Ratings of Discipline Severity among Child Welfare Practitioners. Child & Adolescent Social Work Journal, 23.3, 316-342, Retrieved May 14, 2011 from