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CORPORAL PUNISHMENT IN AMERICAN EDUCATION SYSTEM

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Corporal punishment also referred to as physical punishment is described as deliberately causing bodily pain as a way of changing behaviors (Youssef and Kamel, 2018). In the United States, usually, the teacher spanks the buttocks of the student using a wooden paddle, pinching, choking, slapping, kicking, and more. This practice has been permitted and was held by the Supreme Court in 1877 and has stood criticism over the past thirty years with many arguing it's time to review it in line with other developed countries that oppose corporal punishment. American Psychological Association overwhelmingly resolved to ban physical discipline in American schools and came up with the Children's Rights Task Force to deal with the concern. In line with the American Psychological Association, this article seeks to back the resolution up by providing a detailed explanation of why corporal punishment should be abolished completely in all learning institutions.

Corporal punishment imposes both mental and physical injuries on students. This effect can be both long term and short term. Dubanoski (2017) in his studies finds that students are more likely to respond with aggression when subjected to corporal punishment to change their behaviors and have many more problems as compared to students who don't receive such punishments.  The aggression comes in different ways such as failing to change whenever they are punished thereby beating the corporal punishment's logic, become wild towards fellow students and also they are found to perform dismally and are more disinterested in school in the long run. Moreover, according to Human Rights Watch, children with disabilities are twice likely to receive physical discipline as opposed to their counterparts. The organization further clarifies that this is directly affecting their response to school which in turn affects their performance although the probability ratio is not clear yet. Physical punishment is therefore a bad thing in such environments; this is because it results in situations where performance is reduced rather than enhanced.

Youssef and Kamel (2018) further point out that corporal punishment breeds unsafe surroundings.  The children tend to have fear when spanked or punished in any other their attention is based on fear as opposed to understanding. Several benefits occur as a result of the shock factor that arises from punished children, however, there is a difference between teaching through concern and love and teaching through the fear factor. In most cases, children view such administrations as a reason to fear them without necessarily respecting them and therefore comply because of the physical consequences but not due to respect. Youssef and Kamel (2018) further note that the environment is not always safe whether used at home or school; this is because the kids become more disruptive and violent in their behaviors when their environment is more punishing than not. American Academy of Pediatrics explains that as a mode of circumstance to have their way go through, these kinds of children in more punishing environments are more likely to hit their fellows. This, in turn, increases rapidly in schools, at home, and public places because corporal punishment in other words is telling kids that physical pain infliction is the only method to sort out interpersonal disagreements.

There is always a risk that someone is going to administer corporal punishment incorrectly. Far too often, there is a thin margin between expressing punishment as a result of anger or as a result of genuine intention to correct behaviors Dubanoski (2017) for instance in 2012, A girl named Savannah Hardin died as a result of being made to run for three hours by stepmother and grandmother. In this case, the guardians to determine the extent of how much to punish and when to pull off the gas. If the physical consequence is imposed incorrectly, the kid will likely be ashamed and guilty not with the behavior being corrected as an outcome. The danger of falling back to this consequence in moments of annoyance is what reduces its impact. This therefore means, corporal punishment should never be used on kids who commit small defiant actions, but it could be better if used on children who willfully commit disobedience but with moderation. Infants can't differentiate between wrong and right decisions and older ones could be understood better if they were given a chance to explain why they acted how they did.

In conclusion, corporal punishment is both good and bad. Teachers and parents can create a fear factor which could make it easier for them to pass their points to children and students have also long been punished thus making a type of punishment they prefer. Otherwise, physical consequences have been found to impact more bad than good onto the victims. As a result of corporal punishments, children become too aggressive which could result in violent acts as a way of resolving matters, punishers could get it wrong and children are forced to listen not because of love and affection but due to fear of spanking.

Students who are more often subjected to corporal punishment ends up feeling hated and they live with hate as a part of their life.

Dire physical pain infliction as a way to punish children exposes the victim to a serious risk of injury, injuries are both physical and mental. It is mental in the essence that, as a child grows up having been subjected to pain as a form of punishment, they may end up subjecting their offspring to the same simply because they also went through it.

 

 

           

 

 

 

 

 

 

 

 

REFERENCES

Youssef, R. M., & Kamel, M. I. (2018). Children experiencing violence II: Prevalence and determinants of corporal punishment in schools. Child Abuse & Neglect22(10), 975-985.

Dubanoski, R. A. (2017). Corporal punishment in schools: Myths, problems and alternatives. Child abuse & neglect7(3), 271-278.

 

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