Is Spanking A Safe And Effective Way To Get Children To Behave?
Most parents want to raise thoughtful, responsible and obedient children. There are many discipline options used to obtain this goal. Now more parents are questioning the saftey and effectiveness of spanking to teach children to behave.
To understand and answer our question we need to define spanking. Spanking is a form of corporal punishment that can range from a pat on a chilRAB hand or bottom to severs use of a belt or other objects(Straus, 1994). The intent of corporal punishment is to inflict pain but not to inflict injury to the child(Straus & Kantor, 1994). Technically, corporal punishment is used to modify a child's behavior, however, parent may use it to express anger or retaliation for a child's misbehavior(Williamson, 1990).
According to Straus(1994) reasearch shows that most parents of today suffered some form of corporal punishment. Now however, there seems to be a reexamination of this type of punishment. The frequency of use has begun to decline over the last decade(Straus, 1994). According to a recent study done by Straus(1994) 94% of parents approved of spanking in 1968. However, in 1994 approval of spanking has dropped to 68%(Straus, 1994). Several sources suggest negative effects of spanking include disturbance of learning ability, dissruption of a close parent child relationship, parents anger and emotion, negative self-image and possible adverse affects.
Ritchie& Ritchie(1981), Straus and Mather(1994) report that corporal punishment creates undesirable effects on education. To understand the effects of corporal punishment on education we need to look further into reasearch. Experts in this field of study have stated that fear, anxiety, and pain interferes with the learning process. This reasearch staes that spanking can impede learning, reduce a child's memory, and reduce changes in their behavioral patterns(Ritchie&Richie, 1981). Straus & Mather(1994) state that corporal punishment is linked to a decrease in college graduation.
Several sources state that the parent child relationship can be disrupted through deceit, escape responses, and may cause anti-social behavior. Research has shown that children who have been spanked will attempt to decieve their parents in order to advoid punishment(McCord, 1996). A child may also use an escape response which means that the child tries to advoid the punisher through physical and/or emotional distance(McCord,1996; Ritchie & Rithchie, 1981). These reactions can disrupt a close nuturing relationship between parents and child. When this disruption occurs, the tension, conflict, misbehavior and punishment will continue(McCord, 1996; Ritchie & Ritchie, 1981). Straus, Sugarman and giles-Sims(1997) report that this disruption can be a possible reason for anti-social behavior in some children.
Children who are spanked learn that hitting is an acceptable way to resolve conflict. Reasearchers state the lesson learned from a spanking is that it is acceptable to hit or hurt someone(McCord, 1996; Straus, 1996. Parents who spank their children are setting a poor example of how to deal with problems. Children learn by imitating their parents and other adults whether the example is positive or negative. This is especially true when a parent spanks a child for hitting someone.
Another concern about spanking according to Straus(1994) is that most spankings are done out of anger or when parents are out of control. Parents who feel angry or frustrated at their child's behavior may find spanking a way to release emotions. Straus(1994) staes that this release could be mistaken for effectiveness when the child reacts with an immediate behavior change. The problem behavior will likely reappear at a later time when the pressure of punishment has passed(Williamson, 1990). The most recent research by Straus et al.(1997) found that children who were spanked regularly show worse behavior when observed two years later.
Another important finding on spanking is that it always affects the self-concept negatively(Williamson, 1990). This becomesespecially true when a child has taken on the role of the "bad kid". This child is then likely to be spanked more frequently which continues the negative self-image(williamson, 1990).
Friedman and Schonberg(1996) and Straus and Kantor(1994) found that there are other possible adverse affects from spanking. These adverse effects can include delinquency, substance abuse, depression, and suicide ideation. This occurs when a child who has been spanked turns their anger and aggression inward(Straus & Kantor, 1994). According to Straus(1994), when spanking increases so does the adverse effects.
When viewed together, the negative effects of spanking are very disturbing. Other more effective ways of teaching and discipling children should be used and taught to parents.
Parents need many tools to raise children well. Some of these tools include the use of rewarRAB to reinforce good behavior, positive motivation, proactive parenting techniques, and non physical forms of punishment as described by Baumrind(1996), Howard(1996) and Hyman(1996).
Rewarding with praise, allowances, special activities, and special time with a parent are very effective ways to reinforce good behavior. Once children learn that positive reinforcement means positive things they will be very willing to cooperate. This will build self-esteem as well as teach a child how to cooperate with adults in a positive manner.
In my opnion, positive motivation can be a song while the child is washing their face or brushing their teeth. This ritual will make life more predictable which makes a child feel more secure. That security makes a child feel safe and loved.
Changing the way a parent thinks about discipline can help. Instead of being reactive, that is responding to problems after they happen, try to be proactive or to anticipate might be a better approach. Parents need to create an enviroment where problems are less likely to occur(Baumrind, 1996). Some examples are: one might childprof the home, give positive attention, give choices and freedom when appropriate, give clear instructions and have a good understanding of the developmental abilities of the child.
Williamson(1990) recommenRAB having a discipline routine to help parents define limits, rules, expectations, and set consequences or misbehavior. Parents should make out a list of specific misbehaviors and then what the consequenses will be for those behaviors. Some of these consequences could be losing TV privileges, earning extra chores, or being grounded(Williamson, 1990). Once this list is written down it will take a lot of guesswork and pressure out of discipling. This makes discipline more effective and less damaging to the child.
Williamson(1990) remarks that time-out has gained popularity in the past few years as a tool. However, some parents may not be using it correctly. Williamson(1990) states that time-out is not a punishment, but a way to stop reinforcement of a behavior. Time-out gives the child time to regain control of themselves. This teaches the child self-control, self discipline, and appropriate behavior without using force. Room time can be used as a form of correction providing there are consequences for not staying in the room. The less emotion parents show according to Williamson(1990), the more effective the punishment will be.
There are many researcxh findings that show spanking affects self-esteem, parent-child relationships, and education. Spanking can also cause very dangewrous affects for the child. These can include long lasting emotional complications that could cost a child's life. There are many ways to correct a child that are more positive and effective than spanking. These methoRAB require tools that are freely avaliable to all parents. With love and understanding, discipline can be accomplished without the use of corporal punishment. I highly reccomend not using spanking as a way to correct misbehavior.
References
Baumrind, D. (1996). The discipline controversy revisited. Family Relations, 45, 405-414.
Friedman, S.B. & Schonberg, S.K.(1996). Personal statements. Pediatrics, 98, 858.
Howard, B.J. (1996). Presentation advising parents on discipline: What works. Pediatrics, 98, 809-814.
Hyman, I.A. (1996). Using research to change public policy: Reflections on 20 years of effort to eliminate corporal punishment in schools. Pediatrics, 98, 818-821.
McCord, J. (1996) Unintended consequences of punishment. Pediatrics, 98, 831-834.
Ritchie J., & Ritchie J. (1981). Spare the rod. Sidney: George Allen and Unwin.
Straus, M.A. (1994a). Beating the devil out of them: Corporal punishment in American families. Lexington, MA. Lexington books.
Straus, M.A. (1994b). Corporal punishment of children and adult depression and suicide ideation. In J. McCord (ED.), Coercion and punishment in long term perspectives, (chapter 4). New York: Carabridge University Press.
Straus, M.A., & Kantor, G.K. (1994). Corporal punishment of adolescents by parents: A risk factor in epidemiology of depression, suicide, Alcohol abuse, child abuse, and wife beating. Adolescence, 29, 543-561.
Straus, M.A., & Mathur, A.K. (1994). Corporal punishment by parents and later occupational and economic achievement of children. University of New Hampshire, Family Reasearch Laboratory. Durham, NH.
Straus, M.A., Surgarman, D.B., & Giles_sims, J. (1997) Spanking by parents and subsequent anti-social behavior of children. Archives of Pediatrics and Adolescent Medicine, 151, 761- 767.
Williamson, P. (1990). Good kiRAB, bad behavior: Helping children learn self-discipline. New York: Fireside.
Most parents want to raise thoughtful, responsible and obedient children. There are many discipline options used to obtain this goal. Now more parents are questioning the saftey and effectiveness of spanking to teach children to behave.
To understand and answer our question we need to define spanking. Spanking is a form of corporal punishment that can range from a pat on a chilRAB hand or bottom to severs use of a belt or other objects(Straus, 1994). The intent of corporal punishment is to inflict pain but not to inflict injury to the child(Straus & Kantor, 1994). Technically, corporal punishment is used to modify a child's behavior, however, parent may use it to express anger or retaliation for a child's misbehavior(Williamson, 1990).
According to Straus(1994) reasearch shows that most parents of today suffered some form of corporal punishment. Now however, there seems to be a reexamination of this type of punishment. The frequency of use has begun to decline over the last decade(Straus, 1994). According to a recent study done by Straus(1994) 94% of parents approved of spanking in 1968. However, in 1994 approval of spanking has dropped to 68%(Straus, 1994). Several sources suggest negative effects of spanking include disturbance of learning ability, dissruption of a close parent child relationship, parents anger and emotion, negative self-image and possible adverse affects.
Ritchie& Ritchie(1981), Straus and Mather(1994) report that corporal punishment creates undesirable effects on education. To understand the effects of corporal punishment on education we need to look further into reasearch. Experts in this field of study have stated that fear, anxiety, and pain interferes with the learning process. This reasearch staes that spanking can impede learning, reduce a child's memory, and reduce changes in their behavioral patterns(Ritchie&Richie, 1981). Straus & Mather(1994) state that corporal punishment is linked to a decrease in college graduation.
Several sources state that the parent child relationship can be disrupted through deceit, escape responses, and may cause anti-social behavior. Research has shown that children who have been spanked will attempt to decieve their parents in order to advoid punishment(McCord, 1996). A child may also use an escape response which means that the child tries to advoid the punisher through physical and/or emotional distance(McCord,1996; Ritchie & Rithchie, 1981). These reactions can disrupt a close nuturing relationship between parents and child. When this disruption occurs, the tension, conflict, misbehavior and punishment will continue(McCord, 1996; Ritchie & Ritchie, 1981). Straus, Sugarman and giles-Sims(1997) report that this disruption can be a possible reason for anti-social behavior in some children.
Children who are spanked learn that hitting is an acceptable way to resolve conflict. Reasearchers state the lesson learned from a spanking is that it is acceptable to hit or hurt someone(McCord, 1996; Straus, 1996. Parents who spank their children are setting a poor example of how to deal with problems. Children learn by imitating their parents and other adults whether the example is positive or negative. This is especially true when a parent spanks a child for hitting someone.
Another concern about spanking according to Straus(1994) is that most spankings are done out of anger or when parents are out of control. Parents who feel angry or frustrated at their child's behavior may find spanking a way to release emotions. Straus(1994) staes that this release could be mistaken for effectiveness when the child reacts with an immediate behavior change. The problem behavior will likely reappear at a later time when the pressure of punishment has passed(Williamson, 1990). The most recent research by Straus et al.(1997) found that children who were spanked regularly show worse behavior when observed two years later.
Another important finding on spanking is that it always affects the self-concept negatively(Williamson, 1990). This becomesespecially true when a child has taken on the role of the "bad kid". This child is then likely to be spanked more frequently which continues the negative self-image(williamson, 1990).
Friedman and Schonberg(1996) and Straus and Kantor(1994) found that there are other possible adverse affects from spanking. These adverse effects can include delinquency, substance abuse, depression, and suicide ideation. This occurs when a child who has been spanked turns their anger and aggression inward(Straus & Kantor, 1994). According to Straus(1994), when spanking increases so does the adverse effects.
When viewed together, the negative effects of spanking are very disturbing. Other more effective ways of teaching and discipling children should be used and taught to parents.
Parents need many tools to raise children well. Some of these tools include the use of rewarRAB to reinforce good behavior, positive motivation, proactive parenting techniques, and non physical forms of punishment as described by Baumrind(1996), Howard(1996) and Hyman(1996).
Rewarding with praise, allowances, special activities, and special time with a parent are very effective ways to reinforce good behavior. Once children learn that positive reinforcement means positive things they will be very willing to cooperate. This will build self-esteem as well as teach a child how to cooperate with adults in a positive manner.
In my opnion, positive motivation can be a song while the child is washing their face or brushing their teeth. This ritual will make life more predictable which makes a child feel more secure. That security makes a child feel safe and loved.
Changing the way a parent thinks about discipline can help. Instead of being reactive, that is responding to problems after they happen, try to be proactive or to anticipate might be a better approach. Parents need to create an enviroment where problems are less likely to occur(Baumrind, 1996). Some examples are: one might childprof the home, give positive attention, give choices and freedom when appropriate, give clear instructions and have a good understanding of the developmental abilities of the child.
Williamson(1990) recommenRAB having a discipline routine to help parents define limits, rules, expectations, and set consequences or misbehavior. Parents should make out a list of specific misbehaviors and then what the consequenses will be for those behaviors. Some of these consequences could be losing TV privileges, earning extra chores, or being grounded(Williamson, 1990). Once this list is written down it will take a lot of guesswork and pressure out of discipling. This makes discipline more effective and less damaging to the child.
Williamson(1990) remarks that time-out has gained popularity in the past few years as a tool. However, some parents may not be using it correctly. Williamson(1990) states that time-out is not a punishment, but a way to stop reinforcement of a behavior. Time-out gives the child time to regain control of themselves. This teaches the child self-control, self discipline, and appropriate behavior without using force. Room time can be used as a form of correction providing there are consequences for not staying in the room. The less emotion parents show according to Williamson(1990), the more effective the punishment will be.
There are many researcxh findings that show spanking affects self-esteem, parent-child relationships, and education. Spanking can also cause very dangewrous affects for the child. These can include long lasting emotional complications that could cost a child's life. There are many ways to correct a child that are more positive and effective than spanking. These methoRAB require tools that are freely avaliable to all parents. With love and understanding, discipline can be accomplished without the use of corporal punishment. I highly reccomend not using spanking as a way to correct misbehavior.
References
Baumrind, D. (1996). The discipline controversy revisited. Family Relations, 45, 405-414.
Friedman, S.B. & Schonberg, S.K.(1996). Personal statements. Pediatrics, 98, 858.
Howard, B.J. (1996). Presentation advising parents on discipline: What works. Pediatrics, 98, 809-814.
Hyman, I.A. (1996). Using research to change public policy: Reflections on 20 years of effort to eliminate corporal punishment in schools. Pediatrics, 98, 818-821.
McCord, J. (1996) Unintended consequences of punishment. Pediatrics, 98, 831-834.
Ritchie J., & Ritchie J. (1981). Spare the rod. Sidney: George Allen and Unwin.
Straus, M.A. (1994a). Beating the devil out of them: Corporal punishment in American families. Lexington, MA. Lexington books.
Straus, M.A. (1994b). Corporal punishment of children and adult depression and suicide ideation. In J. McCord (ED.), Coercion and punishment in long term perspectives, (chapter 4). New York: Carabridge University Press.
Straus, M.A., & Kantor, G.K. (1994). Corporal punishment of adolescents by parents: A risk factor in epidemiology of depression, suicide, Alcohol abuse, child abuse, and wife beating. Adolescence, 29, 543-561.
Straus, M.A., & Mathur, A.K. (1994). Corporal punishment by parents and later occupational and economic achievement of children. University of New Hampshire, Family Reasearch Laboratory. Durham, NH.
Straus, M.A., Surgarman, D.B., & Giles_sims, J. (1997) Spanking by parents and subsequent anti-social behavior of children. Archives of Pediatrics and Adolescent Medicine, 151, 761- 767.
Williamson, P. (1990). Good kiRAB, bad behavior: Helping children learn self-discipline. New York: Fireside.