![]() clinical samples or European-only samples). retrospective reports by parents or children), the definition of punishment (and distinguishing it from physical abuse), and lack of generalisability because of limited sample populations (e.g. The other problems are confounding variables (other variables that are associated with punishment and difficult to separate from it), limited outcome measures (e.g. It is not possible to assign children randomly to “punishment” and “no punishment” groups, so it is difficult to establish a causal relationship. There are methodological problems in determining the effects on children’s behaviour of physical punishment and other methods of discipline. Inductive methods involve setting limits, setting up logical consequences, reasoning and explanation (Holden 2002). Power-assertive disciplinary methods involve following a child’s inappropriate behaviour with a negative consequence (smacking, threats, withdrawal of privileges) without explanation or justification. Negative discipline focuses on doing what you are told in order to avoid something unpleasant.Ī distinction is often made between “power-assertive” and “inductive” discipline. ![]() Positive discipline normally involves helping children to understand why certain behaviour is unacceptable and other behaviour is acceptable. Discipline can be positive, for example, praising the child for doing something good or for stopping doing something inappropriate or discipline can be negative, for example, smacking a child for doing something wrong. It involves teaching children the boundaries of what is acceptable and what is not acceptable, and it makes them aware of the values and actions that are acceptable in their family and society. Abusive and non-abusive parents differ mainly in how often and how severely they physically punish their child, and whether that physical punishment is purportedly for correcting children.ĭiscipline is the guidance of children’s moral, emotional and physical development, enabling children to take responsibility for themselves when they are older (Holden 2002, Wissow 2002). It is not possible to define what a “safe smack” is. Although researchers attempt to distinguish between physical punishment and abuse, this is very hard to do and there is no general agreement about the dividing line between physical punishment and physical abuse. Physical or corporal punishment is the use of force to cause pain, but not injury, for the purpose of correction or control (Straus and Stewart 1999). The difference between discipline and physical punishment Research findings support ongoing efforts to help parents use more positive methods of parenting, and the removal of a defence in law for the use of physical punishment against children. When punishment use is normative in a culture, the effects are slightly less negative. Physical punishment has negative effects on child outcomes, especially if it is harsh, regardless of culture. Short-term compliance can, however, be achieved as effectively without using physical punishment. The evidence about whether physical punishment results in short-term compliance is mixed, with some studies showing effectiveness in achieving this and others not. Physical punishment is associated with increased child aggression, antisocial behaviour, lower intellectual achievement, poorer quality of parent–child relationships, mental health problems (such as depression), and diminished moral internalisation. The extent of agreement in the research literature on this issue is unusual in the social sciences. Long considered an effective, and even necessary, means of socialising children, physical punishment has been revealed to be a predictor of a wide range of negative developmental outcomes.
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