Effect of Corporal Punishment on Childs Self-Esteem and Socialization

Research Topic: Introduction Children are constantly learning from their environment. And those learnings have affected them thus cultivating heavily to their behaviors and values. Parents, though in various ways, teaches the difference between right and wrong because their words are reflected through the childrens actions and what they stand for. Corporal punishment (may be in forms of birching or whipping) originated in the Middle Ages, though back then, it was a severe form of physical discipline to wrongdoers regardless of their age. However in the late 20th century, public opinion turned against corporal punishment and in several countries it has been banned. The focus of the past journals and theses have been on understanding whether parental corporal punishment is associated with particular child behaviors and experiences as well as on considering how parental corporal punishment might actually cause such outcomes on children. We can say that corporal punishment has been an issue way back. This research focuses on the possible changes in childrens socialization and self-esteem in households who practice corporal punishment and those who do not. Research Problem: Do children who received corporal punishment differ than those not punished at all in terms of their self-esteem and social relationships? General Objective: To determine if there is an existing difference in the social relationships and self-esteem of children in households practicing corporal punishment and those who dont Specific Objectives: To determine the prevalence of corporal punishment among Filipino children ages 9-12 To determine if these form of punishments stop a child from misbehaving afterward To determine the causes and effects of corporal punishment implementation in households To determine how CP affects childs self-esteem and socialization skills Review of Related Lit The use of corporal punishment is one of the most controversial parenting practices and it will continue to be controversial. Defined as the deliberate infliction of pain as correction or punishment, this form of punishment has been present in numerous studies, being regarded as the most commonly used and having the most detrimental outcomes. 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). Though in the past, it wasnt only inflicted on children, but on adults as well. Discipline on the other hand, is the guidance of childrens moral, emotional and physical development, enabling children to take responsibility for themselves when they are older (Holden 2002, Wissow 2002). In a different theory on punishment proposed by Graeme Newman (1987), he suggested the following characteristic definitions of punishment: 1. It must involve pain and other consequences considered unpleasant. 2. It must be for an offense against a rule. Establishment of rules implies that there is a propensity for it to be broken, & punishment serves as a signifier of the rule. 3. It must be for an actual or supposed offender for his/her offense. 4. It must be intentionally administered by human beings other than the offender.

Gershoff reviewed 11 variables associated with Corporal Punishment (CP), including: Immediate Compliance She found that CP is associated with increased immediate compliance. Moral Internalization She found that CP decreases internalization of moral rules. Using a method that decreases moral internalization to respond to a failure to adhere to internal rules the child should have known is likely to perpetuate the problem. Aggression She found that CP is associated with increased aggression. This is especially troublesome, she notes, in that parents are more likely to use aggression to stop aggression. However, one study showed that use of corporal punishment to halt aggression increased risk for aggressive behaviors by 50%, regardless of whether the parent or the teacher rated the childs behavior. Use of aggression after being physically punished for aggressive behavior is likely to be seen as an escalation of misbehavior, which was also associated with greater use of corporal punishment. Antisocial Behaviors She found that CP is associated with increased antisocial behaviors. This was found most strongly for boys, and for children between the ages of 10 and 12. Gershoff in fact did find that CP is associated with increased risk of adult criminal behavior. Quality of Parent-Child Relationship She found that CP is associated with decreased quality of the parent-child relationship. This is more troublesome because most spankings happen between 5:00PM and bedtime, which comprises the majority of parent-child time together for most children. Gershoff in fact did find that CP is associated with increased risk of victimization from abusive relationships in adulthood. Mental Health She found that CP is associated with decreased mental health outcomes. This is concerning, as children ages 5 to 8 are most at risk for severe corporal punishment, ages at which significant emotional, social, and cognitive development happens. Adult Abusive Behavior She found that CP is associated with increased adult abusive behavior. She reports studies have shown that 2/3s of abusive parent-child incidents begin as an effort to discipline the child and teach them a lesson. If this means that adult antisocial behavior is more likely after being spanked as a child, given that other research shows antisocial parents are at greater risk to abuse children, then this could mean that spanking ones child may increase the risk of abuse for ones grandchildren. Even during earliest times, the use of physical punishment has been prevalent. In a 1996 study, the researchers reported that children who experience corporal punishment are more likely to become angry as adults, and also use spanking as a form of disciplining their own children. They have more tendency to strike their spouses, and experience marital discord. In another study, it was also similarly reported that children who receive corporal punishment may resort to more physical aggression, substance abuse, crime and violence later on in their lives. In the Philippines, there appears to be a thin line between domestic corporal punishment of children and physical abuse, writes Ria Mae Verdolaga, a medical student at the University of the Philippines College of Medicine. According to a study conducted by Save the Children Philippines, a nongovernmental organization crusading against child abuse, Filipino children experience punishment at home 85 percent of the time and that 65 percent of them have received spanking as a form of punishment. Not only do the majority of Filipino children experience unreasonable corporal punishment, they are also subjected to verbal or emotional punishment, such as being scolded and humiliated in front of other people. This, no doubt, leaves a lasting imprint that can impact the childs behavior when they grow up.

Additionally, a survey (n=3000) conducted by Strauss and Gellesin in 1985 (mentioned in Bukatko and Daehler, 1998) shows that most parent respondents used physical punishment. Most parents of 3 and 4-year-olds reported striking their children. 75% of 9 and 10-year-old parents also did. It has also been found that infants and adolescence experience spanking less often. However, adolescents are found to still receive an average of 6-8 times of spanking a year. A newer research including children from China, India, Italy, Kenya, Thailand and the Philippines supports this meta-analysis and found that, in addition to corporal punishment, expressing disappointment, shaming or ridicule were also associated with increased child anxiety causing psychological problems such as an inferiority complex. The study also shows that parent-child relationship is compromised by corporal punishment. According to a local research, parents who use corporal punishment noticed that their children have actually become distant, dazed, afraid and stunned. Theoretical Frameworks With regarding to the theoretical perspective, most researches have drawn from social learning theory to explain the link between exposure to violence in childhood and later perpetration of violence with an intimate partner or child (Bandura, 1977). One overarching theoretical perspective emphasizing parental discipline is that of learning and social learning theory. Within this approach, mechanisms of reinforcement (or reward) and punishment are central to learning and socialisation. Learning theory suggests that the consequences of behaviour strengthens or weakens behaviour in the future: behaviours that are rewarded continue in the childs repertoire, while behaviours that are punished drop out (Eisenberg and Valiente, 2002). Punishment is defined as the presentation of an aversive stimulus or the removal of a positive stimulus. According to principles of learning, punishment following a specific behaviour is likely to lessen the likelihood of that behaviour being repeated. Punishment can be an effective agent for behavioural change, but in order for punishment to effectively suppress undesirable behaviour permanently, it must be immediately and intensely administered after every transgression (Domjan, 2000). Hoffmans (2000) theory of moral internalisation attempts to address how societal norms and parental values, which are initially motivated by external forces (e.g. fear of sanction), eventually come to acquire an internal motivational force. He argues that disciplinary encounters with parents are central to this process of moral internalisation and what happens in a disciplinary encounter is likely to influence whether or not children internalise norms and subsequently behave in a way that is consistent with these norms (Hoffman, 2000). Hoffman (1983 and 2000) proposed that power-assertive techniques such as physical force, deprivation of privileges or possessions, direct commands or threats are detrimental to socialisation because they arouse fear and anxiety in the child, provide a model of aggression to the child, heighten the childs view that the moral standard is external to the self, and direct the childs attention to the consequences of the behaviour for the self rather than for other people. In contrast, parents who use inductive techniques point out the effect of the childs behaviour on others and may suggest reparative actions. Further work that has been influential in understanding effective discipline falls within the parenting styles paradigm, exemplified by the work of Baumrind (1971 and 1991) and Maccoby and Martin (1983). In studies of parenting styles, two dimensions of parenting behaviour have emerged: whether parents are high or low in control or demands, and whether parents are high or low in warmth

or responsiveness thus classifying them in 3 categories: authoritarian, permissive and/or authoritative. The aim of Diana Baumrind's child parent behavior study was to formulate and evaluate the effect of the most typical Western parenting styles which are somehow applicable in the Filipino setting. The focus of the present article has been on understanding whether parental corporal punishment is associated with particular child behaviors and experiences as well as on considering how parental corporal punishment might actually cause such child outcomes. By these examples, we can say that corporal punishment has been an issue way back. Whether the study is done locally or not, the findings have somewhat yielded the same results: there is a clear statistical correlation between corporal punishment inflicted in children and larger societal outcomes.

Conceptual Framework

Corporal Punishment

Punishmentrelated factors

Severity and Type

Frequency

Agent

Circumstances and Outcomes

Self-Esteem

Child's Socialization

Low SelfEsteem

Normal SelfEsteem

Parent-Child Relationship

Aggression

Attitude towards other children

Definition of Constructs Corporal Punishment- measure of the severity, type and frequency of physical force that is used or number of smacks a child receives when being disciplined Punishment-related factors: Severity and Type- classification of punishment (example, smacking or slapping) and the degree of unpleasantness experienced by the child Frequency- how often cp is practiced in a household Agent- person who meted the punishment Circumstances and Outcomes: Self-Esteem- scores obtained by answering Rosenbergs Self-Esteem Scale Low SE- scores ranging from 0-15 Normal SE- scores ranging from 15-30 Childs Socialization: Parent-Child Relationship:
PRQ Scale Definitions Scale Attachment Communication Discipline Practices Involvement Definition The affective, cognitive, and behavioral relationship between a parent and child that results in feelings of closeness, empathy, and understanding on the part of parent for the child. The qualify of information exchanged between the parent and child and the parent's listening skills that promote a trusting relationship. The tendency of a parent to consistently apply consequences or punishment in response to a child's misbehavior, along with a corresponding belief that rule establishment and adherence to rules is desirable. The extent to which the parent and child participate together in a variety of common activities, along with the parent's knowledge of the child's activities.

Methods Research Design: Descriptive (purposive surveys) Population Unit of analysis: students residing in Caloocan City Sampling Unit: students at La Consolacion College-Novaliches, Caloocan ages 9-12 Inclusion Criteria: students, male and female, Grades 5, 6 and 1st Year highschool this academic year 2012-2013 studying at La Consolacion College-Novaliches, Caloocan Exclusion Criteria: students of other grade levels in LCC-N, students from other schools in Caloocan Number of study groups: 1 Independent Variables: sex, ses, past experiences of cp Dependent/Outcome Variables: prevalence of cp, effects of corporal punishment in self esteem, parentchild relationship, adjustment in school, aggression (continuous) Sample Size: n = Z1-/2 p q e Z1-/2 = 1.96 E= 0.05 P= 0.61 (A 2010 survey of 270 students in the Philippines with an average age of 12 found that 61% of them had experienced physical punishment at home, most commonly pinching.) Q= 0.39 =186.51= 187 respondents Questionnaire: Para sa iyo, ano ang ibig sabihin ng parusa? ___________________________________ I. Punishment-related Factors Frequency Pinarurusahan ka ba ng iyong magulang kapag ikaw ay nakagawa ng kasalanan? Gaano ka kadalas pinarurusahan? Type Anong klaseng parusa ang ginagamit sa iyo? Sinasaktan ng pisikal (pinipingot, kinukurot, pinapalo, atbp.) Pasalita (pinapagalitan, sinesermunan, sinisigawan, minumura, atbp.) Pinapatayo/pinapapunta sa isang sulok o lugar sa bahay ng mag-isa Hindi isinasama sa pamamasyal o hindi binibigyan ng gustong bagay (pagkain, laruan, atbp.) Hindi pinapanood ng telebisyon, pinaglalaro o pinalalabas ng bahay Pinapagawa ng gawaing bahay Ipinapahiya

Palagi

Minsan

Hindi

Agent Sino ang nagpaparusa sa iyo? Nanay Tatay Lolo/Lola Kamag-anak Katulong/Helper sa bahay Iba pa (Isulat kung sino ito:_____________________)

II. Circumstances and Outcomes Self-Esteem Kapag ikaw ay nagkakamali, nakakaramdam ka ba ng hiya? Tinatanggap mo ba ang mga pagkakamali mo at mabilis mo itong itinatama? Wala ka bang pakialam kung magalit sa iyo ang mga magulang mo? Kapag napapansin mong magkaiba kayo ng gusto ng isang tao ay pinagbibigyan mo na lamang sya upang hindi sya magalit sayo? Pinipilit mo ang gusto mo hanggang sa makuha mo ito? Inuuna mo ba ang pangangailangan ng iba kaysa sa iyo? Nararamdaman mo bang wala kang dapat ipagmalaki? Isa ka bang taong may halaga, at kapantay ng iba? Minsan ba nararamdaman mong wala kang silbi? Masaya ka ba sa kung ano ka? (?) Kaya mo bang gumawa ng mga bagay na kasing galing ng ibang tao? Childs Socialization

Marami ka bang kaibigan? Sa inyong magkakaibigan, madalas ba kayong magaway? Sa mga away na ito, ikaw ba ang madalas nagsisimula nito? Nirerespeto mo ba ang pagkakaiba ng ugali niyo ng mga kaibigan mo? Masaya ka ba kapag may mga bago kang kaibigan? Gaano kayo kadalas mag"bonding" ng iyong mga kaibigan? Kaya mo bang gumawa ng mali para lang maging gusto ka nang isang tao? Gumagawa ka ba ng mga bagay dahil lamang ginagawa din ito ng mga kaibigan mo? Sinasabi mo pa rin ba ang opinyon mo kahit tingin mo ay pagtatawanan ka ng mga kaibigan mo? Komportable ka ba kapag marami kang kasama? Parent-Child Relationship Kapag pinarurusahan ka ng magulang mo, ikaw ay.. Nagagalit Nalulungkot Nagdadabog Natutuwa Walang pakialam Masasabi mo bang "close" kayo ng mga magulang mo? Naiintindihan mo ba sila kapag pinarurusahan ka nila? Kapag ikaw ay may problema, nasasabi mo ba ito sa mga magulang mo? Sa iyong palagay, karapat-dapat lang ba ang parusang ibinibigay sa iyo? Gaano ka kadalas sumusunod matapos kang parusahan? Naipapaliwanag ba sa iyo ng maayos ang dahilan kung bakit ka pinarurusahan? Nauunawaan mo ba kung bakit ka pinarurusahan?

Sources: A Time for Change: Ending All Forms of Corporal Punishment of Children by Save the Children Sweden (http://www.pstcrrc.org/docs/CorpPunishment_Book_2.pdf) Corporal Punishment by Parents and Associated Child Behaviors and Experiences: A MetaAnalytic and Theoretical Review (http://www.endcorporalpunishment.org/pages/pdfs/Gershoff2002.pdf) Corporal Punishment: Discipline or Abuse (http://business.inquirer.net/13787/corporalpunishment-discipline-or-abuse) Corporal Punishment in Children What Does It Accomplish? by Richard Niolon PhD (http://www.psychpage.com/family/disc.html) CORRELATION BETWEEN HIGH RATES OF CORPORAL PUNISHMENT IN PUBLIC SCHOOLS AND SOCIAL PATHOLOGIES By John Guthrow, December 2002 (http://www.nospank.net/correlationstudy.htm) Educate, Dont Punish!: Awareness Campaign Against Corporal Punishment of Children in Families (http://www.unicef.org/lac/spbarbados/Implementation/CP/Global/Educate_donthit_SaveMan ual.pdf) Guidance for Effective Discipline (http://www.beachpsych.com/pages/cc62.html) Influence of childhood maltreatment and intimate partner violence on parental use of physical punishment in Colombia (http://paa2009.princeton.edu/download.aspx?submissionId=90432) Parents Perspectives on Parenting Styles and Disciplining Children (http://www.tcd.ie/childrensresearchcentre/assets/pdf/Publications/Parents'_Perspectives_on_ parenting_styles.pdf) Physical Punishment and The Development of Aggressive and Violent Behavior: A Review (http://www.neverhitachild.org/areview1.html#LABEL16) The State of Research on the Effects of Physical Punishment (http://www.msd.govt.nz/aboutmsd-and-our-work/publications-resources/journals-and-magazines/social-policyjournal/spj27/the-state-of-research-on-effects-of-physical-punishment-27-pages114-127.html)

Magandang Araw!

Ako si Isabelle Leia D. Altavas, nasa ika-apat na taon sa kolehiyo, sa kursong BA Behavioral Sciences sa Unibersidad ng Pilipinas, Maynila. Ako ay kasalukuyang may pag-aaral tungkol ukol sa epekto ng pagpaparusa ng pisikal sa pagpapahalaga sa sarili at pagsasapanlipunan ng mga kabataan. Ito ay isa sa itinakdang Gawain para sa aming pagtatapos. Kaugnay nito, hinihiling ko ang iyong partisipasyon sa pag-aaral na ito sa pamamagitan ng pagsagot sa mga katanungan sa mga sumusunod na pahina. Nais kong ipaliwanag na walang tama o mali, matapat na opinyon at kasagutan mo lamang ang kailangan. Walang time limit ang pagsagot sa mga katanungan ngunit mas makakatulong kung matapos mo ito sa lalong madaling panahon. Ipinapangako kong anumang impormasyon ang ibahagi mo sa pag-aaral na ito ay mananatiling kompidensyal at lubos kong pakaiingatan. Napakalaki ng maitutulong ng iyong pagsagot sa mga katanungang ito. Ngayon pa lamang ay lubos na akong nagpapasalamat.

_______________________________ Isabelle Leia D. Altavas (Mananaliksik) Informed Consent Form Naiintindihan ko ang layunin at mga nilalaman ng pag-aaral na ito at pumapayag akong makilahok sa pag-aaral, sa pamamagitan ng pagsagot sa mga katanungan sa questionnaire na ito.

_________________________________________ Name of Respondent _________________________________________ Signature __________________________________________ Date