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This Brief reviews the past, present, and future use of school corporal punishment in the United States, a practice that remains legal in 19 states as it is constitutionally permitted according to the U.S. Supreme Court. As a result of school corporal punishment, nearly 200,000 children are paddled in schools each year. Most Americans are unaware of this fact or the physical injuries sustained by countless school children who are hit with objects by school personnel in the name of discipline. Therefore, Corporal Punishment in U.S. Public Schools begins by summarizing the legal basis for school corporal punishment and trends in Americans’ attitudes about it. It then presents trends in the use of school corporal punishment in the United States over time to establish its past and current prevalence. It then discusses what is known about the effects of school corporal punishment on children, though with so little research on this topic, much of the relevant literature is focused on parents’ use of corporal punishment with their children. It also provides results from a policy analysis that examines the effect of state-level school corporal punishment bans on trends in juvenile crime. It concludes by discussing potential legal, policy, and advocacy avenues for abolition of school corporal punishment at the state and federal levels as well as summarizing how school corporal punishment is being used and what its potential implications are for thousands of individual students and for the society at large. As school corporal punishment becomes more and more regulated at the state level, Corporal Punishment in U.S. Public Schools serves an essential guide for policymakers and advocates across the country as well as for researchers, scientist-practitioners, and graduate students.
Originally published in 2015 under the title: Four ways to click: rewire your brain for stronger, more rewarding relationships.
By using positive methods of discipline parents have the opportunity to provide their children with an optimal home environment for healthy emotional growth and development.
THE KEY TO DISCIPLINE IS NOT PUNISHMENT, BUT MUTUAL RESPECT All parents try to do their best--but the best of intentions don't always produce the best results. Dr. Jane Nelsen, an experienced psychologist, educator, and mother, believes that children misbehave when they feel thwarted in their need to belong and in their need for love and attention. An authoritative approach, using phrases like " Because I said so!" , will only lead to rebellious behavior. Instead, parents need basic principles that bring them and their children closer. They need Positive Discipline. Dr. Nelsen explains that parents who use kindness and firmness to teach life skills will encourage self-respect, self-discipline, cooperation, good behavior, and problem-solving skills in their children. In Positive Discipline, revised and updated for the '90s, she shows all of us, parents and teachers alike, exactly how her practical program works--answering, step-by-step, such important questions as: *What works better than punishment to teach children positive, good behavior? *What mistakes do most parents make " in the name of love" ? *How can parents turn their mistakes into assets? *How can praise be dangerous? *What are the dangers of trying to be " Super Mom" ? *How can teachers avoid discipline problems in the classroom? " It is positive! It works! It saves your sanity! And it is easy to share with others." --Julie Pope, Parent Sacramento, CA " As a parent and psychotherapist, I have found enormous value and practical wisdom in Positive Discipline. It conveys a win/win atmosphere for parents and children. The techniques are so easy tolearn and fun to use...Anyone following these concepts will see almost instant results and big smiles on the faces of their children." --Katherine Dusay, Psychotherapist San Francisco, CA
Lisa, a 35 year-old American woman, has quit her job to travel the world. She finds herself in Central America, and decides improve her woeful Spanish. A month spent at a Spanish language school fails to help, as she ignores class assignments and fails to study. The frustrated teacher suggests she try a more rigorous school run by a good friend of his. Laura agrees, but fails to make any effort to find out what makes this school so different. "Introductions followed. Ash was 24 and from Perth. Gwen was 23 and from Swansea and taking a gap year before starting work as a veterinarian. Dana was 32 and from Tulsa and, like Lisa, had no long-term plans. Lisa was 35 and from Chicago, but she’d known that already. Gwen was coming into her second month at the school, and Dana her third. Lisa was surprised they were spending so much time there. “Doesn’t it get dull?” she asked. Dana laughed. “Oh, it’s never dull. The curriculum is really good, and it builds over time. I learned so much more in the second month than I did the first. And that pool is so hard to leave.” “She’s going to be a prefect this month as well,” Gwen said. “All that power is going right to her head.” “I might be a prefect, but they haven’t announced who got picked yet,” Dana said. She sounded confident though. “And Gwennie might be a big sister. If so, she’ll move into her own hut.” “What does a big sister do?” Lisa asked. “Oh, you just help people get settled in, make sure everyone follows the rules, that kind of thing,” Dana said. “There was a whole section about it in the handbook.” Lisa had received the handbook, but it had been in a word document, and hadn’t loaded well on her phone. “PDFs, what a concept,” she’d thought at the time. “Maybe I skipped that part,” she admitted. Dana and Gwen exchanged looks, meaningful ones. “Not a great idea,” Dana said. “They test you on it from time to time. I’d give it a good read over the weekend, just to catch up.” Lisa promised she would, not meaning a word of it. She’d figure it out as she went along. She noticed Ash looking at her pensively. Maybe a quick skim would be a good idea after all. She decided to change the subject. “Not to pry, but what kind of problems are you having, Gwen? Anything we could help with?” Lisa was expecting boy problems, or homesickness. “Poor Gwennie had a little trouble paying attention in class this week,” Dana explained. “A lot of trouble,” Gwen said. She looked nervous. Dana’s look was harder to read. It contained some sympathy but also something else. Lisa looked over at Ash, who looked enthralled, and who had crossed her legs at her ankles. “How bad was it?” Ash asked. “She has to go to see Senora Palacios after dinner,” Dana explained. “I’m going to get the stick, I know it,” Gwen said, sounding miserable. Lisa wasn’t sure about that one word. It might have been stick. But maybe sack? Would they kick her out for a little inattentiveness? Dana seemed to know what she meant though. She took a seat next to the younger woman on her bunk bed and put her arm around her. Dana was short, barely over five feet, and Gwen was Lisa’s height or taller, so five eight or five nine. Dana pulled the taller woman over, until Gwen’s head was resting on her shoulder. “I hope you don’t,” she said. “You might not. But you’ll survive if you do.” Lisa looked over at Ash, to see if things were clearer for her. For Lisa, they were clear as mud. Ash seemed to understand though. She looked… well, less horny, for want of a better word. More anxious. “Does the stick mean the cane?” she asked. “Bent over the desk, six strokes on your bare booty,” Dana said with a shudder. “It is really, really painful. But it’s also pretty rare. And the paddle isn’t that much better.” Lisa’s immediate priority was to keep anyone from noticing how shocked she was. Dana and Gwen seemed busy, but Ash shot her a little smirk."
"New stories & strategies based on ... 'How to talk so kids will listen & listen so kids will talk'"--Cover.
"This is a must-read for every family that yearns to create peace and harmony.” --Shefali Tsabary, Ph.D., New York Times bestselling author of The Conscious Parent Tired of yelling and nagging? True family connection is possible--and this essential guide shows us how. Popular parenting blogger Rebecca Eanes believes that parenting advice should be about more than just getting kids to behave. Struggling to maintain a meaningful connection with her two little ones and frustrated by the lack of emotionally aware books for parents, she began to share her own insights with readers online. Her following has grown into a thriving community--hundreds of thousands strong. In this eagerly anticipated guide, Eanes shares her hard-won wisdom for overcoming limiting thought patterns and recognizing emotional triggers, as well as advice for connecting with kids at each stage, from infancy to adolescence. This heartfelt, insightful advice comes not from an "expert," but from a learning, evolving parent. Filled with practical, solution-oriented advice, this is an empowering guide for any parent who longs to end the yelling, power struggles, and downward spiral of acting out, punishment, resentment, and shame--and instead foster an emotional connection that helps kids learn self-discipline, feel confident, and create lasting, loving bonds.
'A vital read, not just for parents but anyone who values the next generation' Psychologies 'A provocative new book which challenges every aspect of modern parenting' Daily Mail Society is making great strides in increasing awareness of oppression and injustice, but one group remains mistreated: children. Commonly recommended parenting and discipline methods treat children in ways that would cause uproar if adults were treated similarly. Children's needs and feelings are frequently dismissed and ignored by adults. Children are taught to blindly obey adults in the name of 'respect', although respect is so rarely shown to them. We are a society that is afraid of treating children kindly, as evidenced by the almost constant uproar and ridicule of the 'gentle parenting' movement. In this timely book, bestselling author and parenting expert Sarah Ockwell-Smith blends childcare history, sociology, psychology and current affairs to raise awareness of childism - the unconscious discrimination of children in our world - and why it impacts everybody. Essential for parents, carers, teachers and anybody who works with children, Because I Said So! is both a thought-provoking guide and an urgent call to action. It will help you to understand your own upbringing and how this has shaped your beliefs and behaviour; prompt you to consider the prevalence of childism in society today, so that you can change the way you look after the children in your care or reinforce the approach you are already taking; and consider how we can transform the way our society treats children to create positive, lasting change for generations to come. Childism is an issue that has been ignored and avoided for far too long. If we want to change the world for the better, we must start with treating our children better.
Discipline without Shouting or Spanking is a practical guide that shows parents how to manage the most difficult part of parenting. It provides proven methods for handling more than 30 of the most common forms of childhood misbehaviors, from temper tantrums to sibling rivalry. Practical solutions lead to practical results! Discipline Without Shouting or Spanking offers effective, practical, nonviolent options for correcting the most common behavior problems of preschoolers. You will learn how to deal with misbehavior including temper tantrums, whining, negativity, sibling rivalry, possessiveness, aggressive behavior, resisting bedtime, playing with food, and many more problems -- without shouting or spanking. The authors' advice will help you be a more effective parent and discipline your child in a loving yet firm way, without damaging self-esteem or natural curiosity about the world. This easy-to-use text has been formatted like a first-aid manual for handling misbehavior. It has already helped over 700,000 parents.