positive discipline
TRANSCRIPT
DISCIPLINE
NOT PUNISHMENT
An Introduction to Corporal
Punishment and Positive Punishment and Positive
Discipline
Discipline and Punishment
____________________________
Is there a difference?
DISCIPLINE DISCIPLINE
Discere - to learn
Discipere - to comprehend
PUNISHMENTPUNISHMENT
Punire - to inflict a penalty on, or cause pain for some comprehend
Discipere - to teach
pain for some offense
DisciplineDiscipline aims to teach,
mentor, guide, help learn…
Role of the “teacher” or “mentor” is to explain well and demonstrate/ model good behaviorbehavior
Discipline is part of child rearing and is not limited to situations when there is a mistake or offence
Punishment
Penalty for doing something wrong
Controlling or “correcting mistakes through the use of painof pain
Teaching a (painful) “lesson” so that the mistake will not be repeated
Rosselle Arenas, 14
San Pedro, Laguna
What is Corporal Punishment?What is Corporal Punishment?
Punishment or penalty for an offence – imagined or real.
It involves the use of force, power, authority or intimidation to inflict some pain or discomfort on the child for purposes of training or control. the child for purposes of training or control.
It is usually administered by an adult who has the authority or responsibility for looking after or caring for the child.
It has two forms – physical and emotional/ humiliating or degrading punishment.
What is Corporal Punishment?What is Corporal Punishment?
Hitting children with the hand or with an implement
Kicking, shaking or throwing Kicking, shaking or throwing objects at children, scratching, pinching, burning, scalding or forcing them to ingest substances
What is Corporal Punishment?What is Corporal Punishment?
Using power, authority or threats to force children to perform physically painful or damaging acts, e.g. holding weights for e.g. holding weights for an extended period, kneeling on pebbles, squatting, asking them to stand under the heat of the sun, etc.
What is Corporal Punishment?What is Corporal Punishment?
ThreatsShamingCursingVerbal assault
Emotional or humiliating Emotional or humiliating punishment: degrades, belittles, humiliates, denigrates, threatens, scares or ridicules the child.
Why End Corporal Punishment?Why End Corporal Punishment?
Of the many forms of
violence that a majority of children experience, corporal punishment is the:
Most common, Most common,
Most pervasive and yet
Least reported and
Least recognised as a form of violence. Jan Christian Chu, 7
Mandaluyong City
Why End Corporal Punishment?Why End Corporal Punishment?
It is widespread - cutting across cultures, geography and social class…
80-98% of the world’s children experience physical punishment in their homes, with a physical punishment in their homes, with a third more experiencing severe physical punishment with the use of implements. (World
Report on Violence against Children 2006)
Why End Corporal Punishment?Why End Corporal Punishment?
85% of Filipino children said they are punished in the home
82% said they were hit on different parts of their body; of this number, 65% body; of this number, 65% reported that spanking is the most common form of punishment they experienced. (Save the Children Sweden 2005)
Why End Corporal Punishment?Why End Corporal Punishment?
It is hurting children.
In the short term, corporal punishment “…kills thousands of children each year and injures and handicaps many more.”
“In the longer term…it [is] a significant factor “In the longer term…it [is] a significant factor in the development of violent behavior, and it is associated with other problems in childhood and later life.” (WHO’s World Report on Violence and Health
2002)
Why End Corporal Punishment?Why End Corporal Punishment?
Children want it to stop.
Children all over the world say they do not want to be hurt, and that they wish there are other ways of disciplining them.
Filipino children say they will learn better if their parents and teachers: (1) Talk to them in a calm and parents and teachers: (1) Talk to them in a calm and understanding way; (2) Explain to them what they have done wrong or how they should do things the right way; and (3) Make them feel that they are still loved and accepted.
Why End Corporal Punishment?Why End Corporal Punishment?
It has harmful effects on children.
It can cause serious physical and psychological harm to children.
Injury, disability, even death
Fear, anger, anxiety
Low self-esteemLow self-esteem
Displaced anger and aggression
Rebelliousness and resentment
Depression or intense loneliness
Weak decision-making skills and self-control
Why End Corporal Punishment?Why End Corporal Punishment?
It has harmful effects on families and cultures.
It damages a child’s relationship with his/her parents/adults.
It perpetuates a culture of violence.
Why End Corporal Why End Corporal Punishment?Punishment?
It violates children’s rights.
States have the obligation to fulfill the United Nations Convention on the Rights of the Child (UNCRC). Child (UNCRC).
Say NO to corporal punishment
Positive DisciplinePositive Discipline
DISCIPLINE = TEACHINGDISCIPLINE = TEACHINGPositive discipline is part of an education process, a way of thinking and an approach to teaching that:
Helps children develop appropriate thinking and behavior in the short and long-term.short and long-term.
Helps children develop self-discipline and confidence.
Guides children to be in harmonywith self and others.
Positive discipline is not…Positive discipline is not…
Permissive parenting
An absence of rules,
limits or expectations
Short-term reactions or
alternative punishments
to slapping or hitting
Positive Discipline and Children’s RightsPositive Discipline and Children’s Rights
Respect for the human dignity and physical integrity of children
Recognition of children’s capacities and their right to capacities and their right to participate
Ensuring children’s best interests at all times
Positive Discipline PrinciplesPositive Discipline Principles
Positive & healthyrelationship
Supportive learning environment
Problem-Solving
Long-term goals
relationship(Warmth)
environment(Structure)
Understanding how children think and feel
Planning
• Long-term goals
What kind of people do we want our What kind of people do we want our
children to become?children to become?
Respectful & has
empathy for others
Can make wise
decisions
Disciplined &
responsible
Goal-directeddecisions
Able to form healthy
relationships
Confident & has a
solid self-esteem
Analytical
Life-long learner
Honest
Has faith
What can we do?What can we do?
Reflect on the values and life skills we want to
teach children
Make day-to-day problem situations an occasion
for teaching these values and life skillsfor teaching these values and life skills
Model these values and life skills (respect, taking
responsibility, wisdom, handling conflict,
empathy) to children
Knowledge
• Long-term goalsLong-term goals
• Long-term goalsLong-term goals
• Long-term goalsLong-term goals
Long-term goals
Understanding how children think and feel
Understanding How Children
Think and Feel
Children at different ages
need different kinds of
support and information.
Children’s developmental Children’s developmental
stage and other extenal
factors affect how they
think, feel and behave.
Tools for Understanding How Children
Think and Feel
Typical development
Empathy
Observation
ListeningListening
Specific context or
situation
Typical Development
Pre-adolescent period
Start of physical and hormonal changes at
puberty
Establishing independenceEstablishing independence
Forming opinions about parents/authority
figures and about what is going on around them
Pre-adolescent period
• Continue building trust by listening to the child’s stories
• Letting the child express his/her emotions and teaching him/her how to manage these
The Role of the Adult
teaching him/her how to manage these
• Show that you accept the child even if he/she has made a mistake
• Continue to help the child see the consequences of his/her negative action
Typical Development
Adolescence
Establishing identity
Setting long-term goals for oneself
Challenging authorityChallenging authority
Establishing intimate relationships
The Role of the Adult
Adolescence
Respectful monitoring of activities
Engaging the adolescent in discussions about
identity, intimate relationships and risky
behaviours
Listening to and respecting the child’s opinion
Be firm and consistent about non-negotiables
Understanding TemperamentUnderstanding Temperament
Temperament – child’s specific way of interacting/reacting to the environment
Dimensions – activity level, regularity, response to new situations, adaptability, distractability, persistence, intensitypersistence, intensity
Important for parents to recognise similarities and differences between one’s own and the child’s temperament to be able to identify the child’s specific needs and the appropriate responses.
Specific context: living on the street
Lack of adult support and structure
The child becomes street smart
Experience of violence in the streets
Need to build trust
Gently reintroduce structureGently reintroduce structure
Teach non-violence in conflict resolution
Redirect behaviour toward positive goals
Specific context: child abuse
Low of self-esteem
Difficulty in making friends; shyness
Aggression
Need to rebuild trust
Consistency in providing structure
Specific context: the working child
Need for support to manage the demands of work and school that creates pressure on the child
Need for protection: check conditions of work
Listen to the child’s stories/observe physical and Listen to the child’s stories/observe physical and emotional changes
Respect: giving the child his/her share of income
Specific context:
the child in conflict with the law
Rebuild trust by listening to the child’s opinions
Rebuild respect by challenging negative notions
but also recognising good ideas
Help the child understand the long-term Help the child understand the long-term
consequences of his/her actions on self and
others
Understanding How Children Think and Feel
ToolsTools
Positive & healthyrelationship
(Warmth)
Supportive learning environment(Structure)
Long-term goals
Understanding how children think and feel
A Positive and Healthy Relationship with A Positive and Healthy Relationship with
ChildrenChildren
Children learn best
when they feel
respected, understood,
trusted, safe and trusted, safe and
loved.
We can demonstrate respect and empathy by…We can demonstrate respect and empathy by…
Showing children that they are still respected and accepted even when they do something wrong or when they commit mistakes
Listening to them
Looking at their situation from their point of view
Laughing with them
Supporting them when they are facing challenges
Encouraging them when they have to do something difficult
Telling them that they believe in them
Recognizing their efforts and successes
Showing them that they trust them
Creating a Supportive Creating a Supportive Learning EnvironmentLearning Environment
A supportive
environment provides
children with
appropriate
information and information and
guidance to facilitate
learning, decision-
making and problem
solving.
We can build a supportive learning We can build a supportive learning
environment by…environment by…
Explaining the reasons for rules
Helping them find ways to fix their mistakes in a
way that helps them learn
Teaching them about the effects of their actions Teaching them about the effects of their actions
on other people
Being fair and consistent
Controlling anger; manage frustration and anger
in a healthy way
SkillsSkills
Positive & healthyrelationship
(Warmth)
Supportive learning environment(Structure)
Problem-Solving
Long-term goals
(Warmth) (Structure)
Understanding how children think and feel
ProblemProblem--SolvingSolvingRemember your long-term goals
Think before you act. Transform the challenging
situation into a constructive learning event for both the
child and the teacher. Most actions that adults
oftentimes label as “misbehaviors” are but a natural
part of children’s development and should not be seen
as threats to adults’ authority. It is therefore helpful to
think ahead, anticipate problems that may arise, and
plan a response.
Positive discipline…Positive discipline…
Is about finding long-term solutions to everyday parenting challenges that will develop a child’s self-discipline
Involves building mutually respectful relationships with children, clearly communicating expectations, rules and limits; and increasing children’s competence and limits; and increasing children’s competence and confidence to handle challenging situations
Is all about teaching life-long skills among children and at the same time respecting their rights as human beings.
Positive discipline…Positive discipline…
Is about finding long-term solutions to everyday parenting challenges that will develop a child’s self-disciplineInvolves building mutually respectful
relationships with children, clearly communicating expectations, rules and limits; and increasing children’s competence and and increasing children’s competence and confidence to handle challenging situationsIs all about teaching life-long skills among
children and at the same time respecting their rights as human beings.
Using positive discipline is Using positive discipline is a process. a process. a process. a process.
It will take time and needs It will take time and needs family support.family support.
Let us support Anti-Corporal
Punishment Bill!
Let us END Corporal
Punishment on Children
Now!