DISCIPLINE

NOT PUNISHMENT
An Introduction to Corporal
Punishment and Positive Discipline

PRESENTED BY:
DR. NORBERTO D. SOMBILUNA JR DD
Discipline and Punishment

Is there a difference?
 DISCIPLINE PUNISHMENT

Discere - to learn Punire - to inflict a

Discipere - to penalty on, or cause
comprehend pain for some offense
Discipere - to teach
Discipline
Discipline aims to teach, mentor,
guide, help learn…
Role of the “teacher” or
“mentor” is to explain well and
demonstrate/ model good
behaviour
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
pain
Teaching a (painful) “lesson”
so that the mistake will not Rosselle Arenas, 14

be repeated San Pedro, Laguna

Corporal Punishment of
Children
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.
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?
Hitting children with the
hand or with an implement
Kicking, shaking or
throwing children, throwing
objects at children,
scratching, pinching,
burning, scalding or forcing
them to ingest substances
What is Corporal Punishment?
Using power, authority or
threats to force children to
perform physically painful
or damaging acts, 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?
Deliberately neglecting
children’s physical needs
Confining or tying up
children
Asking children to
perform hazardous tasks
as punishment
What is Corporal Punishment?
Threats
Shaming
Cursing
Verbal assault
Why End Corporal Punishment?
Of the many forms of violence
that a majority of children
experience, corporal
punishment is the:
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?
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
third more experiencing severe physical
punishment with the use of implements.
(World Report on Violence against Children 2006)
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%
reported that spanking is
the most common form of
punishment they
experienced. (Save the Children
Sweden 2005)
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 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?
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
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?
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-esteem
Displaced anger and aggression
Rebelliousness and resentment
Depression or intense loneliness
Weak decision-making skills and self-control
Why End Corporal Punishment?
Children who are disciplined with spanking or other
physical punishments are more likely to be anxious and
aggressive than children disciplined through other
methods. (Lansford, et al. 2005, cited in “Spanking Leads to Child Aggression
and Anxiety, Regardless of Cultural Norm,” Science Daily, 14 November 2005)

Students exposed to parental verbal abuse displayed a

propensity for confusion, worrying, lack of concen-
tration, thoughts of rejection, low self-worth, chronic
fatigue, and displacement of anger on siblings…[which]
suggests a potential risk for trans-generational verbal
abuse. (Esther Esteban. Parental Verbal Abuse: Culture-Specific Coping Behavior
of College Students in the Philippines. 2006)
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 Punishment?
It violates children’s rights.
States have the obligation to fulfill the United
Nations Convention on the Rights of the Child
(UNCRC).

Say NO to corporal punishment

Children’s right to protection from
abuse and violence
Article 19
“States Parties shall take all appropriate legislative,
administrative, social and educational measures to protect
the child from all forms of physical or mental violence,
injury or abuse, neglect or negligent treatment,
maltreatment or exploitation, including sexual abuse, while
in the care of parent(s), legal guardian(s) or any other
person who has the care of the child.”
Children’s right to protection from
abuse and violence
Article 29
“States Parties shall take all appropriate measures
to ensure that school discipline is administered in
a manner consistent with the child’s human
dignity and in conformity with the present
Convention.”
Children’s right to protection from
abuse and violence
Article 37a
“States Parties shall ensure that…No child shall be
subjected to torture or other cruel, inhuman or
degrading treatment or punishment. Neither
capital punishment nor life imprisonment without
possibility of release shall be imposed for offences
committed by persons below eighteen years of
age.”
Recognition of the role of parents
Article 5
“State Parties shall respect the responsibilities, rights and
duties of parents or, where applicable, the members of
the extended family or community as provided for by
local custom, legal guardians or other persons legally
responsible for the child, to provide, in a manner
consistent with the evolving capacities of the child,
appropriate direction and guidance in the exercise by the
child of the rights recognized in the present
Convention.”
Corporal punishment violates a child’s
right to…
Human dignity, physical integrity and equal
protection under the law (ICCPR)
Protection against abuse and violence (ICESCR)
Not be subjected to torture or other cruel,
inhuman or degrading treatment or punishment
(ICCPR; Conv. Against Torture)
Why does corporal punishment persist?
Societal/cultural notions and beliefs about
children & discipline perpetuate corporal
punishment.
Children have no rights.
Children have no capacities.
The use of punishment is the most effective
approach to disciplining children
Why does corporal punishment persist?
Existing laws do not adequately protect
children from corporal punishment.
No explicit prohibition on the use of corporal
punishment especially. in the home
Provisions in existing laws provide legal
defences for the use of corporal punishment.
Positive Discipline
DISCIPLINE = TEACHING
Positive 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.
Helps children develop self-discipline and
confidence.
Guides children to be in harmony with self and
others.
Positive Discipline is…
A way of thinking and an
approach to teaching that
helps children succeed,
gives them information
and supports their growth
Based on setting learning
goals, planning an effective
approach, and finding
solutions that work
Positive Discipline…

Helps children develop appropriate thinking and

behaviour in the short- and long-term
Develops children’s self-discipline and
confidence, and guides them to be in harmony
with self and others
Teaches life-long skills and values
Builds a culture of respect for human rights
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…
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 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 and Children’s Rights

Respect for the human

dignity and physical integrity
of children
Recognition of children’s
capacities and their right to
participate
Ensuring children’s best
interests at all times
Positive Discipline Principles
Problem-Solving

Positive & healthy Supportive learning

relationship environment
(Warmth) (Structure)

Understanding how children think and feel

Long-term goals
Planning

Long-term goals
 What kind of people do we want
our children to become?
Respectful & has Disciplined &
empathy for others responsible
Can make wise Goal-directed
decisions Analytical
Able to form healthy Life-long learner
relationships Honest
Confident & has a solid Has faith
self-esteem
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
skills
Model these values and life skills (respect,
taking responsibility, wisdom, handling
conflict, empathy) to children
Knowledge

Understanding how children think and feel

Long-term goals
Understanding How Children Think and
Feel

Children at different ages need

different kinds of support and
information.
Children’s developmental
stage and other external
factors affect how they think,
feel and behave.
Understanding How Children Think and
Feel
Helps adults fine-tune how they teach children to
match their current capacity and interest
Helps the adult adapt their methods as the children
grow and develop
Helps the adult respond appropriately to the needs
of children facing specific challenges
Tools for Understanding How Children
Think and Feel
Typical development
Empathy
Observation
Listening
Specific context or
situation
Typical Development

Infants
Development of trust and attachment (being
responsive to needs; providing comfort)

Toddlers
Communication (encouraging self-expression)
Independence (protection-letting go)
The Role of the Adult

Early Childhood
Confidence (providing encouragement)
Respect (modelling respectful behaviour)
Observing the child’s likes and dislikes
Providing information using simple language
Helping the child identify and express emotions
Listening to the child’s stories
Typical Development

Middle Childhood
Mastery of skills (academic work, management of
emotion, social skills)
Developing cooperation skills
Developing one’s own opinion
The Role of the Adult

Middle Childhood
Listening to the child’s stories, opinions;
engaging him/her in discussions
Observing the child’s behaviour towards others;
encouraging empathy and cooperation
Showing how the child’s behaviour affects
others
Typical Development

Pre-adolescent period
Start of physical and hormonal changes at
puberty
Establishing independence
Forming opinions about parents/authority
figures and about what is going on around them
The Role of the Adult

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
 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 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 Temperament

Temperament – child’s specific way of

interacting/reacting to the environment
Dimensions – activity level, regularity, response to
new situations, adaptability, distractability,
persistence, 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: child abuse

Low of self-esteem
Difficulty in making friends; shyness
Aggression
Need to rebuild trust
Consistency in providing structure
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 structure
Teach non-violence in conflict resolution
Redirect behaviour toward positive goals
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
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
consequences of his/her actions on self and
others
Understanding How Children Think and Feel
Tools

Positive & healthy Supportive learning

relationship environment
(Warmth) (Structure)

Understanding how children think and feel

Long-term goals
A Positive and Healthy Relationship
with Children

Children learn best

when they feel
respected,
understood, trusted,
safe and loved.
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 Learning Environment

A supportive environment
provides children with
appropriate information
and guidance to facilitate
learning, decision-making
and problem solving.
We can build a supportive learning
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 on
other people
Being fair and consistent
Controlling anger; manage frustration and anger in
a healthy way
Skills
Problem-Solving

Positive & healthy Supportive learning

relationship environment
(Warmth) (Structure)

Understanding how children think and feel

Long-term goals
Problem-Solving

Remember 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.
Problem-Solving

Analyze the underlying causes of the

problem, identify what needs to change, and
present solutions.
Look at the situation from his/her point of view
and think about the following:
What does the child need to understand in order to
resolve the situation?
What can I do in this situation to help the child?
Help the child understand his/her behavior and how
it affects others. Help him/her correct it by
presenting solutions.
Problem-Solving

Provide constant support and guidance

Create an atmosphere of respect and trust. Involve
the children in classroom/household management,
Provide consistency in the form of regular routines for
daily activities and interactions to make unexpected,
negative experiences less stressful. Provide attention to
the children to increase positive behavior. For older
children, attention includes being aware of and
interested in their home life, in their school activities,
and in any other activities that interest them.
Using positive discipline is
a process.

It will take time and needs

family support.
Give the children the respect they
deserve as human beings.

Let us work towards the

elimination of corporal
punishment of all children and
contribute to breaking the cycle
of violence in our society.

PRACTICE POSITIVE
DISCIPLINE!