Adverse Effects of Corporal Punishment
Corporal punishment remains prevalent worldwide as a “traditional” form of child discipline. The 2024 article, Physical Punishment Against Children in Türkiye: The Necessity of Alternative Discipline Methods, reveals that such physical punishment is both widespread and highly detrimental to children’s physical, mental, and social development (Polat & Karayazı, 2024). The writers argue that what many consider “normal discipline” is in fact violence, posing serious risks to children, families, and society (Polat & Karayazı, 2024).
An Overview of Corporal Punishment: From Rod to Abuse
Corporal punishment is defined as the use of physical force to control children’s behaviour by inflicting pain (Runyan et al., 2010, cited in Polat & Karayazı, 2024). It includes slapping, spanking, pulling ears, punching, kicking, pinching, shaking, hitting with objects, poking, pushing, and back-slapping (Ember & Ember, 2005, cited in Polat & Karayazı, 2024). Although culturally accepted as discipline, these behaviours exist on a continuum with physical abuse and can easily escalate (Straus & Gelles, 1986; Polat & Karayazı, 2024).
Traditional sayings and practices reinforce the use of physical punishment, beginning with frightening the child and escalating to physical force when earlier methods lose effect. This shift transforms discipline into abuse, causing both physical and psychological harm (Polat & Karayazı, 2024).
Psychological and Emotional Harm
Research shows that physically punished children experience anxiety, fear, helplessness, low self-esteem, tics, stress-related symptoms, sleep and speech disorders, aggression, delinquency, and antisocial behaviour (Bilir et al., 1991; Gershoff, 2002; Ayan, 2007; Feigelman, 2009; Knox, 2010, cited in Polat & Karayazı, 2024).
Girls tend to feel guilt and fear, while boys report anger and shame (Bulut, 2010; Polat & Karayazı, 2024). Children express sadness, fear, retaliation, and even excitement during violent incidents (Deveci et al., 2008, cited in Polat & Karayazı, 2024).
Repeated punishment leads to humiliation, hopelessness, and diminished self-worth (Gündüz & Gökçakan, 2004; İzmirli, 2003; Mahiroğlu & Buluç, 2003; Mangır et al., 1996; Şahin & Beyazova, 2001, cited in Polat & Karayazı, 2024). Children become fearful of adults, avoid touch, and overreact to other children’s distress (Bilir et al., 1991; Gershoff, 2002; İzmirli, 2003, cited in Polat & Karayazı, 2024).
Behavioural and Social Problems
Corporal punishment does not correct behaviour long-term. In one study, 43.5% of punished children showed no improvement, while 41.4% worsened (Mahiroğlu & Buluç, 2003, cited in Polat & Karayazı, 2024).
Physically punished children are more likely to:
- view violence as a valid conflict-resolution method
- engage in physical fights
- believe hitting their own children is normal (Deveci & Açık, 2002, cited in Polat & Karayazı, 2024)
They may avoid adults, lie, act defensively, or swing between aggression and extreme shyness (Bilir et al., 1991; İzmirli, 2003; Mahiroğlu & Buluç, 2003; Mangır et al., 1996; Greydanus et al., 2002; NCCR, 2001, cited in Polat & Karayazı, 2024). Peer relationships weaken and school performance declines (İzmirli, 2003; Başçı, 2007, cited in Polat & Karayazı, 2024).
Effects on Education and School Life
Children exposed to physical punishment develop negative attitudes toward school and learning (Mahiroğlu & Buluç, 2003; Deveci et al., 2008, cited in Polat & Karayazı, 2024). Some studies show up to 60% negative impact on educational progress.
Physical punishment in schools is common: 22.8% of children are punished by teachers and 24.4% by older students (Bulut, 2010, cited in Polat & Karayazı, 2024). This leads to fear, low self-esteem, aggression, destruction of property, and even violence against teachers (Şahin & Beyazova, 2001, cited in Polat & Karayazı, 2024).
Positive motivation is shown to be far more effective than punishment in promoting learning and prosocial behaviour (İzmirli, 2003; Şahin & Beyazova, 2001, cited in Polat & Karayazı, 2024).
Inter-generational Transmission and Social Normalization of Violence
Corporal punishment normalizes violence and perpetuates it across generations. Children of parents who experienced violence are more likely to be exposed to it (Mayda et al., 2006, cited in Polat & Karayazı, 2024). Physically abused children are at higher risk of becoming abusive parents (Oliver, 1985; Widom, 1989, cited in Polat & Karayazı, 2024).
In Türkiye, more than half of families consider slapping or mild violence acceptable (Kadir Has University Family Survey, cited in Polat & Karayazı, 2024). National data show high levels of violence and abuse against children (Turkish Statistical Institute; ICC; UNICEF, cited in Polat & Karayazı, 2024).
Why Positive Discipline Is the Preferred Choice
Positive discipline focuses on teaching and supporting children rather than instilling fear (Durrant et al., 2017; Durrant, 2019, cited in Polat & Karayazı, 2024). It aims to develop internal discipline based on empathy and understanding.
Key components include:
- clear, age-appropriate explanations
- turning mistakes into learning opportunities
- communication based on love and trust
- reinforcing prosocial behaviour to build confidence
Children raised with positive discipline show greater happiness, cooperation, empathy, self-control, and social competence (Honig & Wittmer, 1991; Nelsen et al., 2007; Siegel & Bryson, 2020; Kohn, 2020, cited in Polat & Karayazı, 2024).
Conclusion and Implications
Corporal punishment harms children’s mental health, behaviour, school engagement, and contributes to cycles of violence (Polat & Karayazı, 2024). Positive discipline is a safer, more effective alternative that supports healthier families and societies.
Reference (Harvard Style)
- Polat, O. and Karayazı, H. (2024) ‘Physical punishment against children in Türkiye: the requirement for alternative discipline approaches’, International Journal of Innovative Research in Multidisciplinary Education, 3(10), pp. 1683–1689.
