Author:
spelvin
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Date Posted: 12:14:49 11/30/25 Sun
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I realize a child’s bottoms is cute,
but that’s no reason to pull down the child’s pants and give the child a spanking.
That’s why I prepared an FAQ sheet:
----Doesn’t God want us to punish children corporeally?
I know that Proverbs 13:24 says, “Whoever spares the rod hates his son, but he who loves him is diligent to discipline him.”
But does the word rod refer a stick for beating children?
According to Haller & Moorman (2018), the original Hebrew word shebet can go either way, but was more often used to refer to a rod for bringing sheep back into the fold.
----Doesn’t corporal punishment work?
The evidence is completely, absolutely, perfectly, one hundred percent positive that corporal punishment works in the short run.
Elizabeth Thompson Gershoff (2002) of Columbia University read all she could on the subject and that is exactly what she found out.
But the long-range effects are not so rosy.
Studies have found corporal punishment to be a strong predictor of violent adolescent behavior (Cohen et al. 1990; Gershoff 2002; Choquet 2008).
Corporal punishment has also been found to induce depression, alcoholism, suicidal tendency, and low self-esteem (Gershoff 2002).
Corporal punishment has also been shown to have long-term physical effects, including brain damage (Rajalakshmi 2018).
Paddling children in the schools doesn’t help much either. It contributes to student absences and student dropouts (Pinheiro 2006).
If you don’t believe what the educational elite says, just look at your own experience.
Think of the students whom you have seen paddled at the beginning of the school year.
Betcha those same students were still getting paddled at the end of the school year.
----Okay, so it can be overdone. Wouldn’t a milf dose be good?
A mild dose could do less harm, but that's all we can say.
Researchers have even found harmful effects from “light” or “infrequent” use (Gershoff 2002).
----Maybe the children who get it are the ones who need it. Which came first, the chicken or the egg?
A study by Redl & Wineman (1952) treated a group of aggressive boys to a psychoanalytic treatment program.
The boys made gains which eroded when the boys returned to the unchanged social environment.
In a study by Jones, Weinrott, & Howard (1981), a group of aggressive children were taught social learning principles.
They improved in the residential program in which they learned these principles, but the improvement eroded when they returned to their unchanged families.
----“But what can the adult do instead?”
At the Oregon Social Learning Center, Forgatch (1991) and her associates dealt with this question.
They instructed parents of aggressive children on alternative ways of handling their children.
As a result of the instruction, the parents gave greater attention to preventing problems before they arose.
They also applied consistent discipline.
Hitting or humiliation were ruled out.
Instead, the parents applied mild consequences, such as time out and short-term removal of privileges.
The parents were also instructed in positive reinforcement.
The parents recorded time spent with their children and kept track of where the children were when away from home.
The parents kept records on their children’s compliance and non-compliance.
As the workers at the clinic hoped, the aggressive behavior decreased.
On the other hand, children benefit immensely from physical affection (Harlow, Harlow, & Suomi, 1971; Prescott 1975a, 1975b).
The next time you feel the urge,
pull a child’s pants down and give the child a soft pat on the child's bottom—
with the child’s parents' permission, of course.
Choquet, M.I. 2008. Adolescents, enquête nationale [Adolescents: National Inquiry]. Paris: INSERM.
Cohen, P.; Brook, J. S.; Cohen, J.; Velez, N.; & Garcia, M. 1990. Common and uncommon pathways to adolescent psychopathology and problem behavior. In Robins, L. N. &
Rutter, M., eds. Straight and devious pathways from childhood to adulthood. New York: Cambridge University Press: 242-258.
Forgatch, M. S. 1991. The clinical science vortex: a developing theory of antisocial behaviour. In Pepler, D. J. & Rubin, K. H., ed. The development and treatment of childhood aggression. Hillsdale, NJ: Lawrence Erlbaum Associates: 291–315.
Gershoff, E. T. 2002. Corporal punishment by parents and associated child behaviors and experiences: A meta-analytic and theoretical review. Psychological Bulletin 128: 539-579. https://www.apa.org/pubs/journals/releases/bul-1284539.pdf
Haller, T. & Moorman, C. 2018. Biblical perspectives on spanking.
https://www.thomashaller.com/PAbiblicalperspectivesonspanking.html
Harlow, H. F.; Harlow, M. K; & Suomi, S. J. 1971. From thought to therapy: Lessons from a primate laboratory. American Scientist 59: 538–549.
Jones, R. R.; Weinrott, M. R.; & Howard, J. R. 1981. Final report: The national evaluation of the Teaching Family Model. Eugene, OR: National Institute of Mental Health.
Pinheiro, P. S. 2006. World Report on Violence against Children. Geneva: United Nations.
Prescott, J. L. 1975a. Body pleasure and the origins of violence. Bulletin of the Atomic Scientists (November): 10-20. http://www.violence.de/prescott/bulletin/article.html
_____. 1975b. Body pleasure and the origins of violence. Futurist 9 (April): 64-74.
Rajalakshmi, M. A. 2018. A review of the effects of corporal punishment on brain development in young children. International Journal of Advanced Scientific Research and Management 3, 2 (February): 28-32.
Redl, F. & Wineman, D. 1952. Controls from within: Techniques for the treatment of the aggressive child. Glencoe, IL: Free Press.
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