Krystal Lopez PSY 364 Section 02 Debate Term Paper Corporal Punishment and Developmental Outcomes

Spanking is a form of corporal punishment that is prevailing today in Americas society. All types of corporal punishment are legal in every state today except if the spanking puts the child is in physical danger (Benjet, 2002). In 2010, a national survey reported that 94% of parents of 3 to 4-year olds spanked their children at least once (Benjet, 2002). Despite this large percentage, there is still a growing trend to ban corporal punishment. Spanking is a universally used form of punishment that has both short and long-term effects on children, both beneficial and detrimental to their development. (Saddeh, 2002) Argument: Behavioral Development The American Academy of Pediatrics defines mild spanking as striking a child with an open hand on the buttocks or extremities with the intention of modifying the behavior without causing physical injury, which is acceptable in society today (Saddeh, 2002). Spanking is used as a type of Parent-Child Interaction Therapy to change delinquent behavior (Smith, 2000). Positive punishment is a type of conditioning that decreases bad behavior by implementing an adverse event, parents use the painful act of spanking as a type of punishment that will decrease the bad behavior of their children. Negative reinforcement is a type of conditioning that increases positive behavior by removing an adverse event. Children who experience spanking at least once learn that if they behave well, they will not be disciplined (Sigelman, book). According to the Department of Ambulatory/Academic Pediatrics, 70% of pediatricians

state that spanking is adequate when children are engaging in unconstructive behavior. When spanking is used in a clearly non-abusive manner and for disobedient behavior that may put the child in physical or emotional danger, it is an effective form of discipline that immediately decreases negative behavior (Larzelere, 2010). Although spanking can control the short-term negative behavior of a child, its effectiveness may eventually decrease if used improperly and inconsistently. Several professionals suggest that spanking might not be effective in the long run (Tomoda, Rizzo, etc.) Harsh spanking is defined as using an object on occasion for the purpose of disciplining a child, while not causing injury (Tomoda, 2009). Christopher P. Rizzo, MD, states that children need to be fairly certain of the consequences of behavior to make a proper decision whether to engage in the behavior or not. The unpredictable use of harsh and mild punishment can confuse children. Realistically, parents are more likely to spank their child when they already feel angry or frustrated. Pairing anger with physical punishment is extremely detrimental to the childs behavior, the child learns through observation and modeling of the parent that physical abuse is acceptable when angry or frustrated. This leads children to engage in more aggressive behavior and physical abuse. (Rizzo, 2002) In this circumstance, the intention of spanking is contradicted because negative behavior is increased. Argument 2: Behavioral outcomes, Harsh spanking vs Mild spanking The behavioral outcomes of the child may be dependent on the severity of the spanking the child experienced. Over 500 families participated in a study conducted by psychologists from Duke University to investigate behavioral outcomes of spanking. Mothers and teachers of children who experienced no spanking, mild spanking, and harsh punishing reported their childrens defiant and aggressive behavior. Research suggests that there were no significant differences between the behavioral outcomes of children who experienced mild spanking and no spanking at all. This

suggests that appropriate regulated spanking does not significantly affect the behavioral outcomes of the child. (Lansford, 2012) Additionally, there was sufficient evidence to suggest that children who frequently experienced harsh spanking were more likely to engage in delinquent behavior that eventually developed into oppositional defiant disorder or conduct disorder. (Lansford, 2012) Combining anger and punishment increases the severity of the spanking and is damaging to the childs mental health. Also, the Canadian Medical Association reported that children who were slapped or spanked often or sometimes had higher rates of anxiety disorders and substance abuse in the future (MacMillan, 1999). Although the corporal punishment method can be effective when used correctly, parents should be aware of the difference between spanking and physical abuse in order to maintain the psychological well being of their child. Argument: Biological development Most of the literature on corporal punishment concentrates on the external behavioral outcomes of children. However, studies focusing on biological and cognitive outcomes are emerging as of 2009. Akemi Tomoda, psychiatrist from Harvard Medical School, investigated the association between harsh corporal punishment and brain structure, more specifically, alterations in the grey matter volume (GMV). Twenty-three adults that were exposed to harsh spanking as a child were compared to twenty-two adults that were not exposed to any form of spanking. GMV was reduced in the left and right medial frontal gyrus and the right anterior cingulated gyrus by almost 20%. These parts of the brain are linked to addiction, depression and anxiety. The regions that were effected by harsh spanking are also linked to social cognition, such as self-knowledge, perception of others, attention, and memory. There was also a significant correlation between GMV and performance IQ on the Wechsler Adult Intelligence Scale (Tomoda, 2009). There are no

acknowledged studies that suggest that mild or little spanking also result in these side effects. Argument: Cognitive development Cognitive development of toddlers and young children are also effected by corporal punishment. In a study supported by the National Institute of Mental Health, psychiatrists investigated the mental development of children at age three who experienced both spanking and verbal punishment. They used cross-lagged analyses to indicate a correlation between spanking and mental development. The two-year olds and three-year olds were given a Mental Development Index score, an IQ for infants, from the Bayley Scales of Infant Development. The results suggested that spanking led to lower Bayley mental development scores at age three (Berlin, 2009). Given that the childs development at such a young age is stunted, he or she will experience atypical cognitive development. Even though toddlers at a young age can be affected by spanking, resulting cognitive outcomes are different in regards to kindergartners. Michael MacKenzie, from Columbia University, used data from a longitudinal birth cohort study to infer that there is no correlation between spanking and cognitive outcomes in early education. A sample of 779 five-year old children who had been spanked were given a test measuring cognitive ability known as the PPVT, Peabody Picture Vocabulary Test. The mean PPVT score for these children was 96.4 (MacKenzie, 2011). Christina Biloh, a Pearson assessment consultant, stated that scores of 85-115 are within average limits based on standard scores found (Biloh, 2008, p. 76). According to the definition from Pearson Assessments, the children given the PPVT would fall into normal range. When comparing the children who were spanked as a child to standard test scores, there is no significant correlation between spanking and cognitive abilities of 5 years old. This overrides the existing stigma that spanking can negatively impact cognitive abilities for children entering kindergarten.

The less parents use spanking as a form of punishment, the greater the possibility that the child will have normal or above average cognitive development. (Straus, 2001) Argument: Emotional development Concerning internal emotional development of children, many professionals supporting corporal punishment are advocates of the spare the rod, spoil the child approach. One author wrote, spanking is not going to hurt a childs personality (Lee, 2000, pg. 759). These psychologists believe that without spanking, children would engage in conflict and violence more often. (Benjet, 2002) Elizabeth Gershoff, a psychologist who did a study supported by the American Psychological Association, stated that a childs internal morals are enhanced by discipline that uses minimal parental power, promotes choice, and allows a child to explain their behavior (Gershoff, 2002, pg. 541) rather than physical discipline. Spanking does not always incorporate verbal communication between the parent and child, which consequently may not shape good morals. If a childs behavior is putting them in danger, parents who spank tend not to explain what these dangers entail. Thus, children may try to disguise misconduct from their parents, only so they wont get caught. Gershoff found in her meta-analyses that spanking is associated with dishonest morals. Immediate compliance does not imply internalization (Gershoff, 2002). Argument 5: Parent-child relationship Physical discipline not only affects the childs personality, but affects the parent-child relationship as well. Firm believers in corporal punishment believe that spanking teaches authority. Without spanking, children can become uncontrollable, disrespectful, and engage in more conflict (Benjet, 2002). Contrary, according to the social control theory, physical discipline can diminish the parent-child relationship. Physical discipline can hinder a positive parent-child relationship.

Feelings of fear, anxiety, and anger towards the parent may arise due to the painful nature of spanking. (Gershoff, 2002) The feelings of fear towards the parent diminish trust and children tend to avoid the parent. In Gershoffs study in 2002, she conducted a meta-analysis that suggests that spanking is correlated with a decrease in quality of the parent-child relationship. Most child psychologists would not propose spanking as a form of punishment. However, spanking would qualify as effective if being evaluated as a psychological intervention. (Larzelere, 2000) Several different studies suggested that spanking affects the behavioral, cognitive, biological, and emotional development of a child. Concerning behavior, studies found mostly beneficial outcomes of spanking for short-term behavior, but mostly detrimental outcomes for long-term behavior. In regards to cognition, research found detrimental outcomes for toddlers, but eventual average outcomes for kindergartners. Developmental outcomes are also influenced by type of punishment used, mild or harsh, and how often parents use spanking. Spanking also affects the parent-child relationship and the childs moralization. Overall, physical punishment can be effective when used correctly but is found ineffective and disadvantageous if used improperly.

Works Cited Boyles, S. (2004, October 05). The bottom line: Spanking. Miami times, p. 2B. Larzelere, R. E. (2000). Child outcomes of nonabusive and customary physical punishment by parents: An updated literature review. Clinical Child and Family Psychology Review, 3(4), 199-220.

Tomoda, A. (2009). Reduced prefrontal cortical gray matter volume in young adults exposed to harsh corporal punishment. Elsevier: Neuroimage, 47, 66-71.