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What children say

©. What children say. Comparative research on corporal punishment of children in eight countries. Judith Ennew judith@knowingchildren.org. Process and methods. Adult-centred research on corporal punishment. Counts smacks Concentrates on hitting Interviews parents Interested in injuries

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What children say

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  1. © What children say Comparative research on corporal punishment of children in eight countries Judith Ennew judith@knowingchildren.org

  2. Process and methods

  3. Adult-centred research on corporal punishment • Counts smacks • Concentrates on hitting • Interviews parents • Interested in injuries • Medical tests • Interested in outcomes • Psychometric tests

  4. Rights-based research with children • Article 12: Opinion • Article 13: Modes of expression • Article 3a: Standards • Article 36: Other forms of exploitation Children have the right to be right to be properly researched

  5. Children as research partners

  6. Take any community

  7. Before, we only asked men

  8. Then we began to ask women

  9. Now we are beginning to ask children too The picture is complete!

  10. Children and adults have different perspectives on corporal punishment • Children describe more kinds of punishment • Children define many kinds of punishment as abuse • Adults are more interested in outcomes than in abuse of rights • – or how much it hurts now

  11. ‘Corporal punishment’ includes • Direct assaults, with or without an implement • Indirect assaults (pinching, pulling…) • Indirect assaults (forced tasks or exercises) • Deliberate neglect used as punishment • Use of external substances (water, smoke) • Hazardous tasks • Confinement • Threats • Verbal assaults, humiliation and assaults on dignity Save the Children definition

  12. Research teams • Save the Children and local partners • Children among the stakeholders

  13. Regional sample

  14. Step 12 Use iinformation Level 5 Follow-up Step 11 Research report Level 4 Analysis and writing Step 10 Analysis Level 3 Data collection Step 9 Second data collection Step 8 First analysis Step 7 First data collection Step 6 Research plan Level 2 Protocol design Step 5 Research tools Step 4 Detailed research questions Level 1 Preparation Step 3: Collect, review and analyse secondary data Step 2: Define research aims and main research questions Step 1: Identify stakeholders and the research team Twelve steps for research

  15. What is a protocol? • A data collection manual containing • Research questions • Research plan • Ethical strategy • Standard observation sheet • Research tools and all necessary materials

  16. Core regional research tools • Researcher’s diary • Drawing and discussion • Body map and discussion • Ranking • Attitude survey • Sentence completion • Diary/recall • Protection shield/umbrella/jacket

  17. Regional comparisons

  18. The results ‘What children say’

  19. We are dependent on you to love and teach us. Please don’t confuse us and hurt us in the name of discipline • Treat us with courtesy and respect, if you want us to respect and obey you • Be good role models, so that we can learn from what you do as well as from what you say • Manage your anger, don’t use us as easy targets for venting your frustration about your problems • Remember how punishment hurt you as children, and try to find ways of dealing with your pain by teaching us it is wrong to hurt other people, whatever the reason • Sometimes we have good ideas, because we know the realities of our lives, please make it easy for us to tell you • Discipline us softly, taking time to explain what you want us to do, and to listen to what we say.

  20. The most common punishment With an implement Violent bodily contact (kicking/punching) Direct physical assault

  21. ‘Verbal attack’ • Second most common • Includes • Scolding • Yelling • Swearing • Humiliating Little recognition of emotional punishment

  22. Brutal physical assault • Beaten on buttocks till raw, then salt and chilli rubbed in • Electrocuted • Forced to kneel/stand on spiky skin of durian fruit • Forced to stand naked outside house • Forced to stand under heavy weight of bullock yoke • Head repeatedly submerged in water • Hung on a tree, wall, electricity pole and beaten until unconscious • Tied next to an ants’ nest • Tied to bicycle or motorbike and forced to run, or be dragged, alongside A far higher degree of assault than found in previous surveys

  23. Children did notsay that gentle/loving smacking is the main form of physical punishment • or even that it is used at all

  24. More violent punishment in homes than in schools

  25. Parents and teachers punish • Mothers at least as much as fathers • Patterns according to age and gender

  26. Age and gender patterns • Direct assaults more common on younger children, especially boys • Indirect assaults and hazardous tasks increased by age 14 • Older girls more likely to be hit than older boys • Verbal assaults always more likely for girls

  27. Factors influencing type and severity of punishment • Age • Gender • Power relationships • Location norms • Means available

  28. Parents do know about alternatives • They do not use them

  29. Conflicting thoughts, feelings and actions • Adult cognitive dissonance • Mother loves me, mother beats me • The hit-hurt learning process

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