Theories Of Behavior: PSY/420 – Discussion Week 4

Discuss your answers to these questions with your classmates:

  • What does research say about the use of spanking as punishment?
  • With this research in mind, what is your opinion on the effectiveness of spanking as a form of punishment?
  • After reviewing this research, would you use spanking as a form of punishment? Why or why not?
  • What are some potential drawbacks to using spanking as a form of punishment?

Much controversy exists regarding the effectiveness of spanking and corporal punishment. Whereas spanking may have some value with teaching children proper behavior, a lot of evidence suggests that there are other, more effective ways to teach children without punishing them. In an article titled, “Teach, don’t punish a child; Without addressing underlying issues, spanking a child will not solve defiant behavior”, (2019), it was shown that corporal punishment causes more negative effects to children. However, this study relied in part on a case study of a teenager who had experienced extraordinary trauma from a dysfunctional family that cumulated with his father murdering his mother. The author concludes that “to punish is to hurt, to discipline is to teach”.

I agree that inflicting pain, especially severe pain, will produce more negative effects on a child than positive effects. Whereas spanking may result in some temporary positive behavior changes, the lesson it may also teach is that violence and the infliction of pain is acceptable. Violence is not acceptable when inflicted on one adult by another. So, why would violence, in any degree, be considered acceptable when an adult inflicts it on a child? For this reason alone, I would argue against spanking a child in any circumstances.

Teach, don’t punish a child; Without addressing underlying issues, spanking a child will not solve defiant behaviour. (2019). Cape Argus (South Africa), p. 9. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edsgit&AN=edsgit.A600625439&site=eds-live&scope=site