Dubanoski R A, Inaba M, Gerkewicz K
Child Abuse Negl. 1983;7(3):271-8. doi: 10.1016/0145-2134(83)90004-2.
In many countries, corporal punishment of school children continues to be an officially or unofficially sanctioned form of institutional child abuse. Continuing support for the use of corporal punishment is related to the following factors: (1) widely held beliefs regarding the effectiveness of corporal punishment, (2) an unawareness of problems resulting from the use of physical punishment, and (3) a lack of knowledge about effective disciplinary alternatives. The purpose of this paper is threefold: One is to show that many of the beliefs are myths, e.g., corporal punishment is not needed to build character. The second purpose is to show that physical punishment can lead to more problems than it appears to solve, e.g., the punitive teacher is avoided, and thus, is not a positive factor in the child's education and development. The third purpose is to discuss two types of alternatives to punishment, the social learning approach and communication skills training. These positive methods of discipline not only enhance classroom behavior, but also facilitate learning. In an atmosphere free of abusing and demeaning acts and in a classroom characterized by positive mutual regard, teachers can maximize their effectiveness as teachers and students can maximize their effectiveness as learners.
在许多国家，对学童的体罚仍是一种官方或非官方认可的机构性虐待儿童的形式。对体罚持续支持与以下因素有关：（1）对体罚有效性的广泛信念；（2）未意识到使用体罚所产生的问题；（3）缺乏对有效纪律替代方法的了解。本文的目的有三个：一是表明许多信念是错误观念，例如，塑造品格不需要体罚。第二个目的是表明体罚导致的问题比其看似解决的问题更多，例如，受惩罚的教师被回避，因此，体罚并非儿童教育和发展中的积极因素。第三个目的是讨论两种惩罚替代方法，即社会学习方法和沟通技能培训。这些积极的纪律方法不仅能改善课堂行为，还能促进学习。在一个没有虐待和贬低行为的氛围中，以及在一个以积极相互尊重为特征的课堂里，教师可以最大限度地发挥其作为教师的效能，学生也可以最大限度地发挥其作为学习者的效能。
