Corporal Punishment, Analysis of the Psychological Evidence

Corporal Punishment, Analysis of the Psychological Evidence Controversy for the use of reasonable force and its appropriateness for reinforcing behaviours is a main issue in states (Gershoff, 2002). Corporal punishment has been deemed illegal in various countries through adopted policies and laws, though it is suggested to have been applied to 94 percent of toddlers aged between three and four (Straus Stewart, 1999). Many psychologists believe that there is established evidence to support the suggestion that corporal punishment; administered in the correct method; can be effective, and dominates any negative constructs. The evidence to support this hypothesis is extensive, and attributes of corporal punishment have not been methodically investigated thoroughly for a solid conclusion. The purpose of this essay is to explore the arguments for and against corporal punishment as an effective form of discipline; through empirical evidence the analysis will provide negative and positive examples of child behaviour with regard to corporal punishmen t. Corporal punishment consists of conditioning behaviours; A method that can be used in classical by paring CS with a UCS to produce a CR. For the purpose of this essay Corporal punishment, negative reinforcement and punishment are forms of operant conditioning; they all serve the purpose of adjusting a particular behaviour but are not part of the principles of classical conditioning, and it is essential in the establishment of this essay to demonstrate the key differences to eliminate any misinterpretations. Negative reinforcement is administered to strengthen the target behaviour by taking away an unpleasant stimulus, punishment is to oppress and extinguish a particular behaviour by administering an unpleasant stimulus or removing a positive stimulus (Lilienfeld, Lynn, Namy, Woolf, Jamieson, Haslam, Slaughter, 2012). The definition of corporal punishment varies between political and scientific positions. Laws against corporal punishment may define it as a form of physical abuse; all behaviours that risk the result of physical injury may be considered abuse, the definition for this essay remains methods of physical discipline that do not risk injury (Straus, 1994). Immediate compliance is the initial aim for uses of corporal punishment (Gershoff, 2002). Experiments with pigeons by Holz Azrin (1961) showed that a pigeon’s response on pecking a plastic disk would decrease with the use of an electric shock when the bird fulfilled the particular behaviour. As a result, this form of positive punishment showed that compliance could be achieved by the giving of an unpleasant stimulus. Advocates for corporal punishment have derived from its effectiveness on extinguishing objectionable behaviours; longitudinal studies on behavioural parent training in clinics concluded that children’s undesired behaviours were decreased as their compliance increased. (Baumrind, Larzelere Cowan, 2002) Hence, they were able to manipulate behaviour more effectively if the individual was compliant. Gershoff (2002) argued that an outcome from her studies reported children’s response to directive was exceptionally immediate with the application of corpo ral punishment. Sixty percent of the studies that came to this conclusion were laboratory based (Holden, 2002), which Domjan (2010) argued is an effective environment for behavioural change but only if they were consistent, immediate and not associated with external stimulus; all though these are strict conditions that psychologists haven’t even perfected. Holden (2002) argues that psychological sensory information is stimulated when a child is punished; assuming there is initial physical, neurophysiological reactions like pain, anger and humiliation are expected to transpire. Aggression is one of the most discussed outcomes for corporal punishment, the collective belief that it provides a model for aggressive behaviour amongst children (Lilienfeld et al). Many psychologists have concluded that the relationship between undesired behaviours and corporal punishment is substantial, including the studies conducted by Gershoff (2002) who established that there were correlations between eleven undesirable child behaviours and corporal punishment through methods of a meta-analysis. Baumrind et al. (2002) argued that the meta-analysis wasn’t conclusive enough for an entire injunction on the use of corporal punishment as the evidence to support the theory was inconsistent; the spectrum of studies used all had different hypothesis, method s and procedures making them incomparable and when collectively evaluated, unreliable. Due to issues on its effectiveness studies have continued to obtain more conclusive evidence, Ferguson (2012) conducted a meta-analysis on forty five longitudinal studies that all measured the influence of corporal punishment on externalizing or internalizing behaviour problems. The data indicated there was a trivial to small, but largely substantial relationship between corporal punishment and the development of long term detrimental behaviours. Similarly, Aucoin Frick (2006) conducted studies within schooling systems to test the associated problems with corporal punishment; through random sampling they collected a number of students, separating them into group’s dependant on exposure to corporal punishment. Comparing it to their level of conduct, they found problems in behavioural adjustment with children who had experienced high levels of corporal punishment, but also children who were not part of an emotionally supportive family climate. Additionally, Implications are relevant as it is difficult to suppress other associations that can cause behavioural problems, Such as individuals who experience maltreatment are more likely to develop juvenile delinquency (Goldman, Salus, Wolcott Kennedy, 2003) In conclusion the research conducted to date provides a support for the media to state that corporal punishment is associated with negative behaviours, though the evidence in the field remains incomplete and has not explored all aspects of corporal punishment. Consequently the evidence cannot justify the injunction of corporal punishment exclusively, it is necessary to dedicate further studies to research the interactions between corporal punishment and undesired behaviours as the findings could help parents conduct disciplinary methods risk free without the development of negative behaviours; though limitations on this kind. References Goldman, J., Salus, K. K., Wolcott, D., Kennedy, K.Y. (2003). A Coordinated Response to  Child Abuse and Neglect: The Foundation for Practice. Retrieved from  http://files.eric.ed.gov/fulltext/ED474857.pdf Straus, M. A., Stewart, J. H. (1999). Corporal Punishment by American Parents: National  Data on Prevalence, Chronicity, Severity, and Duration, in Relation to Child and  Family Characteristics. Clinical Child and Family Psychology Review, 2(2), 55.  doi:10.1023/A:1021891529770 Lilienfeld., S. O., Lynn, S. J., Namy, L. L., Woolf, N. J., Jamieson, G., Haslam, N.   Slaughter, V. (2012). Psychology: From enquiry to understanding. French’s Forest,  NSW: Pearson. Straus, M. A. (1994). Beating the Devil Out of Them: Corporal Punishment in  American Families. San Francisco, CA: Jossey-Bass/Lexington. Domjan, M. (2010).The Principles of Learning and Behaviour(7th ed.). Stamford, USA:  Cengage Learning. Ferguson, C. J. (2012). Spanking, Corporal Punishment and Negative Long-Term Outcomes:  A Meta-Analytic Review of Longitudinal Studies. Clinical Psychology Review,33(1),  196-208.doi:10.1016/j.cpr.2012.11.002 Aucoin, K. J., Frick, P. J. (2006). Corporal Punishment and Child Adjustment. Journal  of Applied Developmental Psychology, 27(6), 527-541. doi:10.1016/j.appdev.2006.08.001 Holden, G. W. (2002). Perspectives on the Effects of Corporal Punishment: Comment on  Gershoff. Pscychological Bulletin, 128(4), 590-595.  doi:10.1037//0033-2909.128.4.590   Gershoff, E. T. (2002) Corporal Punishment by Parents and Associated Child Behaviours and  Experiences: A Meta-Analytic and Theoretical Review. Pscychological Bulletin,  128(4), 539-579. doi:10.1037//0033-2909.128.4.539 Baumrind, D., Cowan, P. A., Larzelere, R. E. (2002). Ordinary Physical Punishment:  Is It Harmful? Comment on Gershoff. Pscychological Bulletin, 128(4), 580-589.  doi:10.1037//0033-2909.128.4.580 The use of corporal punishment to modify children’s behaviour is hotly debated in the media. Present an analysis of the psychological evidence on the effectiveness of corporal punishment.

In Favor of Marijuana Legalization Essay -- Illegal Drugs Legalize Nar

In Favor of Marijuana Legalization My personal opinion in the argument of legalizing marijuana is that I really cannot see the harm in it. This of course is a bold and naive statement. There is a lot of contributing factors into my bold and naive statement that if understood will explain my callow view. It is widely known that the Supreme Court voted in a 6-3 outcome against legalizing the use of medical marijuana for glaucoma patients. The court ruled that ?medical necessity? is no defense to the distribution or use of marijuana, which is classified as a ?Schedule I? drug under the Controlled Substances Act in 1970(Tabetha). American citizens that are found guilty of using cannabis are charged with a fine of $1000, or sentenced to six months in jail. Marijuana is the most used drug in the United States and about sixty million Americans over the age of twelve have tried it at least once despite the fact of the forbiddance by the American government. Many studies have shown evidence of beneficial use of cannabis and that it is also less harmful than cigarettes and alcohol. Cannabis is the short for the scientific name Cannabis Sativa, which contains THC. Tetrahdrocannabinol (THC) is chemical that affects a person?s mood and feelings. It is also a lower, or relaxant, meaning that it slows down brain function. It can give people symptoms such as hallucinations, sedation or stimulation. When the cannabis leaves and flowers, or bud, are dried they can be smoked like a cigarette or put in food as marijuana. Hashish, a far more potent version of marijuana, is the resign of the plant and is referred to as hash which can be formed into cubes, or also eaten or smoked. When using cannabis, it is entered the bloodstr... ...l/alcohol/alcohol.html>. Rajee, Suri. Weed Wars. CNN. CNN Interactive, 1997. 9 Mar. 2008 . Spelhaug, Nicole. Marijuana as Medicine. Mayo Foundation for Medical Education. Mayoclinic, 2006. 9 Mar. 2008 . Potter, Beverly, and Dan Joy. The Healing Magic of Cannabis. Berkely: Ronin, 1998. 101-150. Harry, Gray M. Why Not Regulate Marijuana Like Alcohol. Common Sense. Common Senses for Drug Policy, 2006. 9 Mar. 2008 . Deluca, Alexander. Crimes of Indescretion:Marijuana Arrests Made in the United States. Addiction, Pain, & Public Health Website. 2005. 9 Mar. 2008 . Krause, Mike. Pot Enforcement Waste F Resources. Independant Institute. 2006. 9 Mar. 2008 .

Unit Outcome

At 3 months babies will start to notice objects around them like mobiles above beds, TV's, lamps tables etc. At months babies will start to explore toys passing them from one hand to the next and exploring it with their mouths too. Babies will start to smile back at smiling faces at around 3 months at around 6 months babies start to show that they are understanding dome of what is being said for instance they may start to lift arms in the air to communicate that they would like to be picked up.Babies at between 3 and 6 months will be settling into a good routine which will have a balance of both inpatient and play time spending lots of time smiling and playing with career 6-12 MONTHS At this stage babies will be becoming mobile, crawling bum shuffling and at closer to 1 2 months maybe cruising using furniture to help stable themselves s they move around on their feet and possibly walking freely. Babies will becoming more independent at trying to feed themselves using fingers and poss ibly with spoons. Babies at this stage will still be exploring objects with hands and mouth exploration may happen for longer periods of times.When children start to reach the 12 months they will start to recognize symbols do routine water running for baths bib at food time etc. At this stage children will start to understand some key words like bottle, dinner. There babbling will become longer and more tuneful they may start to point to object to express to adults that they want it. At this age children start to understand that objects and people do not disappear this means that when main careers disappear they may become upset and cry they may try to stay close to main career they may become anxious if strangers approach then. -2 YEARS By 1 8 month children have found their feet and are moving with speed, they will enjoy playing with ride-on toys using legs to push off. And enjoy playing push/ pull toys pushing cars down ramps etc. At closer to 2 children are likely to start explo re to climbing things such as chairs, tables and the stairs. Children at this age will use children's cutlery (spoon and fork) to try to independently feed themselves although may not always be successfully and may make a mess. Children at this age enjoy repetitive games and posting Or pop up toys.At closer to 2 they may start playing with building block building 1 ,2,3 block tower, and certainly enjoy knocking it down. They may start to do simple puzzles. And even start to play pretend. The language of children at this age will change from babbling to some recognizable words, at the age of around 2 they are likely to have a vocabulary of round 200 words generally Ames of people and objects. They will communicate times of frustration and anger when they cannot achieve what they want or do what they want with tantrums and emotional.They will also communicate happiness with squeals smiles and laughter Children display lots of emotion at this age laughter smiles and squeals for happine ss. Temper, tantrums and emotional outbreaks when they are frustrated and/or angry. They start to notices other children around them although will not pay directly with them but alongside then (parallel play). YEARS Children at this age are exploring climbing to get to things they may want e. G. Boning chair to climb on and get things. They will try to peddle tricycles and use their feet if they find it too difficult.They will become able to walk up stairs using alternate feet. Their cutlery skills will increase and will star to use knife and fork possibly cutting softer foods for themselves. During this period children generally learn to potty train and are usually quite independent by 4 Children at this age enjoy role play and small world toys recreating scenes that they have witnesses and taken part in. They become interested in books and story, messy play and mark making and often by 4 give meanings to hose marks at 4 children will hold their concentration if the activity intere sts them.At children start to join word e. G. â€Å"mummy gone† â€Å"my toy† and at 3/4 generally children's speech is understandable and children are starting to form sentences. Children can communicate feelings and emotions. Children still enjoy adult interaction story cuddles and play. Children develop and interests in their peers and start to play along, side them happily sometimes copying and mimicking some of the things they observe. Cooperative play will start to emerge. Children can express themselves verbally so tantrums start o become less frequent.Children become less apprehensive about main career leaving although still like to be in the company of familiar adults. Children at 2 have no understanding of right and wrong but understand the word NO. As children turn 3 they will start to understand and follow simple rules most of the time. 4-7 YEAR Physical development at this age progresses slower. Children are able to kick, catch and control balls. Children are also mastering their fine motor skills doing threading, cutting starting to write recognizable letters and words and at 5/6 handwriting becomes more legible.Children's concentration is increasing. They are able to count and do simple calculations. Children will start to read and be able to do free writing in sentences. Children enjoy engaging in games which have rules. Children at this age ask lots of questions and enjoy talking they start to enjoy making and hearing jokes. Children will start to decode words. Children play well with their peers in cooperative play although the odd augment will still arise. Friends are important to children at this age and they make preferences with their peers creating ‘best friends'. Unit outcome The purpose and benefits of continuously improving performance are exceed any limitations and achieve personal goals and those set by team Leaders and management. 1. 2 It is good to hear other people's opinion on your work, in order to see you are doing it right and for help. Also, others can make suggestions on different ways to do things so you can try and test and if the suggestions don't work you can always go back to how you use to complete the process. Encouraging feedback also shows illnesses to improve performance. . 3 Learning and development can improve your own work as it brings new skills to light and should give the employee a better understanding of the Job they are doing. Through learning new skills, an employee could realize that they are now able to do a job they previously felt under-qualified for, and also giving you more career options. It could also mean that they could have promotion or salary raise. It can benefit work as well the employee is better qualified a nd should have a better understanding of their Job role. 1.The career development in my current role would to become a Claims Handler and pursue up the levels to Claims Specialist. With the experience from being a claims administrator in Direct Group I will have learnt the basics of the claims process and have an understanding of the company systems. 1. 5 The possible development opportunities that will arise from my current position could be to further my academic knowledge of the Business Administration role by applying to complete Level 3 in Business Administration. Or, to apply for a claims handling role and apply to complete and NV in customer service.

Sexually Transmitted Diseases essays

Sexually Transmitted Diseases essays What comes to mind when you here the words sexually transmitted diseases? Usually, the first thing that pops into peoples minds are Herpes, HIV, Chlamydia, Gonorrhea, and many more. STDs are becoming more and more of an ethical problem involving younger ages. These younger ages especially include college students. There are more than thirty STDs sexual transmitted infections (Planned Parenthood, April 1997). Sexually transmitted diseases are the most common communicable disease of young people. In a matter of fact, five to ten million people under the ages of twenty-five are infected with an STD in the U.S (indstate.edu/). STDs are becoming a major concern with college students. More than one third of college students have had sex with six or more partners in their lifetime, according to a study bye the Center for Disease Control. Sex is being more and more devalued by the younger ages. In todays time, people arent thinking of diseases that can be passed through sex. It used to be something more sacred and treasured. Now, its just becoming an act to satisfy their physical needs and wants. Up to seventy percent of college students are or have been sexually active (linfield.edu/). For instance, Ebony Sails, a sophomore at the University of Maryland, quoted, Sex is a beautiful thing, and I dont believe that you have to be married to have sex. This just proves the morals of younger ages have changed. A lot of this has to do with information that is poorly distributed among campuses. No one wants to have to worry about STDs, so no one really talks about it and educates students on this subject . Though college students should be aware of this problem, more importantly, it should be more conscious in high school. Many high school students are experimenting more these days. In this case, high schools should be more pe...

AIDS and HIV essays

AIDS and HIV essays Aids-acquired immune deficiency syndrome- is caused by HIV (Human Immunodefiniency Virus), which produces no symptoms for up to ten years before a person is diagnosed with aids. This virus attacks the immune system and leaves the body vulnerable to a lot of life-threatening illnesses. Bacteria, yeast, and viruses that do not cause disease cause these illnesses. Aids has become the most serious worldwide epidemic, and one of most dangerous stage of HIV. AIDS was known in the early 1980s. A new study of the oldest known HIV suggests the virus jumped from animals to humans in the 1940s. (Goudsmit 2) The year was 1959, in the central African city of Leopoldville. A seeming healthy man walked in to a hospital clinic to give blood for a Western backed study of blood diseases. He walked away and was never heard from again. Doctors analyzed his sample, froze it in a test tube and forgot about it. A quarter-century later, in the mid-1980s, researchers studied the growing AIDS epidemic and took a second look at the blood and discovered that it contained HIV, the virus that causes AIDS. The Leopoldville sample is the oldest specimen of the aids virus ever isolated and may help solve the mystery of how and where the virus made the leap from animals (monkeys and chimpanzees) to humans, (Christine Gorman). Dr.David Ho, director of the Aaron Diamond AIDS Research Center in New York and one of the study ¡s authors, says a careful genetic analysis of the sample ¡s DNA pushes the origin of the AIDS epidemic back at least a decade, to early 1950s or even the 1940s. Various international agencies and other bodies have introduced a number of different classification systems. The first classification system, introduced in 1982 by the CDC, established a set of clinical criteria necessary for the diagnosis of AIDS. The purpose of this classification system was to enable field workers to carry ou...

Media Bias and Propaganda in United States Essay

Media Bias and Propaganda in United States - Essay Example As such, the power that media has upon the lives of individual around the globe is dynamic and likely will increase as globalization and media integration continue to be evidenced. However, for purposes of this brief analysis, the author will not specifically focus upon the globalizing power that media has; rather, the focus will instead be upon the way in which self-censorship, bias, and seemingly uniform actions; even without overt coercion needing to be applied. As a function of seeking to understand the impact that media has on stakeholders within society, the following analysis will engage the reader with some of the most prominent ways in which media impacts the way in which people think, act, and define/constrain their lives. Through an exemplification of the way in which propaganda and bias are represented throughout the media, it is the hope of this author that the reader can come to a more profound and nuanced understanding of the way in which these very real and prescient issues impact upon the way in which society interacts with the world, defines it, and seeks to understand it. Firstly, in order to understand this uniformity of approach that so many media outlets throughout the current market exhibit, it is necessary to seek to understand the way in which media control exists within the current dynamic. Whereas it is true that television media only accounts for one way in which the individual is exposed to information, is necessarily a microcosm of media proliferation and can adequately help an individual to understand the way in which power dynamics and bias are represented with regards to the information that is consumed. Ultimately, the current television media is 90% owned by six main corporations within the United States. These corporations are as follows: GE, Newscorp, Disney, Viacomm, Time Warner, and CBS. Such a level of realization helps to denote the fact that a virtually oligarchical level of control exists over television news media. Ul timately, this level of oligarchic competition was not always exhibited. Even two decades ago, a litany of different companies owned the television news media and allowed for a great level of diversity of opinion. However, due to the fact that diversification of ownership was not maximizing profitability and reach, not to mention marketing potential, the six key firms that have been denoted previously engaged upon a definitive program of buying out the competition. Yet, before the reader comes to the assumption that television media is somehow a unique entity and therefore should be understood differently than newsprint, radio, or other forms of media, the fact of the matter is that the same level of consolidation has taken place within these industries over the past several decades. For instance, if one briefly reviews radio and considers the way in which consolidation has taken place over the past few decades, Clear Channel and a handful of other powerful media moguls have defined the way in which current radio programming is presented to the listener. By much the same token, one need not perform a high level of analysis into the newspaper industry in order to understand the fact that individual such as Rupert Murdoch and others have brazenly set out to acquire almost each and every newspaper within the United States and place it under a central banner. Although this process of

Midnight summer dream play Essay Example | Topics and Well Written Essays - 250 words

Midnight summer dream play - Essay Example Like other Shakespeare’s plays I would have imagined the outfits to me a bit more antique. Although the costumes were not what I expected I was not disappointed. One of my favorite parts of the play was the outfits worn by the characters. I mostly enjoyed the outfits of the fairies, specifically the fairy king and queen. The outfits I learned were designed and hand-made which I thought was cool. Throughout the play, I paid special attention to the two outfits as well as all the accessories worn by the fairy king and queen. I could imagine that the hair on the fairy queen took very long to be made. Another ensemble that I enjoyed is that of all the fairies and Puck. The paint all over their bodies and their faces added to their animalistic look, all the characters made their hair crazy in a different way from each other, which I thought was really cool because each fairy claimed to have different powers. Another aspect of the play I enjoyed was the set. The theatre room is small yet the entire play takes place in the forest and although you would think that this would limit the movement of the characters, it ended up being the complete opposite. Many actors moved across the whole set, going in and out of different exits making great use of the stage. Characters such as Puck and the fairies had some of the most unique movements. I loved the structure and transition of the play and actors movements. It made audience glued to the stage and always in suspense. Certainly, the performers incorporated all the aspects of an excellent play namely main story, pinnacle, and an epoch of falling action yet surpassed by joyous moments that seemed to show the end of the story. The atheists made the story strange yet interesting. Importantly, they never lost Shakespear’s original theme and glamour despite of the differences and acting styles of integrating happy amusing epilogue even during tensions.