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This study explores perceptions of parent to child violence, the arguments for imposing legal regulation, and the intended objectives of the legislative process that led to a ban in Finland in 1983. This qualitative policy analysis examines policy documents alongside expert interviews with professional on the legislative process. The example of Finland shows that a significant change in attitudes and decreased levels of violence towards children can be achieved without the threat of legal punishment, even without specific intervention policies. However, the study emphasises the importance of establishing clear practices alongside altering legislation which has been inadequate in Finland. [ABSTRACT FROM AUTHOR]

As at March 2016, 49 states had reformed their laws to clearly prohibit all corporal punishment of children (United Nations 1989) in all settings, including the home (Global Initiative to End All Corporal Punishment of Children, n.d.) By January 2017 this number had reached 52. As the trend moves towards abolition, it is not an acceptable position for the United Kingdom (UK), the United States of America (USA) and Australia (Poulsen, 2015) to remain missing from that list. Whilst they are, effectively, a child (a person aged under 18 years of age), is the only person in all three countries that it is legal to hit. This article seeks to restate arguments in this area in a simple way to restart the debate in a modern context where understanding of child abuse is perhaps more widespread than it ever was in the past. On 20 October 2014 a report, Living on a Railway Line, was launched in the UK to mark the 25th anniversary of the signing of the un Convention on the Rights of the Child, which took place on 20 November 1989 (Rowland, 2014). It recommended removing the defence of reasonable chastisement in relation to the punishment of children. This article seeks to build on that agenda in a comparative context taking a three way perspective from the UK, the USA and Australia. It concludes that moves to prevent family violence are progressive but the position of a society where physical punishment of children is permitted yet child abuse is forbidden is not a tenable one. Reducing the number of cases of child abuse must begin with a clear message from society that physical punishment of children, whatever the circumstances, is unacceptable. The situation is serious enough to introduce aspirational legislation to remove justifications for physical punishment of children with the aim of modifying behaviour within society. [ABSTRACT FROM AUTHOR]

The article focuses on the selected developments in both the adjudication and administration of juvenile justice in Indiana from 1993-2012. Topics discussed include child abuse and neglect cases, delinquency cases and termination of parental rights cases, separation of powers and juvenile court, Indiana Supreme Court's remarkable decision in the case Lewis v. State related to the child's rights. It also mentions a case Willis v. State related to the corporal punishment of a child.

The article reflects on the problems on Florida laws on restraining and secluding disabled children in school and mentions that how schools violate disabled students' Fourteenth Amendment rights by inflicting corporal punishment and the due process rights of disabled students.

The article discusses corporal punishment in relation to the intersection of religion and child protection laws in America, and it mentions several of the complexities that multidisciplinary teams of child protection professional encounter when corporal punishment is used by parents in the name of God. The influence of Christianity on corporal punishment practices is examined, along with conservative and liberal Protestant teachings and the legal aspects of child discipline.

The article discusses corporal punishment in schools and efforts to protect the rights of American school children as of 2014, focusing on U.S. constitutional law, cruel and unusual punishment allegations, and substantive due process claims under the Fourteenth Amendment to the nation's Constitution. According to the article, corporal punishment in schools includes paddling, spanking, or other forms of physical punishment against students. Several U.S. Supreme Court rulings are examined.

The article presents a comparison of legal pathways in relation to corporal punishment chosen by Sweden and Australia which have similar welfare ambitions for families and children and similar financial abilities to meet those goals. It discusses the achievements as well as challenges faced by the ban on corporal punishment in the Swedish system. Topics include perspective of the police and the parents towards violence against children, effects of the ban, and objectives of the legal ban.

The article discusses the use of corporal punishment against children in Canada and the correction of children by force under Section 43 of the Canadian Criminal Code as of December 2012. The Canadian Foundation for Children, Youth and the Law and its constitutional challenge to Section 43 are addressed, along with an examination of children's rights, equality, and cruel and unusual punishment in relation to the nation's Charter of Rights and Freedoms. Child abuse and Canadian constitutional law are also mentioned.

The article presents an overview of how jurisprudence in Canadian family law has evolved in the thirty years since the establishment of the Charte canadienne des droits et libertés. Topics mentioned include the legal obligations of unmarried couples, gay marriage, and laws against the corporal punishment of children.

This article draws on material from a case study of a South African school. The abolishment of corporal punishment in 1996 necessitates a shift towards alternative discipline methods. It is argued that discipline in school context would be more successful if learners were given a voice in the process. A mixed method approach was employed to gather data by means of questionnaires from 40 learners. Results showed that although mechanisms were introduced to improve children's rights in South African schools, their participation in the process of school discipline is still limited. Recommendations were formulated in line with the findings. [ABSTRACT FROM AUTHOR]

Research on corporal punishment supports that children need discipline and the judicial use of corporal punishment could be effectively utilized by parents. Despite controversy surrounding the use of corporal punishment, there are no clear practice guidelines or ethical standards within the profession that have been empirically defined or justified to prohibit mental health professionals, such as therapists, from making careful and supervised recommendations to parents on corporal punishment. Case studies are presented which describe relevant variables to consider in making recommendations to parents. [ABSTRACT FROM AUTHOR]

The Kenyan government banned corporal punishment in Kenyan schools in 2001 and enacted the Children's Act (Government of Kenya, 2001) which entitles children to protection from all forms of abuse and violence. Kenya is also a signatory to the Convention on the Rights of the Child (United Nations, 1990) which states that discipline involving violence is unacceptable. In spite of this, the use of corporal punishment continues in Kenyan schools. This study therefore sought to identify the reasons behind the use of corporal punishment by Kenyan teachers and teachers' awareness of existing laws on the use of violence on children. Data collected through focus group discussions showed that teachers were aware of existing laws prohibiting the use of corporal punishment in schools. Their reasons for using corporal punishment included the belief that it was the most effective way to discipline children and that parents had authorised its use. This study has shown that, although the Kenyan government has introduced laws to protect children, teachers will readily break them if they believe it is for the children's good. This paper therefore recommends the involvement of the Kenyan government in training teachers on non-violent ways of disciplining children. Copyright © 2010 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

In 1971, following a protracted and tumultuous debate, the Toronto Board of Education formally abolished the use of corporal punishment in its schools – the first Ontario board to do so. Corporal punishment continued to be employed elsewhere in Ontario and throughout Canada well into the 1980s, and the use of physical discipline was prohibited in all Canadian schools only in 2004, following a ruling of the Supreme Court of Canada. Why did educators and legislators defend corporal punishment for so long, and why did the tide turn in the last part of the twentieth century? Concentrating on legal and political dynamics, this article explores the ways in which the Toronto Board of Education grappled with the issue of corporal punishment in the three decades before its abolition. It seeks to situate the story of Toronto's approach to school discipline on the broader social landscape on which the battle over corporal punishment was conducted. It concludes that the particular configuration of the Toronto Board of Education following trustee elections in 1969 strongly affected the shape and outcome of the corporal punishment debate. [ABSTRACT FROM AUTHOR]

The article discusses a law review concerning the emergence of normative dissonance as well as the comparison of judicial and political implementation of children's rights between Canada and New Zealand. It discusses the ratification of the Convention of the Rights of the Child which creates the conflict with international rights on the law of physical punishment for children. Also investigated is the response of both countries towards the implementation of judicial and political processes.

Discussions on discipline in education often accentuate corporal punishment or measures to infuse moral fibre. In addition, many authors argue that inculcating a particular value system can promote discipline in schools. This could however be profoundly problematic in the light of the Constitution. We argue that positive discipline in multicultural school environments needs to be based in part on human rights values that are neither solely universally interpreted norparticularistically interpreted. We report on the data generated at a research workshop held as the final dissemination process of a four-year international research project entitled "Understanding human rights through different belief systems: intercultural and interreligious dialogue". Dialogue was chosen as a form of data gathering since it is more spontaneous than conventional questioning techniques and can thus generate more naturally occurring data to strengthen the outcomes of the project. It appears that some teachers believe discipline can only be maintained through the elevation of cultural values (particularism). We argue that schools should start negotiating, at the most basic level, the values, including emancipatory, human rights values, and cultural values, which could underpin positive discipline in multicultural schools. Drawing solely on cultural values is not only unlikely to solve the problem of discipline, but could also undermine the efforts to transform our diverse, democratic society. [ABSTRACT FROM AUTHOR]

The article explores the age of criminal responsibility in England, taking into account the children's individual capacity and age in which they are amendable to prosecution. It suggests that the British government must consider the national and international criticism and fortify the protection against child prosecution. It indicates that the realization of criminal responsibility in the sense of a person's capacity to form a criminal intent may lead to an appropriate way of introducing a conditional age period promoting an increase in the minimum age.

This paper argues the case for an integrated approach to child protection services, embracing children's safety, risk and needs and incorporating formal assessment instruments. It then provides a brief overview of the new child protection system in South Australia. The steady rise in child abuse/neglect reports raises questions about how best to provide child protection services. Analysis of South Australian data suggests that much of the rise can be attributed to an increase in reports of neglect and emotional abuse and an increase in re-notifications. This in turn raises questions about the traditional investigative approach. In 1995 Messages from Research advocated that agencies re-focus on children's needs and concentrate less on investigations into safety and risk. The critical question is how to distinguish families requiring investigation from those needing support. The latest research suggests that such decision-making in child protection is generally inconsistent and unreliable. This paper argues that statutory agencies should use formal assessment tools to determine the level and nature of their interventions. These arguments have been critical in the development of the new child protection model in SA, which relies on a centralized intake, differential response to reports and the structured decision-making system. Initial evaluation of the new model indicates improvements in consistency of initial screening and responses to children in danger. Copyright © 1999 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

The author argues on the idea of outlawing the act of hitting the children by their parents in 2089. He presented the countries which are starting to outlaw the legislation including Peru, Sweden and Finland. He also emphasized an article in the issue which disagree the impact of Finnish anti-spanking legislation on child rearing practices.

The author argues on the idea of outlawing the act of hitting the children by their parents in 2089. He presented the countries which are starting to outlaw the legislation including Peru, Sweden and Finland. He also emphasized an article in the issue which disagree the impact of Finnish anti-spanking legislation on child rearing practices.

The article discusses cultural differences and the legal aspects of the use of force to discipline children under Section 59 of New Zealand's Crimes Act 1961 in relation to tourist Bruno Cernobori who received a suspended sentence for slapping his son, and it mentions a police Practice Guide.