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Disciplinary Action: Advantages and Disadvantages A Research Paper Presented to Miss Realyn P. Candava English IV Teacher Puerto Galera National High School In Partial Fulfillment In ENGLISH IV By Alessandro E. Maliksi IV Narra February 28, 2011
Transcript

Disciplinary Action: Advantages and Disadvantages

A Research Paper Presented to Miss Realyn P. Candava English IV Teacher

Puerto Galera National High School

In Partial Fulfillment In ENGLISH IV By Alessandro E. Maliksi IV Narra

February 28, 2011

II. ACKNOWLEDCEMENT

I, researcher wishes to express my solemn appreciation and heartfelt gratitude to those who shared their ideas with the researcher, without them this will not end up into a realization. The researcher express his special acknowledgement to Ms. Realyn P. Candava, my generous English Teacher for her extending valuable assistance and support , her insights, time and expertise in giving direction and guidance which hastened the completion of the study. To the selected respondents, who conscientiously answered the questionnaire which made the study possible and meaningful. To my beloved parents, Mr. Mauro Ceccarani and Mrs. Olivia Maliksi for their moral and financial support. To my brother and sisters, uncles and aunties, cousins for their constant inspiration. To my friends and best friend for their encouragement and assistance. And above all to All mighty God who guide and give his will that this research will end up into a realization.

III. DEDICATION

This humble piece of mine was dedicated to my supportive and loving parents, Mr. Mauro Ceccarani and Mrs. Olivia Maliksi To my brother, Eugene, to my sisters, Ate Dorina and Nicole, to my friends and Bhezzsy and of course to my pretty, generous English Teacher, Ms. Realyn P. Candava Thank You for Everything!!! This one is for you!!!

TABLE OF CONTENTSTITLE PAGE ACKNOWLEDGEMENT DEDICATION TABLE OF CONTENTS ABSTRACT INTRODUCTION a.) BACKGROUND OF THE STUDY b.) STATEMENT OF THE PROBLEM c.) SIGNIFICANCE OF THE STUDY d.) SCOPE AND LIMITATION e.) DEFINITION OF TERMS REVIEW OF RELATED LITERATURE FINDINGS AND RESULTS CONCLUSION AND RECOMMENDATIONBIBLIOGRAPHY CURRICULUM VITAE

V. ABSTRACTDisciplining a child is one of the most important elements of successful parenting, yet more and more parents just dont know what to do. Discipline might simply be defined as a process to help children learn appropriate behaviors and make good choices. In addition, loving, effective discipline aids a child in exercising self-control and mutual respect. Through proper discipline, children learn how to function in a family and society that is full of boundaries, rules and laws by which we all must abide. With it, children gain a sense of security, protection, and often feel accomplishments. Without proper discipline, children are at risk for a variety of behavioral and emotional problems. The main thrust of this study is to determine how parents discipline their children and to determine its advantages and disadvantages. Specifically, the study seeks to answer the following question: 1.) How do parents discipline the following: a. Children at 6-10 yrs. Old b. Children at 12-16 yrs old 2.) Why do parents use this disciplinary action? 3.) What are the outcomes after using that disciplinary action? 4.) What are the emotions of the children running due to this disciplinary action?

VI. INTRODUCTION

A. BACKGROUND OF THE STUDY Disciplining a child is one of the most important elements of successful parenting, yet more and more parents just dont know what to do. Discipline might simply be defined as a process to help children learn appropriate behaviors and make good choices. In addition, loving, effective discipline aids a child in exercising self-control and mutual respect. Through proper discipline, children learn how to function in a family and society that is full of boundaries, rules and laws by which we all must abide. With it, children gain a sense of security, protection, and often feel accomplishments. Without proper discipline, children are at risk for a variety of behavioral and emotional problems. The Bible says, parents have a god-given responsibility to train their child in the way he should go. That challenge often requires that we must first learn to discipline ourselves in the matter of child rearing. Being a parent is being an authority figure which means you are trusted and respected, but not feared.

B. STATEMENT OF THE PROBLEM

The main thrust of this study is to determine how parents discipline their children and to determine its advantages and disadvantages. Specifically, the study seeks to answer the following question: 5.) How do parents discipline the following: a. Children at 6-10 yrs. Old b. Children at 12-16 yrs old 6.) Why do parents use this disciplinary action? 7.) What are the outcomes after using that disciplinary action? 8.) What are the emotions of the children running due to this disciplinary action?

C. SIGNIFICANCE OF THE STUDY The researcher believes that the result of this study will be beneficial to the parents as well as their children. The studys goal is designed to help in guiding the parents of Puerto Galera what is the effective way to discipline ones child. This study guides and tells the parents their advantages after using such disciplinary action as well as its bad and good effects to their children. This study will also give advices to the parents on what is the right thing to do regarding the researchers topic.

D. SCOPE AND LIMITATION

This study is limited only to the citizens of Puerto Galera preferably to the parents and their children at ages 6-10 and 12-16. This study will be done through actual interview of 20 respondents from children ages 6-10, 20 respondents from ages 12-16 and 20 parents with the use of the questionnaire. This study will be conducted on a three-week plan to gather opinions and necessary facts or details for the study.

E. DEIFINITION OF TERMS

VII.REVIEW OF RELATED LITERATURE

Disciplining a child is one of the most important elements of successful parenting, yet more and more parents just dont know what to do. Learning how to effectively discipline your child is an important skill that all parents need to learn. Discipline is not the same as punishment. Instead, discipline has to do more with teaching, and involves teaching your child right from wrong, how to respect the rights of others, which behaviors are acceptable and which are not. With goal of helping to develop a child who feels secure and loved, is self-confident, self-disciplined and knows how to control his impulses, and who does not get overly frustrated with normal stresses of everyday life. Many parents discipline their child by physical abuse, verbal abuse and by Providing Explanations. As a general rule, physical abuse refers to the infliction of physical harm on a child by a parent or caregiver. It is not necessary for the harm to be intentionally inflicted, and in the majority of situations physical abuse is the unintentional end result of harsh disciplinary methods or corporal punishment that have escalated to point of physical injury or the risk of physical injury. Physical abuse often occurs simultaneously with other forms of child maltreatment. An unfortunate but common example of this is when a child is hit with close fists or an object while also being belittled and verbally insulted. In this case, the child would be considered to have experienced both physical and emotional abuse. Child abuse could include bruises, abrasions, cuts, burns, fractures, bites, or any of a number of other injuries. Also, physical assault by a parent or caregiver that presents a substantial risk of physical injury is considered abuse. Hitting a child with a hard instrument or with closed fists, burning, scalding, poisoning, suffocating, drowning,

kicking, shaking, choking, and stabbing are amongst behaviors that are considered to be abusive. Although these actions may not result in observable injuries such as bruises or cuts, they are still considered abusive. Physical abuse is the most visible form of Child Abuse or maltreatment because physical indicators are the first to be noticed. The first step to eliminating child physical abuse is to acknowledge that it occurs. The next step is to learn to recognize the signs and symptoms in order to determine if a child is being abused. There are several factors to be considered in raising the question of possible physical abuse. First, the location, nature, and the extent or severity of the injury is important to consider.

Impact of Physical Abuse on Children

Child physical abuse damages children physically, emotionally and socially. The most obvious and immediate result is physical. Physical

An abused child may experience one of more of the following: hitting, shaking, choking, biting, kicking, punching, burning, poisoning, suffocating, or being held underwater. Physical abuse may lead to bruises, cuts, welts, burns, fractures, internal injuries, or in the most extreme cases death. Initial impact on children will be the immediate pain and suffering and medical problems caused by the physical injury. However, the pain will last long after the bruises and wounds have healed. The longer physical abuse of a child occurs, the more serious the impact. Chronic physical abuse can result in long term physical disabilities, including brain damage, hearing loss, or eye damage. The age at which the abuse takes place influences the impact of the damage. For example, infants who are physically abused are more likely to experience long-term physical

effects and neurological alterations such as irritability, lethargy, tremors, and vomiting. In more serious cases where the abuse was more forceful or longer in duration, the infant may experience seizures, permanent blindness or deafness, mental and developmental delays or retardation, coma, paralysis, and in many cases death. This has recently been called the Shaken Baby Syndrome since it most often occurs as a result of violent shaking or shaking of the head. Emotional: Beyond the physical problems experienced by children, there are other consequences of physical abuse. Studies of physically abused children and their families indicate that a significant number of psychological problems are associated with child physical abuse. Abused children compared with non-abused children may have more difficulty with academic performance, self- control, self-image and social relationships. A recent US study comparing physically abused and nonabused children provided considerable evidence of the negative and lasting consequences of physical abuse. The physically abused children in the study experienced far greater problems at home, at school, amongst peers and in the community. Children who are physically abused have a predisposition to a host of emotional disturbances. They may experience feelings of low self-esteem and depression or may be hyperactive and overly anxious. Many of these children may exhibit behavioral problems such as aggression towards other children or siblings. Other emotional problems include anger, hostility, fear, humiliation, and an inability to express feelings. The long-term emotional consequences can be devastating. For example, children who are abused are at risk of experiencing low self-esteem, depression, drug or alcohol dependence, and increased potential for child abuse as a parent.

Social The social impact on children who have been physically abused is perhaps less obvious, yet still substantial. Immediate social consequences can include an inability to form friendships with peers, poor social skills, poor cognitive and language skills, distrust of others, over-compliance with authority figures, and a tendency to solve interpersonal problems with aggression. In their adult life, the long-term consequences can impact both their family and their community. There are financial costs to the community and society in general, e.g., funding social welfare programs and services and the foster care system. Studies have shown that physically abused children are at a greater risk for mental illness, homelessness, crime, and unemployment. All of these affect the community and society in general and are the social costs of physical abuse.

ABUSIVE HITTING HAS BAD LONG-TERM EFFECTS Research has shown that spanking may leave scars deeper and more lasting than a fleeting redness of the bottom. Here is a summary of the research on the long-term effects of corporal punishment:

y

In a prospective study spanning nineteen years, researchers found that children who were raised in homes with a lot of corporal punishment, turned out to be more antisocial and egocentric, and that physical violence became the accepted norm for these children when they became teenagers and adults.

y

College students showed more psychological disturbances if they grew up in a home with less praise, more scolding, more corporal punishment, and more verbal abuse.

y

A survey of 679 college students showed that those who recall being spanked as children accepted spanking as a way of discipline and intended to spank their own children.

Students who were not spanked as children were significantly less accepting of the practice than those who were spanked. The spanked students also reported remembering that their parents were angry during the spanking; they remembered both the spanking and the attitude with which it was administered.y

Spanking seems to have the most negative long-term effects when it replaces positive communication with the child. Spanking had less damaging long-term effects if given in a loving home and nurturing environment.

y

A study of the effects of physical punishment on children's later aggressive behavior showed that the more frequently a child was given physical punishment, the more likely it was that he would behave aggressively toward other family members and peers. Spanking caused less aggression if it was done in an overall nurturing environment and the child was always given a rational explanation of why the spanking occurred.

y

A study to determine whether hand slapping had any long-term effects showed that toddlers who were punished with a light slap on the hand showed delayed exploratory development seven months later.

y

Adults who received a lot of physical punishment as teenagers had a rate of spousebeating that was four times greater than those whose parents did not hit them.

y

Husbands who grew up in severely violent homes are six times more likely to beat their wives than men raised in non-violent homes.

y

More than 1 out of 4 parents who had grown up in a violent home were violent enough to risk seriously injuring their child.

y

Studies of prison populations show that most violent criminals grew up in a violent home environment.

y

The life history of notorious, violent criminals, murderers, muggers, rapists, etc., is likely to show a history of excessive physical discipline in childhood.

The evidence against spanking is overwhelming. Hundreds of studies all come to the same conclusions:

1. The more physical punishment a child receives, the more aggressive he or she will become. 2. The more children are spanked; the more likely they will be abusive toward their own children. 3. Spanking plants seeds for later violent behavior.4.Spanking dont work.

Verbal abuse (also called reviling or verbal attack) is a form of abusive behavior involving the use of language. It is a form of profanitythat can occur with or without the use of expletives. While oral communication is its most common form, verbal abuse may be expressed in the form of written word as well. Verbal abuse is a pattern of behavior that can seriously interfere with a person's healthy emotional development. A single exposure to verbal assault can be enough to significantly affect a person's self-esteem, emotional well-being, and physical state. Verbal abuse is best described as an ongoing emotional environment organized by the abuser for the purposes of control. The underlying factor in the dynamic of verbal abuse is the abusers low regard for him or herself. The abuser attempts to place their victim in a position to believe similar things about him or herself, a form of warped projection. Reports of verbal and emotional abuse indicate that it frequently occurs in romantic relationships between men and women, where women are generally reported as the victims.[1][2] However, verbal abuse may occur to a person of any gender, race, culture, size, sexual orientation, or age.

Typically, verbal abuse increases in intensity over time and often escalates into physical abuse as well. During intense verbal abuse, the victim usually suffers from low self-worth and low selfesteem. As a result, victims may fall into clinical depression and post-traumatic stress disorder. Despite the fact that it is the most common type of abuse, verbal abuse is generally not taken as seriously as other forms of abuse, because there is no visible proof. However in reality, moderate to severe cases of verbal abuse (especially in which the victim is under constant attack) can be more detrimental to a person's health than physical abuse. Verbal abuse starting from a young age contributes to inferiority complex, machismo attitudes, and other negative behaviors that plague many people into senior age. People who feel they are being attacked by a verbal abuser on a regular basis should seek professional counsel and remove themselves from the negative environment whenever possible. Staying around verbal abusers is damaging for a person's overall well-being, and all steps to change the situation should be pursued. "Verbal abuse includes withholding, bullying, defaming, defining, trivializing, harassing, interrogating, accusing, blaming, blocking, insulting, countering, diverting, lying, berating, taunting, putting down, discounting, threatening, name-calling, yelling, and raging."

VIII. FINDINGS AND RESULTHere are the findings and results after three-weeks of gathering opinions and necessary facts or details for the study. 1.) How are you disciplined by your parent? y Children at 6-10 yrs. Old a) 4 out of 20children say that they were disciplined by their parent by proving explanations. b) 16 out of 20 children say that they were disciplined by their parent by Physical abuse such as spanking, hitting, kicking etc. c) No one say that they were verbally abuse y Ages 12-16 a) 14 0ut of 20 say that they were disciplined by their parent by providing explanation. b) 1 out of 20 says that they were disciplined by their parents physically. c) 5 out of 20 respondents say that they were verbally abuse by their parents. 2.) For parents, why do you use that disciplinary action? a) 3 out of 20 respondents sat that they use that disciplinary action because it is the way their parents discipline them. b) 8 0ut 0f 20 say that they use it because they are carried by their anger. c) 9 out of 20 say that they use it because it is the right way, and they found it effective. 3.) What are the results after being disciplined by your parents?

y

Children at 6-10 yrs. Old

A) Children disciplined by Providing Explanation a) 4 out of 4 say that after being disciplined, they learn from their mistakes, learn to improve ones self, and can determine what is right or wrong. b) No one say that they are afraid to do bad things. c) No one say that they fight their parent. d) No one say that they still didnt follow the orders of their parent and experience difficulty in academic performance. B) Disciplined by Physical Abuse a) 2 out of 16 say that they learn from their mistakes, learn to improve ones self and can determine what is right or wrong. b) 4 out of 16 say that they are afraid to do bad things c) No one say that they fight their parent. d) 10 out of 16 say that they still didnt follow the orders of their parent and experienced difficulty in academic performance. y Ages 12-16

A) Disciplined by providing explanation a) 14 out of 14 say that they learn from their mistakes, learn to improve ones self and can determine what is right or wrong. b) No one say that they are afraid to do bad things c) No one say that they fight their parent. d) No one say that they still didnt follow the orders of their parent and experienced difficulty in academic performance.

B) Disciplined by physical abuse a) No one say that they learn from their mistakes, learn to improve ones self and can determine what is right or wrong. b) No one say that they are afraid to do bad things c) 1 out of 1 says that they fight their parent. d) No one say that they still didnt follow the orders of their parent and experienced difficulty in academic performance. C) Disciplined by verbal abuse a) No one say that they learn from their mistakes, learn to improve ones self and can determine what is right or wrong. b) No one say that they are afraid to do bad things c) No one say that they fight their parent. d) 5 out of 5 that they still didnt follow the orders of their parent and experienced difficulty in academic performance.

4.) What do you feel after your parent uses that disciplinary action on you? y Children ages 6-10

A) Disciplined by Providing Explanation a) No one say that they felt angry. b) No one say that they are afraid to their parent. c) No one say that they felt that they dont have worth. d) No one say that they felt sad because they think that they were not loved by their parents.

e) 4 out of 4 say that they felt happy because they think they are loved by their parent. B) Disciplined by Physical Abuse a) 8 out of 16 say that they felt angry. b) 4 out of 16 say that they are afraid to their parent. c) No one say that they felt that they dont have worth. d) 4 out of 16 say that they felt sad because they think that they were not loved by their parents. e) No one say that they felt happy because they think they are loved by their parent.

y

Ages 12-16

A) Disciplined by Providing Explanation a) No one say that they felt angry. b) No one say that they are afraid to their parent. c) No one say that they felt that they dont have worth. d) No one say that they felt sad because they think that they were not loved by their parents. e) 14 out of 14 say that they felt happy because they think they are loved by their parent. B) Disciplined by Physical Abuse a) 1 out of 1 says that they felt angry.

b) No one say that they are afraid to their parent. c) No one say that they felt that they dont have worth. d) No one say that they felt sad because they think that they were not loved by their parents. e) No one say that they felt happy because they think they are loved by their parent. C) Disciplined by Verbal abuse a) No one say that they felt angry. b) No one say that they are afraid to their parent. c) 5 out of 5say that they felt that they dont have worth. d) No one say that they felt sad because they think that they were not loved by their parents. e) No one say that they felt happy because they think they are loved by their parent.

IX. CONCLUSION AND RECOMMENDATIONCONCLUSIONS: In the light of the findings and results, the following conclusions are drawn: For young children such ages 10 and below, many of children disciplined by their parents physically like spanking, kicking hitting etc., there are only few children that are disciplined by their parents by providing explanation and verbal abuse. y As the children turns to adolescence, many of them are disciplined by providing explanations by their mother and only some of them were physically and verbally abuse. y Parents use physical abuse and verbal abuse because they are carried away by their anger. y Children raised at home with a lot of spanking, hitting etc., and verbal abuse were experiencing some difficulties in academic performance and didnt follow the orders of their parent. y Children disciplined by providing explanations, learn from their mistakes, learn to improve ones self and can determine what is right or wrong. y Children that are verbally abuse feels that they dont have worth that result to difficulties in academic performance. y Children that are physically abuse often feel anguish, sadness, and afraid and these will put a distance between parents and the child.

y

RECOMMENDATIONS In the light of the conclusions, the following recommendations are drawn: Parents should not be carried away by their anger because this will lead to physical and verbal abuse, thus, this will result to difficulties in academic performance, and still didnt follow the orders of their parent. And children often feels anguish, sadness and frightened, and put a distance between parents and their children. y Parents should discipline their child by providing explanations because of using this, children will learn from mistakes can determine what is right or wrong and can improve ones self. And because of these, this will lead to peace and harmony.

y

X. BIBLIOGRAPHYhttp://www.allaboutparenting.org/child-discipline.htm http://www.askdrsears.com/html/6/t062100.asp http://www.be-free.info/enParents/physicalAbuse.htm http://en.wikipedia.org/wiki/Verbal_abuse http://www.theparentszone.com/child-development/emotions/what-are-the-effects-of-verbalabuse-on-children/

XI. CURRICULUM VITAEName: Alessandro E. Maliksi Nick-Name: Sandro Age: 16 Address: Poblacion, Puerto Galera, Oriental Mindoro Date of Birth: January 14, 1995 Place of Birth: Poblacion, Puerto Galera, Oriental Mindoro Civil Status: Single Citizenship: Filipino Religion: Roman Catholic Educational Background Elementary: Puerto Galera Central School High School: Puerto Galera National High School Parents Mother: Olivia Maliksi Citizenship: Filipino Citizenship: Italian

Father: Mauro Ceccarani

Questionnaire 1)Quantitative results are shown for the forces and moments around a pair of unequally sized dolphin-like slender bodies. These include two major effects. First, the so-called Bernoulli suction, which stems from the fact that the local pressure drops in areas of high speed, results in an attractive force between mother and calf. Second is the displacement effect, in which the motion of the mother causes the water in front to move forwards and radially outwards, and water behind the body to move forwards to replace the animal's mass. Thus, the calf can gain a 'free ride' in the forward-moving areas. Utilizing these effects, the neonate can gain up to 90% of the thrust needed to move alongside the mother at speeds of up to 2.4 m/s. A comparison with observations of eastern spinner dolphins (Stenella longirostris) is presented, showing savings of up to 60% in the thrust that calves require if they are to keep up with their mothers.


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