How to avoid Corporal Punishment and understand child psychology

1. Child Psychology &
Corporal Punishment

3. Sequence
• Child Psychology and Related Issues
• Objectives of Education
• Corporal Punishment and Its Effects on
Child’s Personality

4. Part I – Child Psychology
& Related Issues

5. PERSONALITY???

6. Personality
• For psychologists, personality is a set of
relatively enduring behavioral characteristics
and internal predispositions that describe how
a personality reacts to the environment.
Psychologists recognize that an individual’s
behavior is not consistent all the time or in
every situation.

7. Heredity
Gender
Physical Conditions
Environment
Cultural Factors
Social Factors
Situational Factors
Personality

8. Environment
• Family
• Education
• Religion
• Health System
• Political & Economic System
• Legal System
• Adaptability to new Technologies
• Sports Facilities

9. • Perception is the process by which people
interpret the input from their senses to give
meaning and order to the world around
them.
• Accurate perceptions are necessary to
make good decisions and to motivate
workers to perform at a high level, to be
fair and equitable, and to be ethical.
Perception 9

10. • The process of combining, integrating
and interpreting information about
others to gain an accurate
understanding of them.
• Personal identity
• Social Identity
Social Perception

11.  Cognitive frameworks that represent organized
knowledge about a given concept or stimulus
developed through experience.
 Schemas effect :
 Information Interpretation
 Decision Making
 Attitude
 BEHAVIORS
Schemas 11

12. Attitude
• An attitude is a mental stage of readiness, learned
and organized through experience, exerting a
specific influence on a person’s response to
people, objects, and situations with which it is
related.
• Attitudes are evaluative statements that are either
favorable or unfavorable concerning
objects, people, or events.
12

13. Relationship with
Behavior 13
Behavior
Attitude
Personality
Perception

14. The Unconscious
The conscious. The small
amount of mental activity we
know about.
The preconscious. Things
we could be aware of if we
wanted or tried.
The unconscious. Things
we are unaware of and can
not become aware of.
Thoughts
Perceptions
Memories
Stored knowledge
Fears
Unacceptable sexual desires
Violent motives
Irrational wishes
Immoral urges
Selfish needs
Shameful experiences
Traumatic experiences
Bad
Worse
Really Bad
www.psychlotron.org.uk

15. PART II-
WHAT ARE THE OBJECTIVES OF
EDUCATION?

16. To create law abiding and
patriotic citizens

17. To produce a workforce
which could think
globally and act locally.

18. Personality Development
• Increase the need for achievement of a child
• Improve the perception of a child about the society. Improved
perception will create a better attitude which will result in
cultured behavior.
• Provide sports and extra curricular activities where a child can
polish his/her hidden talents.
• Allow the child an open culture where he/she can develop their
creativity.

19. Social Change in the
Society

20. CYCLE OF POVERTY
Low Income
Households
Stress
Related
Diseases
Problem
child comes
to school
Creates poor
Human
Capital

21. Parenting Styles

22. Responsibility of Teachers
• Learn Empathy.
• Provide a Model to the child to improve his/her social
identity.
• Improve your communication style. Be an active listener.
• Understand the motivation process of a child. Provide
encouragement to improve his/her self confidence.
• Provide counseling to difficult parents and children.

23. Motivation Process
• Negative Reinforcement.
• Positive Reinforcement
• Extinction
• Punishment

24. PART III –
CORPORAL PUNISHMENT AND
ITS EFFECTS

25. WHAT IS CORPORAL
PUNISHMENT ??

27. Effects of Corporal
Punishment
• It lowers their self-esteem.
• It interferes with the learning process and with their
intellectual, sensory and emotional development.
• It discourages the use of reasoning.
• It makes children feel lonely, sad and abandoned.
• Impede teacher-child communication.

28. Effects of Corporal
Punishment
• Lowers the need for achievement.
• Violence begets violence.
• Children become critical of authority.

29. Student with a Low Academic
Concept of the Self
• Is lonesome and afraid of bringing others’ laughs.
• Avoids problems, rejects new experiences for fear of
failure.
• Is insecure and indecisive.
• Feels vulnerable and is influenced by the opinion of
others.
• Does not share easily with others.

30. Student with a Low Academic
Concept of the Self
• Is usually fearful and worried.
• Tends to be passive and limits contact with others.
• Adopts inflexible and stubborn positions.
• Strongly communicates his/her abilities and positions.
• Is extremely competitive and attacks others if possible.

32. How can we develop a
motivation system for a
mischievous child ?

33. Educate, do not Punish

34. Thank you