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Matthew Wright
Matthew Wright

Teenage Discipline 1 (1975)


Adolescent alcohol use remains a pervasive problem. The percentage of teenagers who drink alcohol is slowly declining; however, numbers are still quite high. About 25.6 percent of adolescents report drinking by 8th grade, and about 41.7 percent report being drunk at least once by 12th grade.1




Teenage Discipline 1 (1975)


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From 1966 to 1968, Foucault lectured at the University of Tunis before returning to France, where he became head of the philosophy department at the new experimental university of Paris VIII. Foucault subsequently published The Archaeology of Knowledge (1969). In 1970, Foucault was admitted to the Collège de France, a membership he retained until his death. He also became active in several left-wing groups involved in campaigns against racism and human rights abuses and for penal reform. Foucault later published Discipline and Punish (1975) and The History of Sexuality (1976), in which he developed archaeological and genealogical methods that emphasized the role that power plays in society.


Philosopher Philip Stokes of the University of Reading noted that overall, Foucault's work was "dark and pessimistic". Though it does, however, leave some room for optimism, in that it illustrates how the discipline of philosophy can be used to highlight areas of domination. In doing so, as Stokes claimed, the ways in which we are being dominated become better understood, so that we may strive to build social structures that minimise this risk of domination.[195] In all of this development there had to be close attention to detail; it is the detail which eventually individualizes people.[196]


Foucault's work on "biopower" has been widely influential within the disciplines of philosophy and political theory, particularly for such authors as Giorgio Agamben, Roberto Esposito, Antonio Negri, and Michael Hardt.[223] His discussions on power and discourse have inspired many critical theorists, who believe that Foucault's analysis of power structures could aid the struggle against inequality. They claim that through discourse analysis, hierarchies may be uncovered and questioned by way of analyzing the corresponding fields of knowledge through which they are legitimated. This is one of the ways that Foucault's work is linked to critical theory.[224] His work Discipline and Punish influenced his friend and contemporary Gilles Deleuze, who published the paper "Postscript on the Societies of Control", praising Foucault's work but arguing that contemporary western society has in fact developed from a 'disciplinary society' into a 'society of control'.[225] Deleuze went on to publish a book dedicated to Foucault's thought in 1988 under the title Foucault.


APA is also speaking out on discipline outside the home. Federal statistics show that corporal punishment and harsh discipline in schools disproportionately affect children of color and children with disabilities (U.S. Government Accountability Office, GAO-18-258, 2018).


Corporal punishment, sometimes referred to as "physical punishment" or "physical discipline",[2] has been defined as the use of physical force, no matter how light, to cause deliberate bodily pain or discomfort in response to some undesired behavior.[3] In schools in the United States, corporal punishment takes the form of a school teacher or administrator striking a student's buttocks with a wooden paddle (often called "spanking" or "paddling").[2]


Corporal punishment was widely utilized in U.S. schools during the 19th and 20th centuries as a way to motivate students to perform better academically and maintain objectively good standards of behavior.[10] The practice was generally considered a fair and rational way to discipline school children, particularly given its parallels to the criminal justice system, and teachers in the late 19th century were encouraged to employ corporal punishment over other types of discipline.[11] In the English-speaking world, the right of teachers to discipline children is enshrined in the common-law doctrine in loco parentis (Latin for "in the place of parents"), which places a legal responsibility on authority-holders to take on the functions of a parent in some instances.[12]


Some of the earliest parental opposition to corporal punishment in schools occurred in England in 1899 in the case Gardiner v. Bygrave,[10] in which a teacher in London was acquitted after a parent took him to court for assault after he physically punished their son. This case set a precedent that schools could discipline children in the way they saw fit, regardless of the wishes of the parent regarding the physical punishment of their child. Over the next century, the conception of corporal punishment as a common component of disciplining students in public schools would be challenged in various countries, but opposition to corporal punishment in schools would not make it to the U.S. Supreme Court until 1977.


In 1977, the question of the legality of corporal punishment in schools was brought to the Supreme Court. At this point, only New Jersey (1867), Massachusetts (1971), Hawaii (1973), and Maine (1975) had outlawed physical punishment in public schools, and just New Jersey had also outlawed the practice in private schools.


Individual states have had the power to ban corporal punishment in public schools since the 19th century. Each state has the authority to define corporal punishment in its state laws, so bans on corporal punishment differ from state to state.[15] For example, in Texas, teachers are permitted to paddle children and to use "any other physical force" to control children in the name of discipline;[16] in Alabama, the rules are more explicit: teachers are permitted to use a "wooden paddle approximately 24 inches (610 mm) in length, 3 inches (76 mm) wide and 0.5 inches (13 mm) thick."[17]


According to a 2015 study, boys are more likely than girls to be physically punished in schools, and this disparity has persisted for decades.[42][page needed] In 1992, boys accounted for 81 percent of all incidents of physical discipline in schools.[50]


Differences in behavior (and perceived behavior) can explain part of this imbalance, but do not account for the entire discrepancy between the genders. Boys have been found to be two times as likely as girls to be disciplined for misbehavior in school, but they are four times as likely to be disciplined with corporal punishment.[42][page needed][51]


The race and ethnic disparities in school corporal punishment have decreased within groups over time, but the relative prevalence of corporal punishment between groups has remained stable.[42][page needed] Black students are physically punished at higher rates than white or Hispanics. In contrast, Hispanic students are less likely than white students to receive corporal punishment. One study found that African-American students were more likely than either white or Hispanic students to be physically punished, by 2.5 times and 6.5 times respectively.[52] Another study calculated the proportion of black students who were physically punished to the proportion of white students who were by state, and found that for the 2011-2012 academic year, black children in Alabama and Mississippi were over five times more likely to be disciplined with corporal punishment than their white counterparts. In other southeastern states (Florida, Arkansas, Georgia, Louisiana and Tennessee) black children were more than three times more likely to receive corporal punishment than white children.[16]


The disparity by race in the use of corporal punishment in schools goes in line with findings of other methods of discipline, where black children are two to three times more likely than white children to be suspended or expelled from schools. According to a study by the American Psychological Association, these imbalances are not due to a higher likelihood of misbehaving by children of one race over another, or the socio-economic status of the children.[55]


According to these studies,[specify] children exposed to school corporal punishment are more likely to have conduct disorder problems, to experience feelings of inadequacy and resentment, to be aggressive and violent, and to experience reduced problem-solving abilities, social competence and academic achievement.[59] Other studies have suggested that corporal punishment in schools can deter children's cognitive development, as children subject to corporal punishment in schools have a more restricted vocabulary, poorer school marks, and lower IQ scores.[60] Moreover, disparities in the use of corporal punishment among gender, race and disability status can be perceived by children as discrimination. This perceived discrimination has been related with lower self-esteem, lower positive mood, higher depression and anxiety.[61] These effects can also manifest as low academic engagement and more negative school behaviors, which exacerbate the existing gap in discipline policies along race and gender lines.[62]


In November 2018 the American Academy of Pediatrics issued a new policy statement taking a stronger stance against corporal punishment, including spanking, twenty years after releasing its last position statement on effective discipline.[citation needed]


Public-opinion research has found that most Americans are not in favor of school corporal punishment; in polls taken in 2002 and 2005, American adults were respectively 72% and 77% opposed to the use of corporal punishment by teachers.[64] Moreover, a national survey conducted on teachers ranked corporal punishment as the least effective method to discipline offenders among eight possible techniques.[65]


Some scholars, such as Elizabeth Gershoff and Sarah Font, perceive a double standard when it comes to the physical punishment of children versus adults. The Board of Education in Pickens County, Alabama recommends that teachers use a two-foot-long paddle to discipline children;[70] in some cases, this object is more than half the height of an elementary school-aged child.[71] The two scholars assert that in any other context, "the act of an adult hitting another person with a board [two feet long] (or really, of any size) would be considered assault with a weapon and would be punishable under criminal law".[16] 041b061a72


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