DOCSLIB.ORG

The Punishment List: a Collection of Spanking Stories

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Punishment List: a Collection of Spanking Stories Abel The punishment list A collection of spanking stories The punishment list Abel First published in Great Britain in 2010 by Abelard Books www.abelardbooks.co.uk Text © Abel 2010 Cover art © Catherine Thomas 2010 To my darling wife Haron, with love A catalogue record for this book is available from the British Library ISBN 978-0-9558483-2-2 The moral rights of the author have been asserted. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical or otherwise without the written permission of the Publisher. With thanks to Catherine for the wonderful front cover; to Martha for the painstaking proofreading, and to Alison for her additional support – as well as to Haron for her help with design and technical issues. The punishment list 1. Anna and the headmaster p. 5 2. A maid of two masters p. 14 3. Sanctuary lost p. 26 4. The girl behind the counter p. 34 5. The punishment list p. 37 6. The occupation p. 57 7. The green slip p. 64 8. Five stars, six stripes p. 71 9. Twenty four of the best p. 81 10. The punishment cell p. 98 11. The housemaster's secret diary p. 100 12. From left to right p. 110 13. The sequence of events p. 116 14. The colonials p. 122 15. The punishment dorm p. 134 16. Middlington p. 154 17. The price of privilege p. 171 18. Someone to care p. 184 Anna and the headmaster She'd been the first girl in her year at Willingdon to be caned. The school rulebook that they'd each been sent – and had had to memorise – before their arrival had been manifestly clear on the role that corporal punishment played in the school's disciplinary regime. The headmaster's inaugural lecture, welcoming them to the establishment, had removed any lingering doubt that could possibly have remained. Iris Palmer ‐ a giggly, friendly, immensely‐likeable girl in the next dorm ‐ had actually been the first to find herself called to the headmaster's study. Her fellow new starters waited with baited breath to learn of the outcome: she later confessed that she almost felt as though she'd let them down when she had returned after a strict lecture (“he made me feel as if I was, so, like, twelve”) and with a dire final warning (“if I find you before me again, you can be sure that I shall be cognisant of the fact that you have taken advantage of my leniency”). Her own call had been two days later, at the end of the school day, and this time the waiting audience would find itself disappointed only by their friend's taciturn reluctance to describe the painful ceremony for their enlightenment and entertainment. She could still remember the chill of the moment when her housemaster had told her that a mere detention would not suffice for behaviour of this most 5 disappointing nature, especially from someone so new to Willingdon. He'd reached into his drawer and taken out a leather folder, from which he'd extracted a pink sheet of paper. As he wrote, his traditional fountain pen filling the page with scrawling blue ink, he'd explained what he was doing: noting details of her offence, so that she could take it to the headmaster for him to deal with her. No specific mention of the cane. No room for confusion left as to its inevitability. Heart pounding, she'd crossed the quad towards the headmaster's house. “The front door will be unlocked”; her hands were shaking as she pushed it open. “You'll find his secretary's office on the right hand side”; her tongue scarcely co‐operated as she mumbled the reason for her visit. She was shown to a waiting room, comfortably furnished: trophies filling the cabinets, the walls crammed with photographs from glorious schooldays gone by. This would be where her mother and father had sat, she presumed, before being interviewed by the headmaster as the final stage of the school's exacting selection process, once she herself had already passed the admission exam with flying colours. They’d have sat together. She sat alone, trying to banish all thought of her parents, and how disappointed and ashamed they'd be, were they to know of their only child's current predicament. A grandfather clock in the corner ticked away the minutes. One, two, five, ten, before the front door swung open once more and a flurry of black gown and books and papers breezed past, and she heard a heavy door being opened and closed. Within moments, the headmaster's secretary was before her in the doorway. Her voice tried to reassure, but her message did not: “He is free to see you now,” pointing the new girl along the corridor to the door at the far end. “Knock before entering, and wait until he calls you.” Stephenson was kinder than she'd feared. “You must be Anna.” He rose to meet her: shook her hand, to introduce himself. “I remember you doing remarkably well in our entrance tests; I'm delighted you could join us. But I hear that a little issue has arisen?” 6 A little issue? If only that were true. As crimes go, it can’t have been the worst ever, but it had been deemed grave enough to bring her here. “Yes, sir. I'm sorry to trouble you, sir,” as if good manners might cause him to spare her. She handed over the pink punishment form. He reached for his spectacles, and studied the details intently. “I see…” Saw that she had argued with Mrs Cooper when she'd been awarded the detention; saw that she'd failed to attend the following evening when instructed to do so; read how she'd again been absent from the detention room the next day, despite the cautionary note from her housemaster. The headmaster took a small fob of keys from his desk drawer, and walked across to open a tall cupboard in the corner of the room. He continued the conversation as he did so: “Most regrettable. Girls must learn to respect authority here at Willingdon, even if we don't always expect them to agree with every decision.” He picked out a cane, the last vestige of doubt now in smithereens. “And on this occasion you seem to have ignored a very clear warning from your housemaster, who had been so kind as to give you a second chance. Most disappointing.” She would have liked to argue; she knew his words rang true. Why had she been so foolish, she wondered, wishing ‐ like almost every girl rooted to this daunting spot in these circumstances ‐ that she could turn back time. “I am absolutely sure that you are a good girl, Anna, who is going to do extremely well with us here. And I look forward to celebrating your successes with you over the years. But I'm afraid that in such circumstances I have no choice other than to give you three strokes of the cane.” “I'm so sorry, sir.” Apologising to him helped her stop feeling sorry for herself. “As am I.” He'd walked to her side now, and touched a point on the floor in front of her with the cane. “Please bend forward and touch the carpet here with your fingertips.” He moved behind her. She stretched down. The moment was here. Reflecting in later months, she realised that his strokes – her strokes ‐ were administered with great leniency. At the time, it 7 felt like the most painful experience imaginable, each searing line demonstrating the school's disapproval in the most agonising way. And then it was over, and he was walking away from her to hang up the cane. Over his shoulder, he asked her to stand. “I'm sorry to have had to do that, Anna, and I'm sure that I won't have to repeat myself in future with one so bright.” He asked her to let herself out, her hands shaking just as badly as she turned the door handle as they had done on her arrival, only this time with her vision blurred by tears. She rubbed her burning backside as she walked back along the corridor, stepping into the cool outside air and praying for somewhere to hide. ‐‐ He did have to repeat himself, of course, just two weeks later, only this time he introduced her to the agonies of a full‐force six of the best. Once again, she acknowledged to herself, the punishment was both fair and deserved, breaching a golden rule so clearly laid out in the school regulations. Once again, she asked herself why she had been so idiotic. She'd never even smoked before; she swore that she never would again. This time, the cane was out on his desk before they even arrived. That Danielle – Dannie, her new best buddy – had accompanied her to be punished at the same time made the whole process even more painful. Anna found herself cast into the role of reluctant expert as they acted out the familiar opening scenes: hand‐holder, reassurer, comforter, when she so needed reassuring and comforting herself. They were sent down that long, dark, dreaded corridor together. Lectured on the perils of tobacco, as every girl caught smoking in every school had been lectured in the past, and told that they would be caned, as had each of their predecessors.
Load more

Recommended publications
  • Why Spanking Should Be Discouraged by Eliza Cook and Kimberly Kopko
    To Spank or Not to Spank: Why Spanking Should Be Discouraged By Eliza Cook and Kimberly Kopko Spanking—hitting a child on the bottom with an open hand—is a common discipline approach used for children in the U.S. Most parents who spank believe that spanking will teach their children what is right and wrong; however, recent research finds that spanking should be discouraged as a discipline strategy. This fact sheet highlights reasons to eliminate spanking as a disciplinary tool, as well as other strategies parents can use instead of spanking. All suggestions are adopted from research in a recent publication, “Spanking and Child Development: We Know Enough Now to Stop Hitting Our Children” by Elizabeth Gershoff (2013). Why spanking should be discouraged: Spanking sends mixed messages. Many children report feelings of fear, anger, and sadness after being spanked. It can be very frightening and confusing for a child to be hit by a parent whom they love and depend on. Even if after spanking their child, a parent calmly explains the reasons why a child should act a certain way, it will be difficult for the child to listen and internalize the explanation because they will also be feeling frightened and distressed. Spanking teaches the wrong message. Children cannot learn through spanking alone why their behavior was incorrect. In fact, spanking teaches children to behave only when the threat of physical punishment is present. Once the threat of physical punishment is gone, children may feel little motivation to behave appropriately. Because there are many times when children are away from parents that require appropriate behavior, such as school or in after school activities, this can be very problematic.
    [Show full text]
  • A GUIDE to the CORRECTION of YOUNG GENTLEMEN Or, the Successful Administration of Physical Discipline to Males, by Females
    • A GUIDE TO . THE CORRECTION OF YOUNG GENTLEMEN The Successful Administration ofPhysical' 'Discipline to Males-bY,Females! WRITTEN BYA LADY OVER 30 ILLUSTRATIONS A GUIDE To THE CORRECTION OF YOUNG GENTLEMEN or, The Successful Administration Of Physical Discipline To Males, By Females WRITTEN ByA LADY WITH ILLUSTRATIONS By A FORMER PUPIL Reprinted from the original Private Edition of 1924 First British publication 1991 by Delectus Books Limited London, England Copyright ©Delectus Books 1991 Illustrations © Delectus Books 1991 All Rights Reserved N o part of this book may be reproduced, stored in a retrieval system, or transmitted in any:form or by any means, including mechanical, electronic, photocopying, recording or otherwise, without prior written permission of the publisher. Printed by Bishops Printers, Portsmouth Delectus Books, 27 Old Gloucester Street London W C IN IXX To APHRODITE .PHILOMASTRIX Introduction to the 1991 Reprint i Foreword ix \ I: T.he Triple Goddess 1 II: The Eternal Boy 11 III: A Closed World 17 IV: Clothing &' The Regime 25 v: Non-Corporal Punishments .32 "- VI: Corporal Punishment ~ .42 VII: The Birch 79 VIII, The Aftermatb 93 -1 IX: A Miscellany ~ , 95 ~.; . r ~ l' il ApPENDICES t I A: The Calculation ofOffences 102 I' B: A Sample Contraet 103 I An Aunt Does Her Duty 105 . I l~............,.~ ~...,..AW"AIIIJ . INTRODUCTION TO THE 1991 REPRINT HE HISTORY OF A Guide to the Correction of.Young Gentlemen is a tale of survival by purest chance against all the odds. Few books can have had T such an unpromising start in life. First produced, if not precisely published, in 1924-in a private edition limited to 100 copies, dark green morocco bindings with over thirty hand-drawn illustrations-c-not a single copy had been sold or distributed to customers before the entire consignment, togeth­ er with much else, was seized by police in a raid on the privately-owned printing works belonging to eccentric dilettante publisher Gerald Percival Hamer.
    [Show full text]
  • Corporal Punishment of Children in Singapore
    Corporal punishment of children in Singapore: Briefing for the Universal Periodic Review, 24th session, 2016 From Dr Sharon Owen, Research and Information Coordinator, Global Initiative, [email protected] The legality and practice of corporal punishment of children violates their fundamental human rights to respect for human dignity and physical integrity and to equal protection under the law. Under international human rights law – the Convention on the Rights of the Child and other human rights instruments – states have an obligation to enact legislation to prohibit corporal punishment in all settings, including the home. In Singapore, corporal punishment of children is lawful, despite repeated recommendations to prohibit it by the Committee on the Rights of the Child and recommendations made during the 1st cycle UPR of Singapore (which the Government rejected). Law reform in 2010/2011 re-authorised corporal punishment in some settings. We hope the Working Group will note with concern the legality of corporal punishment of children in Singapore. We hope states will raise the issue during the review in 2016 and make a specific recommendation that Singapore clearly prohibit all corporal punishment of children in all settings including the home and repeal all legal defences and authorisations for the use of corporal punishment. 1 Review of Singapore in the 1st cycle UPR (2011) and progress since then 1.1 Singapore was reviewed in the first cycle of the Universal Periodic Review in 2011 (session 11). The issue of corporal punishment of children was raised in the compilation of UN information1 and in the summary of stakeholders’ information.2 The Government rejected recommendations to prohibit corporal punishment of children.3 1.2 Prohibiting and eliminating all corporal punishment of children in all settings including the home – through law reform and other measures – is a key obligation under the Convention on the Rights of the Child and other human rights instruments, though it is one frequently evaded by Governments.
    [Show full text]
  • Position Statement on Physical/Corporal Punishment [This Position Statement Replaces Apsaa’S 2013 Position Statement on Physical/Corporal Punishment]
    Position Statement on Physical/Corporal Punishment [This position statement replaces APsaA’s 2013 position statement on Physical/Corporal Punishment] The American Psychoanalytic Association (APsaA) condemns the use of physical punishment (corporal punishment) in the discipline of children and recommends alternative methods that enhance children's capacities to develop healthy emotional lives, tolerate frustration, regulate internal tensions, and behave in socially acceptable ways. The Centers for Disease Control and Prevention (CDC, Atlanta, GA) has now formally come out with policy asserting that physical punishment is child abuse (p. 8) and that it should be prohibited (p. 46)(Fortson et al, 2016). This stance is in response to consistent data showing physical punishment to be associated with increased violence and emotional disorders (Durrant and Ensom, 2012; Straus et al, 2013; Gershoff and Grogan-Kaylor, 2016). The USA has no federal law prohibiting physical punishment. There are still 19 states which permit physical punishment in schools. All this is in contrast to the international response to these data on physical punishment—49 countries have banned physical punishment in all settings, and over 100 countries have banned it in schools. APsaA identifies and advocates for three crucial interventions for the prevention of physical punishment of children: 1. Education about the psychological problems caused by physical punishment and about alternative approaches to discipline. Educational efforts should be directed towards parents, caregivers, educators, clergy, legislators and the general public. 2. Legislation to protect all children from physical punishment and to aid parents at risk. 3. Research about alternative methods of disciplining and managing children and about the best ways to communicate these methods to parents, educators and caregivers.
    [Show full text]
  • Corporal Punishment: an Analysis of the Constitutionality of Domestic Corporal Punishment
    University at Albany, State University of New York Scholars Archive Political Science Honors College 5-2014 Corporal Punishment: An Analysis of the Constitutionality of Domestic Corporal Punishment Brian Junquera University at Albany, State University of New York Follow this and additional works at: https://scholarsarchive.library.albany.edu/honorscollege_pos Part of the Political Science Commons Recommended Citation Junquera, Brian, "Corporal Punishment: An Analysis of the Constitutionality of Domestic Corporal Punishment" (2014). Political Science. 18. https://scholarsarchive.library.albany.edu/honorscollege_pos/18 This Honors Thesis is brought to you for free and open access by the Honors College at Scholars Archive. It has been accepted for inclusion in Political Science by an authorized administrator of Scholars Archive. For more information, please contact [email protected]. Corporal Punishment : An Analysis of the Constitutionality of Domestic Corporal Punishment Abstract: As contemporary society has increasingly recognized the independent rights of children, the acceptability of parental corporal punishment has been increasingly questioned. I argue that in light of modern research on the negative effects of corporal punishment, the New York law that sanctions parental corporal punishment is unconstitutional. In order to make this argument, the U.S. Supreme Court’s interpretation of the Eighth Amendment protection against “cruel and unusual punishment” is analyzed. Factors used by the Court to determine whether a punishment is “cruel and unusual” are assessed in relation to corporal punishment. Brian Junquera Department of Political Science Rockefeller College of Public Affairs and Policy University at Albany, SUNY Undergraduate Honors Thesis Faculty Adviser: Victor Asal, PhD. Junquera 2 Introduction In 2008 the Supreme Court of Minnesota heard a case involving parental use of corporal punishment in the home.
    [Show full text]
  • [Wednesday, 13 August 2003] 9825 the THC in Marijuana and The
    [Wednesday, 13 August 2003] 9825 The THC in marijuana and the brain’s endogenous cannabinoids work in much the same way, but THC is far stronger and more persistent than anandamide, which, like most neurotransmitters, is designed to break down very soon after its release. (Chocolate, of all things, seems to slow this process, which might account for its own subtle mood-altering properties.) What this suggests is that smoking marijuana may overstimulate the brain’s built-in forgetting faculty, exaggerating its normal operations. This is no small thing. Indeed, I would venture that, more than any other single quality, it is the relentless moment-by-moment forgetting, this draining of the pool of sense impressions almost as quickly as it fills, that gives the experience of consciousness under marijuana its peculiar texture. It helps account for the sharpening of sensory perceptions, for the aura of profundity in which cannabis bathes the most ordinary insights, and, perhaps most important of all, for the sense that time has slowed and even stopped. On the previous page, the book states - ‘If we could hear the squirrel’s heartbeat, the sound of the grass growing, we should die of that roar,’ George Eliot once wrote. Our mental health depends on a mechanism for editing the moment-by-moment ocean of sensory data flowing into our consciousness down to a manageable trickle of the noticed and remembered. The cannabinoid network appears to be part of that mechanism, vigilantly sifting the vast chaff of sense impressions from the kernels of perception we need to remember if we’re to get through the day and get done what needs to be done.
    [Show full text]
  • “May Cause Lasting Physical Harm” The
    “May cause lasting physical harm” The Determination stated that ‘Ariel’s Sponsored Caning’ constitutes restricted material on the basis of the following claim: “Where there is clearer sight of more ‘serious’ marking of the skin, particularly to the latter part of the video, where there is focus on injury that has been caused; the raising of the skin and the heavier marking. This constitutes material which “involves the infliction of pain or acts which may cause lasting physical harm, whether real or (in a sexual context) simulated”, which is prohibited by the BBFC in a pornographic work. “ Corporal punishment such as that depicted on Dreams of Spanking is intended to cause temporary, transient pain. If any marks are inflicted, they will heal within a reasonable timeframe, usually between a couple of days and a couple of weeks. The assumption that this sort of activity “may cause lasting harm” indicates a remarkable level of ignorance. All our performers are experienced BDSM players who know their own bodies and their own tolerances well. Usually performers prefer not to receive lasting marks on videos hoots, as most enthusiasts prefer not to play again until any marks from the previous session have fully healed. Dreams of Spanking makes it a point of principle to operate within our performers' experience and comfort zones, and full negotiation and explicit, enthusiastic consent is shown as a matter of course in our performer interviews and behind the scenes videos accompanying each of the spanking films. Let us examine Ariel Anderssen's bottom at the start and end of “Ariel's Sponsored Caning”: (click on any of the following images to open them at a high resolution in your web browser) These marks were quick to appear, and quick to disappear.
    [Show full text]
  • Spanking and Other Corporal Punishment of Children by Parents: Undervaluing Children, Overvaluing Pain
    Scholarly Commons @ UNLV Boyd Law Scholarly Works Faculty Scholarship 1998 Spanking and Other Corporal Punishment of Children by Parents: Undervaluing Children, Overvaluing Pain David Orentlicher University of Nevada, Las Vegas -- William S. Boyd School of Law Follow this and additional works at: https://scholars.law.unlv.edu/facpub Part of the Family Law Commons, and the Juvenile Law Commons Recommended Citation Orentlicher, David, "Spanking and Other Corporal Punishment of Children by Parents: Undervaluing Children, Overvaluing Pain" (1998). Scholarly Works. 1169. https://scholars.law.unlv.edu/facpub/1169 This Article is brought to you by the Scholarly Commons @ UNLV Boyd Law, an institutional repository administered by the Wiener-Rogers Law Library at the William S. Boyd School of Law. For more information, please contact [email protected]. ARTICLE SPANKING AND OTHER CORPORAL PUNISHMENT OF CHILDREN BY PARENTS: OVERVALUING PAIN, UNDERVALUING CHILDREN David Orentlicher* Table of Contents I. INTRODUCTION .................................................................... 148 II. THE DEFINITION OF CORPORAL PUNISHMENT .................... 149 III. PREVALENCE OF CORPORAL PUNISHMENT BY PARENTS ...... 151 IV. THE LAW ON CORPORAL PUNISHMENT BY PARENTS ........... 151 V. CONCERNS ABOUT CORPORAL PUNISHMENT ....................... 155 VI. ALTERNATIVES TO CORPORAL PUNISHMENT ....................... 161 VII. THE LEGAL FRAAmNG OF CORPORAL PUNISHMENT ............. 166 VIII. EXPLAINING THE LEGAL FRAmEWORK ................................ 173 IX.
    [Show full text]
  • Volume 5 Flogmaster
    Random Praise for the Flogmaster’s Writing Enjoyed the story. C.S. Nothing like pimping out your daughter to line your own pocket. M.J.T. This might be fiction, but it is not far from what used to happen to me with the guitar. Although not as cute as this. L.A. Excellent. Thanks. V.R. Hot, hot story! H.W.D. Awesome story. Wish this was a real event. R.S.T. Worth reading! G. Selected Excerpts From Advanced Learning: God, she hated the cane. Its agony level was a solid ten out of ten, and even a “mere” six with the instrument was enough to make her walk funny for a couple of days. Madison still wasn’t sure why she’d been foolish enough to sign up for this “Advanced Learning” program. Sure, it was prestigious, and it would look good on her college application, but this business of being caned for every tiny fault was awful. From Casual Thursday 1: Sadly for Sam there was no reprieve or rescue. Her forbidden pants descended, leaving her plump, well-rounded bottom half- covered by thin pink panties. She leaned across the woman’s desk and slowly received a dozen sizzling blows with the school paddle. It hurt like the dickens and left her rump boiling hot and sore for the rest of the day. From Flight Delay 1: “Colin, have you seen my skirt?” she asked the man in the bed. “You’ll get it back… after your caning.” Kim’s heart skipped a beat. She didn’t like the sound of this.
    [Show full text]
  • Can the Caning Punishment Execution in Aceh Meet Its Objective?
    Mazahib, Vol 19, No.1 (June 2020), Pp. 41-78 http://doi.org/10.21093/mj.v19i1.2055 https://journal.iain-samarinda.ac.id/index.php/mazahib/index P-ISSN: 1829-9067 | E-ISSN: 2460-6588 DETERRING OR ENTERTAINING? Can the Caning Punishment Execution in Aceh Meet its Objective? Faradilla Fadlia1, Ismar Ramadani2, Novi Susilawati3, Novita Sari4 1 Universitas Syiah Kuala ([email protected]); 2 Universitas Almuslim Bireuen ([email protected]); 3 Universitas Syiah Kuala ([email protected]); 4Universitas Syiah Kuala ([email protected]) Abstract This article probes whether the implementation of the caning sentence in Aceh may reach its objective of deterrent effect given the way the execution conducted. From the field observation, the flogging was not much different from entertainment. The mass gathered in one place to watch the execution; they include children, street vendors, researchers, and journalists. There was a stage, VIP seats for guests, loudspeakers, administrative arrangements, and the caning punishment procession. Using a qualitative research approach with an in-depth interview method, it seeks to understand how the community involved in the caning execution was and how the government was designed the sentence as such and why. It finds that while the government saw the caning law as the implementation of Islamic sharia in Aceh, the people perceived its execution more as entertainment. The government has used the caning sentence execution as a demonstration of power, often for a political gain, because it emphasizes its presence not only as of the guardian of shari’a for Acehnese but also as a devout politician who keeps his political promises.
    [Show full text]
  • Punishment in Friends' Schools, 1779-1900 by W
    Punishment in Friends' Schools, 1779-1900 By W. A. CAMPBELL STEWART, Ph.D. A CKWORTH was founded when the negative doctrines f Quietism had strong influence. If adults had to regulate their lives to the Quaker pattern, how much more severe was the control of children who were susceptible, as Friends thought, to all the wayward gusts of evil. They were placed in a " guarded " community, shown the Quaker pattern of life and taught subjection of own-will. One of the results was a record of punishment during the first half-century covered by this survey which is at times astonishing in a body which was responsible for so many humanitarian reforms. One of the main reasons for the establishment and prolongation of severity in Quaker schools was that Ackworth, the Yearly Meeting school, was at first a pattern and example to Sidcot, Islington, and Wigton. Its rules, drawn up in 1779, were adopted almost completely by the schools for children of those disowned, founded in the 'thirties and 'forties. Ackworth was founded for the children of those not in affluence, and life was, at first, so dull that mischief and disorder were common. With no organized free-time pursuits and a limited school curriculum of reading, writing, spelling and arithmetic, with no freedom to leave the estate and no real comfort in the building, the children, hungry as they often were, became unruly. Until 1809, there was one fire in schoolrooms with stone floors fifty feet by twenty feet. The Meeting House, in which three lengthy Meetings were held each week, had also a stone floor, and had no heating at all until 1820.
    [Show full text]
  • Ending Corporal Punishment of Children – a Handbook
    ENDING CORPORAL Ending corporal punishment of children – A handbook for working with and within religious communities A handbook for working with and within religious – punishment of children Ending corporal PUNISHMENT OF CHILDREN A handbook for working with and within religious communities CNNV Churches’ Network for Non-violence ENDING CORPORAL PUNISHMENT OF CHILDREN ❧ ❧ ❧ A handbook for working with and within religious communities Contents 1 Introduction .......................................................................................................1 a) The links between religion and corporal punishment of children ............................1 b) About the handbook ................................................................................................5 2 Corporal punishment of children – a global problem ......................................9 a) The prevalence of corporal punishment ..................................................................9 b) The impact of corporal punishment .......................................................................12 c) Children’s perspectives .......................................................................................... 14 d) The importance of legal reform ..............................................................................16 e) Progress towards prohibition worldwide ............................................................... 17 3 Children’s right to protection from corporal punishment .............................. 19 a) The Convention on the Rights
    [Show full text]