RAJIV GANDHI UNIVERSITY OF HEALTH SCIENCES

BANGALORE, KARNATAKA

PROFORMA FOR REGISTRATION OF SUBJECTS FOR DISSERTATION

1 NAME OF THE CANDIDATE MS.LINDA ROSE.J AND ADDRESS Smt. NAGARATHNAMMA COLLEGE OF NURSING, SOLDEVANAHALLI, HESARAGHATTA MAIN ROAD, BANGALORE 560090 2 NAME OF THE Smt. NAGARATHNAMMA COLLEGE OF INSTITUTION NURSING, SOLDEVANAHALLI, HESARAGHATTA MAIN ROAD, BANGALORE 560090 3 COURSE OF THE STUDY I YEAR M.SC NURSING PAEDIATRIC NURSING

4 DATE OF ADMISSION TO 15/06/2009 THE COURSE

5 TITLE OF THE TOPIC EFFECTIVENESS OF SIM (SELF- INSTRUCTIONAL MODULE) REGARDING KNOWLEDGE OF CORPORAL PUNISHMENT AND ITS EFFECTS ON CHILDREN AMONG TEACHERS OF SELECTED GOVERNMENT SCHOOLS AT BANGALORE.

1 6. BRIEF RESUME OF THE INTENDED WORK

6.1 NEED FOR THE STUDY: In April this year, 11 year old Shanno Khan a student of a municipal school in delhi, collapsed and died after having been made to stand for two hours in the hot sun and being refused a drink of water!. 15-year-old Rinki kaushik, who was hit by her teacher in class, died after remaining in coma for three months in march 2008.! Another master returned with a shaved pate from Tirupathi pilgrimage. When the boys of his class laughed at his new look, he promptly brought a barber and had their hair shaven off too! A teacher in a school in Delhi’s Preet Behar, threw a duster at Kanhaiya, studying in class VII. The duster hit Nitin Rai who sat next to Kanhaiya. His glass broke, piercing an eye! Babli Ghosh, 11, a class V student of the state sponsored Andal Girls high school in Durgapur failed to copy a poem from her textbook which her teacher, Rekha Bhagat had asked to do in class. The furious Bhagat hit Babli with a duster on the back of her head and slapped her repeatedly. Her class mate Mausumi said when the torture became unbearable. Babli fell on the floor of the classroom and started vomiting. A non-teaching staff came running and cleaned up the floor to try to hush up the matter. Other teachers tried to comfort Babli for more than an hour. They finally took her to a private nursing home when her condition deteriorated. She was declared brought dead at 5PM the same day, may 14![2] WELCOME!!!! To the ugly and very real world of “CORPORAL PUNISHMENT”:- The deliberate infliction of physical pain, intended as punishment or correction from some sort of wrong action. This punishment can take many forms- spanking, whipping, beating, slapping, striking or lashing. Because there are no rules involved in such acts, there is no limit to what exactly constitutes the corporal punishment.[2]

2 In the light of these incidents the results of a national study on child may not come as a shock. The study reveals that two out of every three children in India are subjected to corporal punishment in schools!!!.

The overall analysis of physical abuse of children in schools revealed some significant findings:- 1. Sixty five percent of children reported corporal punishment in schools. 2. Older children were beaten more in schools compared to younger ones. 3. Sixty two percent of the abuse happens in government and municipal schools in the guise of discipline. 4. NGO- run schools also reported a high percentage of corporal punishment.[3]

Indian laws unable to protect children from school punishments:- The teacher allegedly blamed for 11-year old student’s death has not been charged with a murder as her intention was possibly not bad. It seems Indian law ministry is dilly-dallying from years in from years in making laws to save children from cruel punishments. Violence against children in the from of corporal punishment is an every day incident in the schools throughout the country. According to Shireen Miller, policy and advocacy Director of SAVE TH E CHILDREN IN INDIA, incidents like physical torture and killing of pupil by teachers are quite common in India. He said: one of the key reasons for these shockingly high figures is due to lack of legislative gurantee, which ensures safety against such abuse of children in schools. The study also showed that teachers mostly prefer to use corporal punishment instead of other alternative/ positive disciplining techniques. In November, 2008, in the central state of chattisgrah, a teacher blinded a six year old girl by inserting a pin into her right eye after she failed to answer a question in class. Despite of numerous incidences of horrifying tortures in schools Indian law makers failed to implement a single law prohibiting corporal punishments

3 in schools. Except a few states like Uttar Pradesh, Andhra Pradesh, Tamil nadu, West Bengal, Chandhigarh, Goa and Delhi.[4]

The Supreme Court has banned corporal punishment for children on December 1, 2000 when it directed the state to ensure “that children are not subjected to corporal punishment in schools and they receive education in an environment of freedom and dignity free from fear”[4]

But to our surprise all the incidents stated above are between 2007-2009.

“ Even animals are protected against cruelty. Cruelty to animals is punishable under section II of the prevention of cruelty to animals Act, 1960. Beating, kicking, over- riding, over-loading, over-driving, torturing or otherwise treating any animal so as to subject it to pain or suffering is a criminal offence. Our children surely cannot be worse off than animals. There are instances galore where the children have been traumatized and beaten in schools causing grave injuries to them on account of their innocent pranks, mistakes and mischiefs.[1]

However, according to child rights activists, all of these measures to tackle the issue of corporal punishment would be meaningless unless there is conscious changes in societal attitude toward children.[4]

As nurses we do have the responsibility to educate the teachers regarding the adverse effects of corporal punishment handed out to children since it can cause permanent physical and mental disabilities, retarding their growth and development.

4 6.2 REVIEW OF LITERATURE

The American Academy of Pediatrics believes that corporal punishment may affect adversely a student's self-image and his or her school achievement, and that it may contribute to disruptive and violent student behavior. Alternative methods of behavioral management have been shown to be more effective than corporal punishment. It is also recognized that physical force or constraint by a school official may be required in selected situations to protect students or staff from physical injury or to disarm a student. In carefully selected circumstances, the use of physical force or constraint may also be justified to prevent property damage. [5]

A study carried out in Pakistan by Muhammad Shahbaz ARIF and Muhammad Shaban RAFI of The Effects of Corporal Punishment and Psychological Treatment on Students’ Learning and Behaviour . The students were divided into two groups, a Corporal Punishment Group and a Psychological Treatment Group. It was observed that the students in the Corporal Punishment Group not only exhibited behavioural problems but also achieved lower results in terms of academic success. The results of the Psychological Treatment Group, on the other hand, were positive from the behavioural point of view and a reflected a rise in their academic achievements. This study reveals to us once again the importance of the relationship between the treatment of students in the classroom and student success arising from student expectations.[6]

A model explaining several causes and consequences of negative teacher– pupil relationships was developed. Data from 109 teachers and 946 high school pupils was analyzed using path analysis. The results suggest that teachers who prefer a custodial approach of controlling pupils, who have lower morale due to school climate conditions and who are less likely to burn out, tend to adopt conflict-inducing attitudes towards pupils . The results also demonstrate a high incidence of educational, psychological and somatic complaints in students whose characterized teachers are perceived as more hostile in their attitude towards pupils.[7]

5 In addition, study author Elizabeth Gershoff, a researcher at Columbia University's National Center for Children in Poverty, found that spanking is linked to delinquency and a failure to learn right from wrong. Gershoff said there is an increased risk with spanking that the discipline technique might turn into child abuse. "The bottom line is that corporal punishment is associated with numerous risks for children, " she said. "I would argue parents and teachers should to the best of their ability avoid using corporal punishment and instead use nonphysical and more positive types of discipline that we know are effective." Gershoff analyzed 88 studies over 62 years to determine the effects of spanking on 11 child behaviors. Apart from immediate compliance, the research showed that spanking had negative effects on other behaviors.[8]

A prospective study was conducted of all patients aged 0-15 years seen with ocular injuries over a four year period. Those who sustained ocular injuries during the administration of corporal punishment were further studied. Relevant information was documented using a semi structured questionnaire. Data was analyzed by simple descriptive statistics using SPSS statistical package version 10. A total of 186 children were seen within the study period. Eighty-nine (47.8%) had ocular injuries and 27 (30.3%) had ocular injuries resulting from corporal punishment. Of the latter group, eighteen were males and nine were females 7-12 years. These 27 cases of injuries were sustained in the schools: 13 (48.2%), homes: eight (29.6%), market place: three (11.1%), workshop: two (7.4%) and worship houses: one (3.7%). A stick was the object mostly implicated in causing ocular injuries in 13 (48.2%) followed by a belt in five (18.5%) and a whip in four (14.8%). Severe visual impairment occurred in two (7.4%) patients while blindness occurred in three (11.1%) patients. Corporal punishment is a major cause of ocular morbidity and blindness in Nigerian children.[9]

6 Teachers do spend many hours a day with children and they are likely to be concerned about the possible abuse or neglect of a child or young person at some time during their career This study seeks to determine teacher knowledge and teachers' conceptions of what is and what is not abuse. The study was done in Iran (I.R.). Questionnaire were used on a randomly selected sample of 1200 teachers. Data analysis showed a significant difference knowledge based on educational level. Knowledge score of participants had positive direct relation with their job experience. In regard to the attitude, there was no significant difference in attitude score based on various features of participants. Result from this study indicate that teachers do not have adequate knowledge and proper attitude regarding child maltreatment. Advocating of educational program about child maltreatment is necessary.[10]

Schools are meant to be the one of the safest places where students fulfill their educational practices. However many studies show that corporal punishment is adopted worldwide in many schools. This article briefly examines corporal punishment as a tool for providing discipline in education: tendency of the elementary school teachers and administrators to resort to corporal punishment as a method of discipline, why they consider it as a primary discipline method and what they suggest to eliminate corporal punishment. Based on the observations and interviews, the result of the research revealed that children are the victims of corporal punishment at elementary schools. Both the observations and the interviews proved that children’s rights were abused. [11] The purpose of this study was to determine if high school educators were aware of selected legal decisions rendered by the Supreme Court that affect the daily operations of the public schools. Forty-three principals, sixty-three assistant principals and one hundred and eighty four teachers responded to an instrument designed to assess their knowledge of public school law. Educators lacked knowledge in areas of school finance, corporal punishment, and teacher rights. Their results suggest a need for required courses in law as a prerequisite for teacher certification and for funding for staff development training in school law.[12]

7 Corporal punishment of children and youth is a fundamental concern that continues to challenge the philosophical and educational practices of many nations worldwide. This study investigates the issue of corporal punishment in the Division of Peshawar, North-West Frontier Province of Pakistan, using quantitative and qualitative data obtained from the broad student and teacher sample (N = 473)1. In this paper, the topic is evaluated from the point of view of the sample population that includes educational professionals who were both victims during their own childhood and offenders as adults . Data confirm a high-prevalence of corporal punishment of children and youths both at home and in school as well as a significant gender imbalance. These findings are discussed in the context of fundamental beliefs and attitudes concerning corporal punishment in education in Pakistan and in relation to the feelings of victims and punishers as outlined by interviewees. [13]

6.3 STATEMENT OF THE PROBLEM A study to assess the effectiveness of self instructional module (SIM) regarding knowledge of corporal punishment and its effects on children among teachers of selected government schools at Bangalore. 6.4 OBJECTIVES 1. To assess the knowledge of teachers regarding corporal punishment. 2. To prepare a self-instructional module(SIM) regarding corporal punishment and its effects on children. 3. To assess the effectiveness of self-instructional module regarding corporal punishment and its effects on children. 4. To determine the post test scores in association with demographic variables.

6.5

8 OPERATIONAL DEFINITIONS EFFECTIVENESS:- refers to significant gain in knowledge as determined by significant difference between pre and post test knowledge scores. SELF-INSTRUCTIONAL MODULE:-Refers to self contained information prepared by the investigator regarding corporal punishment and its effects. KNOWLEDGE:-refers to written response of teachers to the questionnaire regarding corporal punishment and its effects on children. CORPORAL PUNISHMENT: corporal punishment means to inflict punishment on the body. It is to beat, hit, spank, pinch or cane a child with belts, hand sticks or any other tool.

6.6 HYPOTHESIS

H1 There will be significant association between knowledge regarding corporal punishment and selected Demographic variables.

H2 There will be significant improvement in post test scores among Teachers regarding Corporal punishment.

6.7 ASSUMPTIONS 1. Teachers have some knowledge regarding corporal punishment and its effects on children. 2. Teachers knowledge regarding corporal punishment can be measured by structured questionnaire. 3. Teachers knowledge regarding corporal punishment and its effects can be improved by using SIM. 4. The effect of SIM can be measured by post test.

9 6.8 DELIMITATIONS The study is limited to:

1. Teachers working in primary and secondary government schools at Bangalore. 2. Teachers who have more than three years of experience.

6.9 PROJECTED OUTCOME

1. The study will help to assess the knowledge of teachers regarding corporal punishment and its effects on children. 2. Enhancement of knowledge among teachers regarding corporal punishment and its effects on children.

7 MATERIALS AND METHOD 7.1 SOURCE OF DATA: The data will be collected from teachers working in selected government schools.

10 7.2 METHOD OF COLLECTION OF DATA:

11 SAMPLING CRITERIA: 7.2.1 INCLUSION CRITERIA: 1. Teachers working in selected primary and secondary government schools at Bangalore.

2. Teachers who are willing to participate in the study. 3. Who are present at the time of data collection.

EXCLUSION CRITERA 1. Teachers who are not willing to participate in the study. 2. Teachers who are not available at the time of the study. 7.2.2 RESEARCH DESIGN: Quasi Experimental study

7.2.3 VARIABLES UNDER STUDY: ATTRIBUTE VARIABLES: Independent variable: SIM Dependent variable- knowledge of teachers Extraneous variable-Age, gender, education, Marital status, and Experience. 7.2.4 SETTING: Study will be conducted in selected government

Schools at Bangalore.

7.2.5 SAMPLING TECHNIQUE: Purposive sampling

7.2.6 SAMPLE SIZE: Sample consists of 60 teachers working in 12 Government schools. 7.2.7 TOOL OF RESEARCH: Structured questionnaire is used to collect data from teachers, structured questionnaire 8 LIST OF REFERENCES 1. Shoma chatterji. Child abuse. Support India together. 14 June, 2009 2. Nimi Kurian. Make and not Break the child. The Hindu. Friday, May 11, 2007, [email protected] 3. Subhabrata Das, Indian laws unable to protect children from school punishment. The Hindu. April 18. 2009. 4. Guidelines Issued by National Commission for protection of child rights on banning corporal punishment, summary discussions by the working group on corporal punishment , 9th , September, 2007. 5. Penny Anderson. Corporal punishment in schools, the American Academy of Peadiatrics. 1991. 6. Muhammad shahbaz ARIF. Corporal punishment. Journal of theory and practice in education. August 8, 2000. Issue 2 volume 3. 7. Elizabeth Gershoff. child abuse. weekly issue of psychological Bulletin. June 24, 2004. 8. Florin A Sava. Causes and effects of teacher-conflicting attitudes towards pupils. December 12, 2001, West university of Timisora. 9. Oluwakemi. Corporal punishment-related ocular injuries in Nigeria children. Journal of Indian Association of Paediatric surgeons April-June 2007, vol 12, No 2, pp 76-79, [email protected] 10.Behshid Garrusi, hossein, How do teachers diagnose and percept child maltreatment Journal of Social Sciences vol3 no 4. Pp245-249 11.Vluslararasi Sosyal Teachers perception on corporal punishment as a method of discipline in elementary schools. Summer 2009, vol2 no 8. 12.Gary L Reglin Public School educators Knowledge of selected supreme Court Decisions Affecting Daliy Public School Operations Research in Rural Education 1990, vol 7 no 1, pp17-22 13.Profanter Anniemarie Corporal Punishment as cultural and educational process in Islamic Republic of Pakistan, Proceedings of the Redisigning Pedagogy conference, Singapore, May 2007.

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