Abolishing Corporal Punishment of Children
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
PROHIBITING CORPORAL PUNISHMENT DOES NOT MEAN CRIMINALISING PARENTS a Fact Sheet to Counter the Claim That Parents Will Be Criminalised
FACT SHEET 1 FOR PROMOTING POSITIVE DISCIPLINE PROHIBITING CORPORAL PUNISHMENT DOES NOT MEAN CRIMINALISING PARENTS A fact sheet to counter the claim that parents will be criminalised SONKE GENDER JUSTICE Sonke Gender Justice is a non- has established a growing presence on the African continent and plays an active role internationally. Sonke works to create the change necessary for men, women, young people and children to enjoy equitable, healthy and happy relationships that contribute to the development of just and democratic societies. Sonke pursues this goal across Southern Africa by using a THE FACTS human rights framework to build the capacity of government, civil Unfortuantely, children routinely do not report the most egregious harm done to society organisations and citizens 1 them; it is highly unlikely that they will beat a path to the door of the police station to achieve gender equality, prevent because someone smacked them. gender-based violence and reduce the spread of HIV and the impact of In any event, South African law operates on the principle that the law does not AIDS. 2 concern itself with that which is trivial (de minimas curat lex) which applies equally to MENCARE adults and children who have been subject to less serious assaults. MenCare – A Global Fatherhood Imprisonment of their parents is seldom in children’s best interest, and will only Campaign – is coordinated by 3 happen where corporal punishment has been severe enough to cause injury, and in Promundo, Sonke Gender Justice the best interests of the child in question. (Sonke) and the MenEngage THE MYTH Alliance, as an effort to promote The majority of the current international men’s involvement as fathers and 4 as caregivers. -
Modern-Day Slavery & Human Rights
& HUMAN RIGHTS MODERN-DAY SLAVERY MODERN SLAVERY What do you think of when you think of slavery? For most of us, slavery is something we think of as a part of history rather than the present. The reality is that slavery still thrives in our world today. There are an estimated 21-30 million slaves in the world today. Today’s slaves are not bought and sold at public auctions; nor do their owners hold legal title to them. Yet they are just as surely trapped, controlled and brutalized as the slaves in our history books. What does slavery look like today? Slaves used to be a long-term economic investment, thus slaveholders had to balance the violence needed to control the slave against the risk of an injury that would reduce profits. Today, slaves are cheap and disposable. The sick, injured, elderly and unprofitable are dumped and easily replaced. The poor, uneducated, women, children and marginalized people who are trapped by poverty and powerlessness are easily forced and tricked into slavery. Definition of a slave: A person held against his or her will and controlled physically or psychologically by violence or its threat for the purpose of appropriating their labor. What types of slavery exist today? Bonded Labor Trafficking A person becomes bonded when their labor is demanded This involves the transport and/or trade of humans, usually as a means of repayment of a loan or money given in women and children, for economic gain and involving force advance. or deception. Often migrant women and girls are tricked and forced into domestic work or prostitution. -
98675NCJRS.Pdf
If you have issues viewing or accessing this file contact us at NCJRS.gov. U.S. Department of Justice National Institute of JUstice - This document has been reproduced exactly as received from the pe~~on ~r organization originating it. Points of View or opinions stated In IS entocument are those of the authors and do not necessarll Jrepresustlce. the offiCial position or policies of the National Institute OYf Permission to reproduce this copyrighted material has bee granted by n _Bn~_Violence Against the Next ~eration---··· -------------- to the National Criminal Justice Reference Service (NCJRS) Further reproduction outside of the NCJRS system requires permis Sion of the cOPYright Owner THE INFLUENCE OF SCHOOL THE INFLUENCE CORPORAL PUNISHMENTS OF SCHOOL ON CRIME CORPORAL PUNISHMENTS ON CRIME ) -by- "'ADAH MAURER -by and ADAH MAURER . JAMES S. WALLERSTEIN and JAMES S. WALLERSTEIN \ ; < d ) c· - ......,.....----- ,~----'~----- THE INFLUENCE OF SCHOOL Young male drivers who had oppressive school experiences were CORPORAL PUNISHMENTS ON CRIME inclined toward "speeding, recklessness, lawlessness and defiance of A STATISTICAL STUDY authority." (7) Do delinquents grow from "lack of discipline" or from too much by Adah Maurer and James S. Wallerstein discipline? Dr. Alan Button reports, "This, it now appears, is the wrong question. We should be asking about the sequence. Parents of delin . There are still some pundits, although a dwindling number, who quents, 100% of them, report physical beatings in the first six to ten years attnbute our "alarming" crime and delinquency to the decline of corporal of a child's life, but rarely thereafter. They 'wash their hands' of the kids, punishment in school and home. -
The Right to Reparations for Acts of Torture: What Right, What Remedies?*
96 STATE OF THE ART The right to reparations for acts of torture: what right, what remedies?* Dinah Shelton** 1. Introduction international obligation must cease and the In all legal systems, one who wrongfully wrong-doing state must repair the harm injures another is held responsible for re- caused by the illegal act. In the 1927 Chor- dressing the injury caused. Holding the zow Factory case, the PCIJ declared dur- wrongdoer accountable to the victim serves a ing the jurisdictional phase of the case that moral need because, on a practical level, col- “reparation … is the indispensable comple- lective insurance might just as easily provide ment of a failure to apply a convention and adequate compensation for losses and for fu- there is no necessity for this to be stated in ture economic needs. Remedies are thus not the convention itself.”1 Thus, when rights only about making the victim whole; they are created by international law and a cor- express opprobrium to the wrongdoer from relative duty imposed on states to respect the perspective of society as a whole. This those rights, it is not necessary to specify is incorporated in prosecution and punish- the obligation to afford remedies for breach ment when the injury stems from a criminal of the obligation, because the duty to repair offense, but moral outrage also may be ex- emerges automatically by operation of law; pressed in the form of fines or exemplary or indeed, the PCIJ has called the obligation of punitive damages awarded the injured party. reparation part of the general conception of Such sanctions express the social convic- law itself.2 tion that disrespect for the rights of others In a later phase of the same case, the impairs the wrongdoer’s status as a moral Court specified the nature of reparations, claimant. -
Status Offences CRIN Is a Global Network Coordinating Information and Promoting Action on Child Rights
Guide to mechanisms for children’s rights Global Report on Status Offences CRIN is a global network coordinating information and promoting action on child rights. More than 2,000 member organisations and tens of thousands more activists from across the world rely on CRIN for research and information. CRIN presses for rights, not charity, for children and is guided by a passion for putting children’s rights at the top of the global agenda by addressing root causes and promoting systematic change. Its guiding framework is the UN Convention on the Rights of the Child (CRC). First published 2009 © Child Rights Information Network 2010 The Child Rights Information Network is a charity registered in England and Wales (1125925). Registered Company No. 6653398. CRIN encourages personal and educational use of this publication and grants permission for its reproduction in this capacity where proper credit is given in good faith. For resale or commercial distribution in any other manner, prior permission must be obtained in writing from the publisher. Contents Introduction........................................................................................................................................................1 Curfews..............................................................................................................................................................2 Curfew reform....................................................................................................................................................6 -
Teacher Lesson Plan an Introduction to Human Rights and Responsibilities
Teacher Lesson Plan An Introduction to Human Rights and Responsibilities Lesson 2: Introduction to the Universal Declaration of Human Rights Note: The Introduction to Human Rights and Responsibilities resource has been designed as two unique lesson plans. However, depending on your students’ level of engagement and the depth of content that you wish to explore, you may wish to divide each lesson into two. Each lesson consists of ‘Part 1’ and ‘Part 2’ which could easily function as entire lessons on their own. Key Learning Areas Humanities and Social Sciences (HASS); Health and Physical Education Year Group Years 5 and 6 Student Age Range 10-12 year olds Resources/Props • Digital interactive lesson - Introduction to Human Rights and Responsibilities https://www.humanrights.gov.au/introhumanrights/ • Interactive Whiteboard • Note-paper and pens for students • Printer Language/vocabulary Human rights, responsibilities, government, children’s rights, citizen, community, individual, law, protection, values, beliefs, freedom, equality, fairness, justice, dignity, discrimination. Suggested Curriculum Links: Year 6 - Humanities and Social Sciences Inquiry Questions • How have key figures, events and values shaped Australian society, its system of government and citizenship? • How have experiences of democracy and citizenship differed between groups over time and place, including those from and in Asia? • How has Australia developed as a society with global connections, and what is my role as a global citizen?” Inquiry and Skills Questioning • -
Is Corporal Punishment Child Abuse?
St. Catherine University SOPHIA Master of Social Work Clinical Research Papers School of Social Work 5-2017 Crossing the Line: Is Corporal Punishment Child Abuse? Jade R. Wallat St. Catherine University, [email protected] Follow this and additional works at: https://sophia.stkate.edu/msw_papers Part of the Social Work Commons Recommended Citation Wallat, Jade R.. (2017). Crossing the Line: Is Corporal Punishment Child Abuse?. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/msw_papers/806 This Clinical research paper is brought to you for free and open access by the School of Social Work at SOPHIA. It has been accepted for inclusion in Master of Social Work Clinical Research Papers by an authorized administrator of SOPHIA. For more information, please contact [email protected]. CROSSING THE LINE: IS CORPORAL PUNISHMENT CHILD ABUSE? Crossing the Line: Is Corporal Punishment Child Abuse? Submitted by Jade R. Wallat May 2017 MSW Clinical Research Paper School of Social Work St. Catherine University & University of St. Thomas St. Paul, Minnesota Committee Members: Dr. Lance Peterson (Chair) Jaime Robertson MSW, LSW The Clinical Research Project is a graduation requirement for MSW students at St. Catherine University/University of St. Thomas School of Social Work in St. Paul, Minnesota and is conducted within a nine-month time frame to demonstrate facility with basic social research methods. Students must independently conceptualize a research problem, formulate a research design that is approved by a research committee and the university Institutional Review Board, implement the project, and publicly present the findings of the study. This project is neither a Master’s thesis nor a dissertation. -
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. -
Universal Declaration of Human Rights
Universal Declaration of Human Rights Preamble Whereas recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world, Whereas disregard and contempt for human rights have resulted in barbarous acts which have outraged the conscience of mankind, and the advent of a world in which human beings shall enjoy freedom of speech and belief and freedom from fear and want has been proclaimed as the highest aspiration of the common people, Whereas it is essential, if man is not to be compelled to have recourse, as a last resort, to rebellion against tyranny and oppression, that human rights should be protected by the rule of law, Whereas it is essential to promote the development of friendly relations between nations, Whereas the peoples of the United Nations have in the Charter reaffirmed their faith in fundamental human rights, in the dignity and worth of the human person and in the equal rights of men and women and have determined to promote social progress and better standards of life in larger freedom, Whereas Member States have pledged themselves to achieve, in cooperation with the United Nations, the promotion of universal respect for and observance of human rights and fundamental freedoms, Whereas a common understanding of these rights and freedoms is of the greatest importance for the full realization of this pledge, Now, therefore, The General Assembly, Proclaims this Universal Declaration of Human Rights as a common standard of achievement for all peoples and all nations, to the end that every individual and every organ of society, keeping this Declaration constantly in mind, shall strive by teaching and education to promote respect for these rights and freedoms and by progressive measures, national and international, to secure their universal and effective recognition and observance, both among the peoples of Member States themselves and among the peoples of territories under their jurisdiction. -
Comments on the Prohibition of Torture and Inhuman, Cruel, Or Degrading Treatment Or Punishment in Libya’S Draft Constitutional Recommendations
Comments on the prohibition of torture and inhuman, cruel, or degrading treatment or punishment in Libya’s Draft Constitutional Recommendations I. The Prohibition of Torture and other Cruel, Inhuman or Degrading Treatment or Punishment Torture is a crime and serious human rights violation that has devastating consequences for its victim, his or her family and whole communities. The practice of torture is in stark contrast to the rule of law. The abhorrent nature of the crime is recognised in constitutions around the world and in international law, under which torture is absolutely prohibited. This absolute prohibition means that there are no exceptions and no justifications for this crime, even in times of emergency. Libya is party to a number of key international and regional treaties that enshrine the absolute prohibition of torture and other cruel, inhuman or degrading treatment or punishment (ill- treatment). These include the 1966 International Covenant on Civil and Political Rights (ICCPR) (articles 7 and 10), the 1981 African Charter on Human and Peoples’ Rights (ACHPR) (article 5), the 1984 United Nations Convention against Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment (UNCAT) and the 1989 Convention on the Rights of the Child (CRC) (article 37). Under international law, states parties to a treaty are bound to implement its provisions and must ensure that their domestic law complies with their treaty obligations.1 According to article 2 UNCAT ‘Each State Party shall take effective legislative, administrative, judicial or other measures to prevent acts of torture in any territory under its jurisdiction.’2 Libya therefore has a duty to enshrine the prohibition of torture in its domestic legal order. -
Country Report
Corporal punishment of children in the Democratic People’s Republic of Korea LAST UPDATED December 2019 Also available online at www.endcorporalpunishment.org Child population 6,486,000 (UNICEF, 2015) Summary of necessary legal reform to achieve full prohibition Prohibition is still to be achieved in the home, alternative care settings, day care and possibly schools; the prohibition in penal institutions and as a sentence for crime requires confirmation. There appears to be no confirmation in law of a “right” of parents to administer “reasonable” or “moderate” punishment on their children, but there is no clear prohibition of all corporal punishment in childrearing. The near universal acceptance of a certain degree of violence in childrearing means that corporal punishment is typically not considered as violence or abuse. Prohibition should be enacted of all forms of corporal punishment by all persons with responsibility for the care and upbringing of children. Alternative care settings – Corporal punishment should be prohibited in all alternative care settings (foster care, institutions, orphanages, places of safety, emergency care, etc). Day care – Corporal punishment should be prohibited in all early childhood care (nurseries, preschools, crèches, family centres, etc) and all day care for older children (day centres, after- school childcare, childminding). Schools – Government policy is said to be against the use of corporal punishment in schools. It is imperative that this be confirmed in legislation, which should clearly prohibit all corporal punishment in all education settings, including public and private schools, schools of a religious nature, full and part time institutions, etc. Penal institutions – Corporal punishment is said to be unlawful in penal institutions. -
The Right to Be Free from Torture and Cruel, Inhuman Or Degrading
Equality and Human Rights Commission Following Grenfell: the right to be free from torture and cruel, inhuman or degrading treatment Following Grenfell: the right to be free from torture and cruel, inhuman or degrading treatment This briefing focuses on the prohibition of torture and cruel, inhuman or degrading treatment, including the meaning of these terms, case law and relevance to Grenfell. The briefing forms part of a series explaining human rights issues raised by the Grenfell Tower fire: the right to life, adequate and safe housing, inhuman or degrading treatment, access to justice, equality and non-discrimination, and children’s rights. What is the right to be free from torture and cruel, inhuman or degrading treatment and what is its source in international law? The survivors of the Grenfell Tower fire and many of those who witnessed it, or were otherwise affected by it, have suffered great harm, potentially reaching the threshold of inhuman and degrading treatment. The right to be free from torture and cruel, inhuman or degrading treatment (‘c/i/d treatment’) or punishment is established in the UN Convention Against Torture (CAT) and the International Covenant on Civil and Political Rights (ICCPR), at an international level, and the European Convention of Human Rights (ECHR), at a regional level.1 The UK Government has ratified CAT, ICCPR and the ECHR. By doing so, it has committed to the human rights standards set out in these treaties under international law. This means that all UK governments and public bodies – central, local and devolved – and all public officials, have to take appropriate measures to protect people from torture and c/i/d treatment.