What children say Comparative research on corporal punishment of children in eight countries Judith Ennew ©

Process and methods

Adult-centred research on corporal punishment  Counts smacks  Concentrates on hitting  Interviews parents  Interested in injuries  Medical tests  Interested in outcomes  Psychometric tests

Rights-based research with children   Article 12: Opinion   Article 13: Modes of expression   Article 3a: Standards   Article 36: Other forms of exploitation Children have the right to be right to be properly researched

Children as research partners

Take any community

Before, we only asked men

Then we began to ask women

Now we are beginning to ask children too The picture is complete!

Children and adults have different perspectives on corporal punishment  Children describe more kinds of punishment  Children define many kinds of punishment as abuse  Adults are more interested in outcomes than in abuse of rights  – or how much it hurts now

‘Corporal punishment’ includes  Direct assaults, with or without an implement  Indirect assaults (pinching, pulling…)  Indirect assaults (forced tasks or exercises)  Deliberate neglect used as punishment  Use of external substances (water, smoke)  Hazardous tasks  Confinement  Threats  Verbal assaults, humiliation and assaults on dignity Save the Children definition

Research teams  Save the Children and local partners  Children among the stakeholders Regional coordinator RSTM 3 teams RSTM 3 teams RSTM 3 teams

Regional sample MaleFemaleTotal Children 857 (46%) 1,008 (54%) 3322 (100%) Adults 322 (35%) 611 (65%) 306 (100%) Total 1,179 (41%) 1,650 (59%) 4,354 (100%)

Twelve steps for research Step 1: Identify stakeholders and the research team Step 2: Define research aims and main research questions Step 3: Collect, review and analyse secondary data Step 4 Detailed research questions Step 5 Research tools Step 6 Research plan Step 7 First data collection Step 8 First analysis Step 9 Second data collection Step 10 Analysis Step 11 Research report Step 12 Use iinformation Level 1 Preparation Level 2 Protocol design Level 3 Data collection Level 4 Analysis and writing Level 5 Follow-up

What is a protocol?   A data collection manual containing   Research questions   Research plan   Ethical strategy   Standard observation sheet   Research tools and all necessary materials

Core regional research tools  Researcher’s diary  Drawing and discussion  Body map and discussion  Ranking  Attitude survey  Sentence completion  Diary/recall  Protection shield/umbrella/jacket

Regional comparisons Tool Number of countries between which comparisons were possible Attitude survey 8 Body map 7 Ranking (after either drawings or body maps) 7 Protection tool 8 (six analysed) Drawings (two variants) 6 Sentence completion 5 (not all analysed)

‘What children say’ The results

 We are dependent on you to love and teach us. Please don’t confuse us and hurt us in the name of discipline  Treat us with courtesy and respect, if you want us to respect and obey you  Be good role models, so that we can learn from what you do as well as from what you say  Manage your anger, don’t use us as easy targets for venting your frustration about your problems  Remember how punishment hurt you as children, and try to find ways of dealing with your pain by teaching us it is wrong to hurt other people, whatever the reason  Sometimes we have good ideas, because we know the realities of our lives, please make it easy for us to tell you  Discipline us softly, taking time to explain what you want us to do, and to listen to what we say.

Direct physical assault  The most common punishment  With an implement  Violent bodily contact (kicking/punching)

‘Verbal attack’  Second most common –Includes  Scolding  Yelling  Swearing  Humiliating Little recognition of emotional punishment

Brutal physical assault  Beaten on buttocks till raw, then salt and chilli rubbed in  Electrocuted  Forced to kneel/stand on spiky skin of durian fruit  Forced to stand naked outside house  Forced to stand under heavy weight of bullock yoke  Head repeatedly submerged in water  Hung on a tree, wall, electricity pole and beaten until unconscious  Tied next to an ants’ nest  Tied to bicycle or motorbike and forced to run, or be dragged, alongside A far higher degree of assault than found in previous surveys

 Children did not say that gentle/loving smacking is the main form of physical punishment  or even that it is used at all

More violent punishment in homes than in schools

Parents and teachers punish  Mothers at least as much as fathers  Patterns according to age and gender

Age and gender patterns  Direct assaults more common on younger children, especially boys  Indirect assaults and hazardous tasks increased by age 14  Older girls more likely to be hit than older boys  Verbal assaults always more likely for girls

Factors influencing type and severity of punishment  Age  Gender  Power relationships  Location norms  Means available

 Parents do know about alternatives  They do not use them

Conflicting thoughts, feelings and actions  Adult cognitive dissonance  Mother loves me, mother beats me  The hit-hurt learning process