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16 J. Contemp. Legal Issues 105 (2007)
Is There a Right Way to Discipline a Child?

handle is hein.journals/contli16 and id is 113 raw text is: Is There a Right Way to Discipline a Child? CHIH (PETER) L. CHEN (Spring 2005) Withhold not correction from the child: for if thou beatest him with the rod, he shall not die. Thou shalt beat him with the rod, and shalt deliver his soul from hell. - Proverbs 23:13-14 (King James version) Time-outs... Withholding desirables... Rewarding good behavior... Shunning . . . Shaming . . . Scolding .. . Confinement . . . Corporal punishment .... Parents have quite an array of options when it comes to disciplining their child. Abuse leading to apparent injury, of course, is just plain wrong. Past this threshold, however, the experts fail to reach consensus either on the preferable option or on which if any of the common options a parent should never or almost never exercise. Corporal punishment--defined as the use of physical force with the intention of causing a child to experience pain, but not injury, for the purpose of correction or control of the child's behavior'--doubtless has generated the most controversy.2 I briefly overview what we think we know about corporal punishment and what the law's response has been to what we think we know. I. Murray A. Straus and Denise A. Donnelly, Beating the Devil Out of Them 4 (1994). Examples of corporal punishment include paddling, spanking, slapping, and roughly grabbing or pushing. Id. at 5. 2. Very few social scientists or pediatricians think spanking plays a major negative role in a child's development. Some favor spanking. The majority, although they do not explicitly favor spanking, believe it is sometimes necessary. There is a small minority who genuinely oppose spanking in the sense that they belit've a child should never, ever, under any circumstances, be spanked. Murray A. Straus, Corporal Punishment by Parents: The Cradle of Violence in the Family and Society, 8 Va. J. Soc. Pol'y & Law 7, 7 (2000). Straus aligns himself with, or nearly with, the small minority. Id. at 8-9.

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