Child Rearing Psychological Patterns

Child Rearing Psychological Patterns Introduction The Science Daily (2008) confirms that spanking has been on the decrease for the past thirty years. Nonetheless, spanking is the most prevalent way of punishing children in our society. A study by Chang, Pettit and Katsurada (n.d.) states that scholarly information on physical punishment is limited. Nonetheless, there are major differences between child rearing patterns in Japan and the United States.Advertising We will write a custom essay sample on Child Rearing Psychological Patterns in Japan and the United States specifically for you for only $16.05 $11/page Learn More For that reason, physical punishments in these two countries differ in a number of ways. For instance, the circumstance under which spanking is applied in Japan is different from that in the US. Moreover, the part of the body spanked also differs. In addition, spanking is a divisive topic. Some people argue that it is an effective way of instilling discipline in children. Howe ver, others feel that it is the most ineffective method of disciplining a child. In addition, there is proof that spanking affects a child psychologically. Therefore, parents should try other behavioral modification methods to correct children behaviors before reverting to spanking. This paper examines the differences in spanking between the US and Japan. In addition, it also tries to find out if spanking actually works and whether it has any potential psychological impacts on its recipients Attitudes towards Spanking in the United States and Japan Most studies have shown that there are major differences between spanking practiced in the US and that practiced in Japan. These differences are a reflection of the cultural backgrounds of the two countries. For that reason, the attitude towards spanking differs depending on the culture. Therefore, country of origin greatly determines whether a parent spanks a child or not. Japanese parents emphasize on conformity to group values while pa rents from the US encourage independence and individualism. Cultures that prefer conformity in child rearing are more likely to use corporal punishments than those preferring independence. For that reason, it can be concluded that spanking is more prevalent in Japan than in the Unites States. A national survey in Japan indicated that more than half of Japanese parents agree that spanking is necessary in rearing a child. In addition, about half of the parents interviewed admitted that they sometimes spank their children. These parents argued that children feel loved by their parents when spanked. However, most Japanese believe that use of physical punishment depends on the situation. For that reason, not all mistakes, made by children, are punishable by spanking in Japan. On the other hand, spanking in the United States depends on certain factors. Examples of these factors include race, religion, education, gender and age. Many studies show that mothers are more likely to physically punish children than fathers.Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Additionally, religious people practice spanking more than non-religious people. For instance, the Baptist Church is known to be a strong defender of spanking. Therefore, spanking is a common occurrence in conservative religious families in the US. Interestingly, in the US, girls are less likely to be spanked than boys. What a given culture refers to as a being abusive to a child may be condoned in another culture. Therefore, the context and type of spanking differs between Japan and the US. For instance, in the US, parents administer spanking on the bottoms and hands. On the other hand, in Japan, parts of the body that are frequently used in spanking are the head and face. Effectiveness of Spanking as a Way of Correcting a Child’s Behaviour The effectiveness of spanking has always elicited a heated debate . A more recent debate, on this topic, was conducted by CNN. In this debate, Zeidler (2012) sought to find out whether spanking really works. The debate, however, proved that spanking is a divisive topic. For that reason, it had its supporters and critics. Some parents believed that spanking, when applied in a non-abusive way, is an effective tool in the upbringing of a child. These parents believe that children have to be taught discipline in order to function well in the society. Therefore, spanking is occasionally required to teach them a few lessons in life. However, some parents maintain that any form of physical punishment is abusive to a child. To them, physical punishment fills a child with shame. A child feels embarrassed after being spanked. Moreover, this feeling is translated into low esteem or aggressiveness. In addition, shame results into depression and anxiety. However, effectiveness of spanking depends on the age of a child. For instance, a two-year old child may be lieve that a spank means that he should discontinue the behaviour that led to the spank. However, older children are used to these spanks. For that reason, spanking is meaningless to them. The CNN discussion concludes that it has never been proven that any style of discipline produces results in all children. Therefore, spanking and other forms of disciplines sometimes work or amount to nothing in other circumstances. However, Rochman (2012) claims that a decade long research found out that spanking does not produce long-term results. In the short-term, it may transform the behaviour of a child, but affects a child negatively in the long-run. Psychological Consequences Spanking Spanking has serious psychological impacts on children. Zeidler (2012) states that spanking leads to psychological problems such as drug abuse, mood and anxiety disorders and personal disorders. In addition, Castelloe (2012) states that spanking reduces developmental growth and the intelligent quotient (IQ) o f a child. Therefore, spanking results into cognitive impairments and developmental difficulties in children.Advertising We will write a custom essay sample on Child Rearing Psychological Patterns in Japan and the United States specifically for you for only $16.05 $11/page Learn More For that reason, debate on spanking should now revolve around medicine. People have dwelled too much on the ethical dimensions of spanking. There is proof that the gray matter in the brain is diminished by spanking. Grey matter determines the intelligence and the learning capabilities of a child. Moreover, it affects parts of the brain that control emotions. This explains why spanked children are high-tempered or physically aggressive. Children prone to spanking are also vulnerable to depression. Furthermore, spanked children also conduct themselves in an anti-social way. Spanked children are also six times more likely to be physically aggressive than those who are not spanked. Additionally, they have high probabilities of being juvenile delinquents, drug addicts and abusive to their spouses in adulthood. Spanking also makes children believe that learning takes place through punishments. Therefore, spanking teaches a child that conflicts are resolved using violence. My Personal Opinion on Spanking There is a proverb that states that â€Å"spare the rod and spoil the child†. Therefore, if children are not aware that a given society has rules and there are punishments for bad behaviors, they will grow up as unproductive members of that society. For that reason, they adopt a culture that condones lazinenes and disrespect to other people. Accordingly, spanking should be used to deter behaviors that are extremely bad. However, spanking should not be done in anger. Moreover, a child must be asked to explain why he is being spanked. If he fails to do so, then, a parent or a guardian must explain to the child why he is being spanked. This helps the child m aintain a relationship with the person spanking him. Moreover, this enables a child understand that the spanking is justified. However, some parents abuse spanking by overdoing it. In this regard, they leave permanent injuries or scars on a child. Nonetheless, I do not believe that spanking should be an immediate option in punishing a child. Expression of anger towards a child is detrimental to his growth and development. Physical punishments such as spanking are ways in which a parent expresses anger on a child. Some parents express their anger and frustration on their children through spanking, but pretend that they are disciplining them. The Science Daily (2008) links spanking to physical abuse. For that reason, spanking increases the likelihood of child abuse. For instance, parents who spank their children also use other harsher punishments on their children. However, I only relate spanking to child abuse when a parent uses an object to spank a child. Parents cannot teach their children not to hit others when they occasionally spank them. For that reason, a child grows knowing that hitting others represents authority. Furthermore, when a parent hits a child, he instills fear in him. This affects his future dealings with the child.Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Subsequently, a child sees his parent as a mere source of power rather than a source of love, care and inspiration. In addition, spanking brings about inferiority complex in children. Moreover, spanking hardens a child. For that reason, a child becomes used to the spanking and develops a hardcore behaviour. This child is, therefore, likely to become a juvenile delinquent. To me, spanking should be used only when parents have exhausted other methods of punishing a child. There are other effective punishments that are less injurious to a child. Examples of these punishments include reduced pocket money and grounding. Children are also more likely to learn when calm. Therefore, instead of frightening them with spanks, a parent should try to talk them out of trouble using more peaceful means. In this way, their brains will be more alert than when stressed. Moreover, instances of psychological disorders will be minimized. Additionally, children should be provided with alternatives to the ir bad behaviors. Grounding or spanking them without giving them alternatives does not help them in any way. In fact, there is a high probability that they will repeat the mistake. Therefore, involving a child in modifying his behaviour instills discipline in him and leaves his self esteem intact. Conclusions Spanking practiced in the US differs from that practiced in Japan. Additionally, spanking has serious psychological effects on a child. Spanking leads to low self esteem, reduces trust between a child and his parents and breaks communication. Furthermore, in the long-run, spanking leads to criminal or other undesirable behaviors. Therefore, spanking results to behaviors that parent strive to avoid in their children. Although spanking stops certain behaviors in children, it is less effective than other methods of correcting a child’s behaviour. Therefore, parents must use it as the last option in parenting. References Chang, I. J., Petit, R.W. Katsurada, E. (n.d.). Where and when to spank: A comparison between US and Japanese college students. Retrieved from http://link.springer.com/article/10.1007%2Fs10896-006-9025-3?LI=true#page-1 Castelloe, M.S. (2012). How spanking harms the brain. Retrieved from psychologytoday.com/blog/the-me-in-we/201202/how-spanking-harms-the-brain Rochman, B. (2012). Why spanking doesn’t work. Retrieved from http://healthland.time.com/2012/02/06/why-spanking-doesnt-work/ Science Daily. (2008). Study shows link between spanking and physical abuse. Retrieved from sciencedaily.com/releases/2008/08/080827210528.htm Zeidler, S. (2012, July 8). To spank or not to spank, where do you draw the line? CNN. Retrieved from http://edition.cnn.com/2012/07/07/health/spanking-mental-illness-reaction/index.html

Debate Essay Example | Topics and Well Written Essays - 250 words - 11

Debate - Essay Example If the issues of abortion are resolved at the legislature, a woman’s right to decide is more likely to be given much weight because of their right of privacy. However, it is worth noting that the concern of the fetus’ inability to decide whether to live or not. It is for this reason that I believe this issue should be resolved by the courts that are more likely to protect the interests of the meek which in this case are fetuses (Ginsberg, Theodore, Margaret, Caroline, & Robert 750). In addition to being resolved by the courts, this contentious issue should also be resolve at the federal level and not state level. The United States of America is comprised of a number of states and in the event that the issue of abortion is solved at the state level, it is most likely that all the states will not have a unanimous ruling on the matter. Therefore, women would easily travel to states with legislations that favor their interests. This implies that in the event that the issue of abortion is resolved at the state level, people would easily move from one state to another with the hope of finding a soft spot to carry out an abortion (Ginsberg, Theodore, Margaret, Caroline, & Robert

What are the main aspects of Mills principle of liberty Are they too Essay

What are the main aspects of Mills principle of liberty Are they too vague to be of any practical political value - Essay Example an be considered to be among the most influential books dealing with the liberal principle of John Mill and it has as its main theme at the beginning a distinction of the threats to liberty both from the past as well as the new ones. According to Mill, the greatest threat to liberty that existed in the past consisted of all the authority in the society being in the hands of few individuals, either in the form of monarchy or aristocracy (Mill, 1859). He believes that although there could be less worried concerning the restrictions to personal liberties by benevolent monarchs, it is a fact that the personal freedoms of individuals in the society tended to be suppressed under monarchs that were not accountable to their people. Instead, the latter monarchs would put their own interests first before those of their people, thus ensuring that they worked towards the suppression of the liberties enjoyed their people in pursuit of their personal goals. The traditional threats to liberty, represented by the rule of authoritarian monarchs, were threats which had to be addressed through the intervention of philosophical radicals who would institute democratic reforms for the benefit of the populace. According to Mill, the t raditional threats to liberty are not the only ones that members of the society should be worried about and this is mainly because even in democratic states, there are threats to the personal liberties its citizens (Jacobson, 2000). However, in this case, instead of the tyranny of individuals being dominant in the society, there is the tyranny of the majority, so that the minority has little option but to follow the lead of the majority or suffer dire consequences. As a result of these views, Mill sets out to develop his principles concerning how the threats to liberties can be neutralized in any society, notwithstanding whether it is democratic or not. Mill states that the main idea behind the control of individuals within the society through the denial

Kant’s Categorical Imperative Essay Example for Free

Kant’s Categorical Imperative Essay This paper tackles the categorical imperative theory of Immanuel Kant as well as its first and second formulations and how they apply to a particular case of infidelity. Introduction In his Groundwork of the Metaphysics of Morals, Kant defines an imperative as any proposition that declares a certain action or inaction to be necessary and practical (Kant, 1993, p. 413). The categorical imperative is a type of imperative which states what one ought to do under certain circumstances and it implies the moral requirement that we should act directly and unconditionally in order to achieve some end or purpose (p. 417). In the Groundwork, Kant distinguishes between the hypothetical imperative and the categorical imperative. The hypothetical imperative states that if one wants to do A, then he should do B, or he may choose not to do B or even A (p. 414). On the other hand, the categorical imperative requires that if one wants to do A, then he really ought to do B. It therefore follows that doing B is of an absolute necessity, is considered a moral duty, and is unconditional (p. 420). An Ethical Situation and the Action Taken The situation that is to be considered for the analysis is that of a young man who has a girlfriend and who once swore to love her and only her and not to cheat on her in whatever way especially by having flings with another girl. For many months he has kept this promise in order to make her happy and make the relationship work. However, one day this young man just happens to get to know one extremely beautiful young girl on Facebook, a girl who is more beautiful than his own girlfriend judging from the same standards. After a few secret exchanges of messages on the same social networking site, the young man meets up with her without telling anyone and they have a date that ended up in a sexual encounter. Evaluation of the Situation Based on the First Formulation For any imperative to be a categorical imperative or a true moral proposition, Kant proposes that this imperative should possess universality. This means that it must not concern itself with the particular physical details and circumstances surrounding the present situation, including the seemingly most pressing instinctual needs of the individual on which the ethical situation is focused. Kant therefore states that there is only one categorical imperative and it is this: â€Å"Act only according to that maxim whereby you can at the same time will that it should become a universal law† (p. 421). In the situation, the young man clearly does not obey the categorical imperative when he decides to exchange messages with the girl on Facebook and later on meet up with her. If the young man made a promise of loyalty, then it is his moral duty to do so (p. 422). This means that if the notion of promising to be faithful to one’s lover and breaking it is universalized, then, based on the first formulation of the categorical imperative, there would be no promises at all and no such thing as honest oaths between lovers. The young man is therefore, according to Kant, never justified in the infidelity that he committed. Evaluation of the Situation Based on the Second Formulation Another characteristic of the categorical imperative is that it should not only be a principle but that it should also be an end in itself, unlike a hypothetical imperative on which many human moral decisions are based. Thus, if a hypothetical imperative goes like, â€Å"If you want to do A, you should do B,† the categorical imperative should go like, â€Å"Do B,† for doing B is an end in itself and not a means to any other end like A. Kant therefore states, â€Å"Act in such a way that you treat humanity†¦always at the same time as an end and never merely as a means to an end† (p. 428). In our situation, the young man, based on the second formulation, has clearly violated the categorical imperative and this violation lies in the young man’s making an oath of faithfulness to his girlfriend in order to make her happy and to make the relationship work. According to the second formulation, if you have made a promise in order to make someone happy and to make the relationship work, then you are not acting out of moral duty; because if you are, then you will have made such a promise as an end in itself. The young man should have made the promise of loyalty just out of pure reverence for promise itself in exactly the same way as one decides to love not for the happiness of the other but for the sake of love itself. For Kant and the categorical imperative, true morality is doing one’s moral duty without concerning himself with the results (p. 417). The young man in the situation tried to concern himself with the results. Owing to this, his promise was therefore not purely made and such a fact may have even been the reason behind his subsequent immoral act. Conclusion Kant teaches us that an action is good and moral not because it is based on reason as what the rationalists contend nor because it has good results as what the utilitarians say, but that it is done in obedience to an inner sense of duty – the categorical imperative. According to this principle and based on the scenario presented, one should make a promise of love and keep it because the fulfillment of a promise is universal. One should also keep a promise of love not for any other reason such as the happiness of the other but for the sake of the promise itself, for true moral duty is self-sufficient and does not concern itself with results. References Kant, I. (1993). Grounding for the Metaphysics of Morals. Translated by James W. Elington. 3rd ed. Indianapolis: Hackett Publishing Company, Inc. , 413-428.

Symphonic Imagery in Emily Brontes Wuthering Heights :: Wuthering Heights Essays

The elder Catherine and Heathcliff shared a fantastic loyalty untempered by any civilization. Their dedication to one another to the exclusion of all other society is alluring, but unworkable in real life. In the end, their unchecked ardor is consumed by its own fire: Catherine wastes away on Thrushcross Grange, and Heathcliff turns his thwarted passion on everyone who reminds him of what he has lost. Heathcliff and the elder Catherine seem to despise reading -- Catherine does say, after all, that she took her "dingy volume by the scroop, and hurled it into the dog-kennel, vowing I hated a good book" [Chapter III, page 26]. The real objects of their resentment, however, are the moral and religious lessons that are forced upon them via books as punishment for being naughty children. To chastise them for going out on the moors, "The curate might set as many chapters as he pleased for Catherine to get by heart, and Joseph might thrash Heathcliff till his arm ached. . ." [VI, 50] Reading and memorizing Scripture passages is placed by Joseph on the same level with a beating: an attempt to tame a wild soul. Catherine and Heathcliff will not be tamed, and so they reject learning, as well. This should not be construed as a condemnation of education, but against the passionless Christian value system of pity and duty and charity that Heathcliff later rails against. The evening that he sleeps at Wuthering Heights, Lockwood is troubled by a dream of Jabes Branderham, author of one of the holy tracts that Catherine was forced to read. [III, 28-9] Branderham manifests himself as a creature both horrible and boring at the same time. When Lockwood finally denounces the preacher, the congregation tears him apart. Sleeping in Catherine's bed, Lockwood is having her nightmares, seeing religion as a terrible force that promises to civilize but actually turns people into zombies obsessed with correcting the sins of others -- and that force converts through reading. When Lockwood awakens, he blocks Catherine's ghost's entrance to her home by piling religious tomes against the window, just as Joseph attempted to stifle her with them in life. She still pushes against these books, intent on her longing to enter. Nellie says of Catherine in adulthood that "she never endeavored to divert herself with reading." [XV, 153] When Edgar brings a book to her in her malaise, Catherine does not touch it, only allows the wind to flutter its leaves.

A Time I Was Brave

I have often been a fraidy cat about the simplest things. I remember back when I was a child and being frightened of leaving home to go to school — it was as if I feared that my family would not be there when I got back from school or that I wouldn’t know what to do in school. All my life I’ve had similar fears about many things — being able to do a good job and succeed at my work, worrying whether I’d grow up to become an independent individual who could stand on his own two feet. And, each time with each new worry, I would somehow find a way to master my fears so that they wouldn’t interfere with my life. I didn’t want to lead a life of fear, I wanted instead a life of joy and accomplishment and for the most part that is what I was able to achieve — although it never was easy for me. I do believe that deep down each of us is brave in different ways and in different situations. For example, there is the person who saves another person’s life, such as when someone falls off the subway platform and the other person rescues him. Then there is the person who finds the courage to leave his or her country in order to go to another land and start a new life. That person is very brave, too, because starting a new life in a strange land and with a different language is very, very difficult. Then there’s the person who is very shy, but who leaves the house in the morning to try to find a job and make a living. He somehow overcomes his fear. There is the mother or father who works very long hours at a hard job in order to earn money to help support the family. That person is very brave, too. There is also the person who is afraid of the local bully, but gathers his or her courage to stand up to the bully and tell him off. So tell me about your own life and the time when you were brave. What was the brave deed or act you did? How did you feel – frightened or confident? Was it hard for you to be brave? Or, if you wish, write about someone you know who has done a brave deed. Tell me who that person is and what he or she did. Remember, too, that being a writer is a brave thing to do — it shows you are willing to think deeply about important things and express them in words that may be read and heard.

Essay on The Introduction of Prohibition - 661 Words

The Introduction of Prohibition Prohibition was introduced in 1920 as part of an amendment to the Constitution of the USA. It was introduced for a variety of different reasons including a wartime concern for preserving grain for food rather than for brewing and distilling. There were also feelings against the German-Americans, who were responsible for brewing and distilling, at a time when America was at war against Germany which also let the Anti-Saloon league influence the general public before the main objectors, the men, returned home. Even though there are many reasons for the introduction of prohibition there was only one main consequence. It created the greatest criminal boom in American†¦show more content†¦They said that buying alcohol would benefit the Germans and you would be being disloyal to your country to purchase something that would benefit the ‘enemy’. Nevertheless, this would not stop the large population of German-Americans buying the alcohol along with many other Americ ans who had come to America from other countries. An additional consideration that led people in the belief that prohibition would succeed was the cost of alcohol so people may have used the law as an opportunity to give up alcohol without seeming odd to others. Moreover, this problem would not prevent wealthy Americans from trying to purchase alcohol because they had the money to do it without sending their family into the downwards spiral of poverty. Also, to begin with the level of enforcement for the law was so high that even if people did not support the law, the prohibition commissioners could have worked hard to dispose of alcohol whilst gathering support. However, this hard work soon ended when the commissioners, along with the police, politicians, magistrates, party officials and clerks, began to accept bribes from gangsters and the owners of speakeasies to ignore the activities that were taking place around them. Even though there are many reasons that say that prohibition could have succeeded there are always moreShow MoreRelatedThe Causes of Prohibition (America 1920s)848 Words   |  4 PagesWhy was prohibition introduced in America in the 1920? When federal prohibition was introduced in America with the 18th Amendment to the constitution in 1919 and the Volstead Act in 1920, it was often termed ‘The Nobel Experiment’. It didn’t take long for most people to recognise that the experiment had gone terribly wrong and that it was fostering what it was supposed to eradicate, crime, excess and corruption. 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