Attitudes of Stakeholders and the Use of Corporal Punishment as a Tool for  Discipline in Public Secondary Schools, Western Region of Kenya

Najoli, Eunice K.; Runhare, Tawanda; Ouda, James Bill

doi:10.4236/jss.2019.711005

Cited by 7 publications

(7 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Such research is particularly relevant because of the prevalence of child trauma in Somali refugee samples. Corporal punishment is common in Somali schools, indicating that Somali refugees have likely experienced this form of child trauma (Mutiso et al, 2019; Najoli et al, 2019). Research is needed to explore the impact of this childhood trauma, as well as general child maltreatment, on Somali refugee mental health.…”

Section: The Impact Of Child Trauma On Somali Refugeesmentioning

confidence: 99%

Predicting mental health outcomes in a sample of Somali refugee youth: The role of child trauma.

Swan¹,

Im²

2022

Traumatology

View full text Add to dashboard Cite

Refugee youth experience tremendous trauma before and during forced migration, which has negative mental health impacts. It is important to identify and mitigate conditions that can increase the risk of refugee youth mental health issues and to search for potential protective factors; however, little research has considered these factors among Somali refugee youth. To fill this gap in research, this study examined the impact of child traumas and preventive factors on mental health outcomes among Somali refugee youth in urban Kenya. We used snowball sampling to recruit 250 Somali refugee youth, aged 15 to 35 years, living in Eastleigh, Kenya. We used a series of multiple linear regression models to examine the associations of child trauma (child abuse, witnessing domestic violence, corporal school punishment, female genital mutilation/cutting), symptom normalization, and parental death with symptoms of common mental disorders first in a mixed-gender sample and then with a female-only sample. Results indicated that child trauma significantly predicted mental health symptoms in all bivariate analyses with both samples and in all regression analyses with the mixed-gender sample. However, in regression analyses with the female-only sample, child trauma only significantly predicted anxiety and somatic symptoms. In addition, increased symptom normalization predicted mental health symptoms, and parental death predicted anxiety and somatic symptoms. These findings increase understanding of the impact of child trauma exposures in this understudied population and provide directions for future research, particularly regarding the impact of parental loss, and intervention to decrease mental health risk in Somali refugee youth.

show abstract

Section: The Impact Of Child Trauma On Somali Refugeesmentioning

confidence: 99%

Predicting mental health outcomes in a sample of Somali refugee youth: The role of child trauma.

Swan¹,

Im²

2022

Traumatology

View full text Add to dashboard Cite

show abstract

“…The management of children's behavior problems is a major challenge for many school teachers. Teachers need to find a balance between the difficulty in disciplining students and respecting the students' human rights (Najoli, Runhare, & Ouda, 2019). Minor students are persons without or with limited capacity for criminal responsibility.…”

Section: The Act Of Counterattack Against the Illegal Infringement Of...mentioning

confidence: 99%

The Distinction between Corporal Punishment and Justifiable Defense in School Punishment in China: An Analysis of a Case of Corporal Punishment

Sun¹

2022

ChnStd

View full text Add to dashboard Cite

The purpose of this paper is to distinguish teachers' justifiable defense behavior from corporal punishment in the specific practice of educational punishment. Not all the bad behaviors of primary and middle school students can be solved by civilized punishment that does not contain any physical force. On some specific occasions, it is objectively inevitable for teachers to implement disciplinary measures containing physical tangible force. According to the provisions of criminal law and civil law, anyone can carry out self-defense against bad behavior or illegal infringement committed by minor students. Primary and secondary schools bear the supplementary liability for failing to fulfill their management responsibilities for the illegal infringement among students on campus. The punishment for the illegal infringement of minor students is not only the due meaning of the education law, the teacher law and the compulsory education law, but also the inevitable requirement of the right of educational punishment. Therefore, it is necessary to clearly distinguish the punishment of physical tangible force in educational punishment from corporal punishment, and recognize the punishment of physical tangible force in a specific situation as a justifiable defense.

show abstract

“…A study by Najoli et al, (2019) established that, forbidding of the cane undermined discipline in schools. The study found out that cases of indiscipline in schools were on the increase after corporal punishment was withdrawn.…”

Section: Introductionmentioning

confidence: 99%

Schools’ Withdrawal of Privileges and Development of Values Among Learners

Musasi

Ndiku

Buhere

2022

JEP

View full text Add to dashboard Cite

Purpose: The study examined the influence of withdrawal of student privileges on students discipline in public schools, Matungu Sub-County, Kenya. Methodology: The study adopted a cross-sectional study design to conduct the survey as it was suitable for comparing the following aspects: Demotion of prefects, denial of school trips and denial in co-curricular activities in relation to the development of values among learners. Data was collected using interviews, questionnaires and document analysis. Data were analysed both qualitatively and quantitatively. Qualitative data was analysed thematically while quantitative data was analysed using linear regression. Reliability was attained through test re test method using Cronbach’s alpha with coefficients between 0 and 1 thus rating the internal consistency of the development of values amongst learners. Findings: The findings of the study indicated that withdrawal of privileges as a disciplinary strategy was effective in developing values among public school students in Matungu Sub-County. The results of the regression analysis revealed that the variables of students who were denied from participating in school trips, demotion of prefects and denial from participating in co-curricular activities were predicted to reduce students discipline mean score by 7.146,15.347 and 5.0123 points respectively. Furthermore, demotion of prefects seemed to contribute more in development of values among learners compared to denial to participate in co-curricular activities and denial from participating in school trips. Unique contribution to theory, practice and policy: The researchers focused on withdrawal of students privileges as one of the effective disciplinary actions implemented by many Kenyan schools but with little documentation available for evidence on its contribution to development of values among learners.

show abstract

Attitudes of Stakeholders and the Use of Corporal Punishment as a Tool for Discipline in Public Secondary Schools, Western Region of Kenya

Cited by 7 publications

References 7 publications

Predicting mental health outcomes in a sample of Somali refugee youth: The role of child trauma.

Predicting mental health outcomes in a sample of Somali refugee youth: The role of child trauma.

The Distinction between Corporal Punishment and Justifiable Defense in School Punishment in China: An Analysis of a Case of Corporal Punishment

Schools’ Withdrawal of Privileges and Development of Values Among Learners

Contact Info

Product

Resources

About