Nature and effect of punishment on psychosocial development of school children in the urban and rural area of Bangladesh

Abstract

Childhood punishment is a widespread phenomenon happening almost every corner around the globe. Existing socio-cultural context and lack of adequate systematic evidence surrounding punishment in Bangladesh left the issue almost unrevealed. This study attempted to address this gap. More specifically the current study investigated nature and extent of punishment in urban and rural schools. The key objectives were to look at the common forms of punishment, reasons for punishment and their impact on child’s psychosocial development. Additionally, the study revealed whether forms and causes of punishment vary by area and by the people committed these punishments. 300 school children of age between 7-14 were selected from four schools located in urban and rural area of Bangladesh. Forms and reasons of punishment were measured using researcher developed structured checklist. Additionally, Beck Youth Inventories of Emotional and Social Impairment (BYI) consisting five scales, i.e., self-concept, anxiety, anger, depression and disruptive behavior, was used to captured psychosocial development of the children. The study was conducted following ethical guidelines prescribed by American Psychological Association (APA) and local norm. Descriptive, correlational and some inferential statistics were applied to answer the research questions. Results indicated that physical punishment was most common form of punishment followed by mental and deprivation. There was significant difference of forms of punishment and psychosocial development variables between urban and rural school children. Reasons for physical, mental and deprivation punishment were revealed and presented separately for teachers, fathers and mothers. All forms of punishment had statistically significant but lower effect on each of the psychosocial development variables individually or in combination. Scenario of punishment in schools and families is worrying. Specific school based intervention program targeting teachers and parents can be beneficial to address this issue. Additionally, policy makers and school authorities should take legislative steps to eradicate child punishment either in home or institution or urban or rural area.