question: Why has physically disciplining children so rapidly fallen out of favor? It seems like only decades ago, it was commonplace.
comment: Because humanity has progressed and years of research has been compiled. "The evidence is clear and compelling — physical punishment of children and youth plays no useful role in their upbringing and poses only risks to their development." "Effective discipline rests on clear and age-appropriate expectations, effectively communicated within a trusting relationship and a safe environment." URL_0
passages: Section::::Criticism.
  
  In April 1978, James Finckenauer, a professor of the Rutgers School of Criminal Justice, began a test of the Scared Straight program, using a control group, something that has not been done previously. His study concluded that children who attended Rahway were more likely to commit crimes than those who did not.
   Another important figure to the origin of school psychology was Granville Stanley Hall. Rather than looking at the individual child as Witmer did, Hall focused more on the administrators, teachers and parents of exceptional children He felt that psychology could make a contribution to the administrator system level of the application of school psychology. Hall created the child study movement, which helped to invent the concept of the "normal" child. Through Hall's child study, he helped to work out the mappings of child development and focused on the nature and nurture debate of an individual's deficit. Hall's main focus of the movement was still the exceptional child despite the fact that he worked with atypical children.
   Although such principles began to be rejected as early as the 1930s, they were firmly renounced in the 1946 best-seller "Baby and Child Care", by pediatrician Benjamin Spock, which told parents to trust their own instincts and to view the child as a reasonable, friendly human being. Dr. Spock revised his first edition to urge more parent-centered discipline in 1957, but critics blamed his popular book for its permissive attitude during the youth rebellions of the 1960s and 1970s.
  
  Section::::History.:Conservative backlash.
   Versus the control group, the subsample of children whose mothers had low psychological resources prior to participating in the program made sizable gains in researcher assed language development; behavioral adaptation (attention, impulse control, sociability); executive functioning (capacity for sustained attention, fine gross motor skills);
  
  Section::::Case Study: Nurse Family Partnership.:Evidence of Effectiveness.:Study 3 - Denver, CO.:Effects on Mother When Child Reached Age 4.
  
  Versus the control group:
  
  BULLET::::- 20% longer interval between the women's 1st and 2nd births (24.5 months for the treatment group women vs. 20.4 months for the control group women).
   The treatment effects of PCIT can also be demonstrated in school settings, despite the treatment program being lab- or home-based. In a study by Funderburk and colleagues (2009), school assessments were administered at 12 months and 18 months following PCIT. At 12 months, results indicated that children in the treatment group maintained their post-treatment improvements, improving within “normal range of conduct problems” compared to the control group. However, though maintaining improvements with compliance, the 18-month followup indicated some declines into the range of levels before treatment.
  
  Section::::Applications.:Child maltreatment.
   For nurse-visited children in the subsample whose mothers had low psychological resources prior to the program participation (mothers in the lower half of the sample in intelligence, mental health, and self-confidence), research found that the children made improvements in academic performance. The effects on academic performance were sustained over the follow-up period, including grades 4-6. Compared to the control group in the same subsample:
  
  BULLET::::- Scored 6 percentile points higher on the Tennessee state reading and math achievement tests in grades 1-6 (41st percentile for children in the treatment group vs. 35th percentile for children in the control group).
   Children from lower income families are associated with greater externalizing issues (such as conduct disorders and hyperactivity) and academic problems. This association was weaker for children from middle income families as compared to their supervised peers. In 2000, a German PISA study found no significant differences in the scholastic performance between "latchkey kids" and kids in a "nuclear family".
   Results were initially disappointing. By the time children were 10, there wasn't much of a difference in how children in the two groups performed on tests of cognitive ability.
  
  Because the study was conducted in the 1960s, researchers have been able to follow the children who went through the Perry Preschool Program through adulthood. Economist and Nobel laureate James Heckman has found that adults from the treatment group were "much more likely to graduate high school, much more likely to make earnings, much more likely to go on to college, much less likely to commit crime."
   One of Bowlby's main findings through his research with these children was that 17 out of the 44 thieves experienced early and prolonged separation (six months or more) from their primary caregiver before the age of five. In comparison, only two out of the 44 children who did not steal had experienced prolonged separation from their primary care giver before the age of five. More specifically, Bowlby found that 12 out of the 14 children who were categorized as affectionless were found to have experienced complete and prolonged separation before the age of five. These findings were important and brought more attention to the impact of early environmental experiences on healthy child development.
   Section::::History of age segregation in the West.
   It is common for children who are otherwise ignored by their parents to turn to misbehavior as a way of seeking attention. An example is a child screaming for attention. Parents often inadvertently reward the bad behavior by immediately giving them the attention, thereby reinforcing it. On the other hand, parents may wait until the child calms down and speaks politely, then reward the more polite behavior with the attention.
  
  Section::::Non-punitive discipline.:Methods.:Natural consequences.
   Section::::History.:The twentieth century.
  
  In the early twentieth century, child-rearing experts abandoned a romantic view of childhood and advocated formation of proper habits to discipline children. A 1914 U.S. Children's Bureau pamphlet, "Infant Care", urged a strict schedule and admonished parents not to play with their babies. John B. Watson's 1924 "Behaviorism" argued that parents could train malleable children by rewarding good behavior and punishing bad, and by following precise schedules for food, sleep, and other bodily functions.
   Dobson has called disciplining children to be a necessary but unpleasant part of raising children that should only be carried out by qualified parents:
  
  In his book "The Strong-Willed Child", Dobson suggests that if authority is portrayed correctly to a child, the child will understand how to interact with other authority figures:
   In the school system behavioral engineering has inspired two programs of behavior management based on the principles of applied behavior analysis in a social learning format. Programs were successful in reducing disruption in children with conduct disorders, as well as improving their academic achievement. The programs show good maintenance and generalization of treatment effects when the child was returned to the natural classroom. In addition, the programs were successfully replicated. Behavior analytic programs continued to function to control truancy and reduce delinquency.
   A number of authors have emphasized the importance of cultural differences in assessing disciplinary methods. Baumrind argues that "The cultural context critically determines the meaning and therefore the consequences of physical discipline . . ." (Baumrind, 1996; italics in original). Polite (1996) emphasizes that the "debate over whether or not to use corporal punishment rages in many ethnic communities." Larzelare, Baumrind and Polite assert that "After ignoring decades of cultural differences in the effects of spanking, these 2 ARCHIVES [1997] studies and 2 other studies in the past year have each found significantly
   The 2002 report's criticism of the legal defence of "reasonable chastisement" of children by parents, which the Committee described as "a serious violation of the dignity of the child", was rejected by the UK Government. The Minister for Children, Young People and Families commented that while fewer parents are using smacking as a form of discipline, the majority said they would not support a ban.
   In some schools, a police officer, titled a school resource officer, is on site to screen students for firearms and to help avoid disruptions.
  
  The schools in United States are fast adopting facial recognition technology for the protection of children. The technology is aimed at detecting people falling on the threat list for sex offense, suspension from school, and so on. However, human rights advocacy group, Human Rights Watch, argues that the technology could also threaten the right to privacy and could pose great risk to children of color.
  
  Section::::Issues.:Behavior.:Cheating.
   Even as corporal punishment became increasingly controversial in North America, Britain, Australia and much of the rest of the English-speaking world, limited corporal punishment of children by their parents remained lawful in all 50 states of the United States. It was not until 2012 that Delaware became the first state to pass a statute defining "physical injury" to a child to include "any impairment of physical condition or pain."
  
  Section::::Cultural differences.
   As early as the 1930s, the Kohs Block Test was administered at the Ohio School for the Deaf, and at other schools with special needs students.
   BULLET::::- 2003 – In "Hornstine v. Township of Moorestown" Blair Hornstine, then a high school senior, successfully sued her school district, which had said she was able to get a higher grade point average because she had been home-schooled at times because of an immune-system illness and, as a result, had taken more advanced placement courses and fewer low-rated physical education courses. Arguing that she had the highest grades and should not have to share the top honors in her class, Blair won the right to be sole valedictorian.
   Dodson taught that children need both love and discipline, and this was seen as a contradiction to the permissive approach attributed to Dr. Benjamin Spock. He stated, "Many parents also have the impression that modern psychology teaches that you should not spank children. Some psychologists and psychiatrists have actually stated this idea in print. However, as a psychologist, I believe it is impossible to raise children effectively—particularly aggressive, forceful boys—without spanking them."
   So, due to convenience, and/or perhaps a wish to please pushy parents, some primary head teachers did not always consider the ultimate social implications of putting in the same years children whose ages differed quite widely. A ten-month age gap during childhood is nothing compared to the same age gap in adolescence when developmental differences, both physical and psychological, become increasingly marked. Nature is quite capable of accentuating these differences on her own without assistance from society. At any rate, since the widespread practice of accepting children early was common at West Coats during the 1950s and 60s it is pertinent to this article.
   The idea for the ICPC was developed in the 1950s, and New York became the first party to the agreement in 1960.
  
  Section::::Placement process.
   In many cultures, parents have historically had the right to spank their children when appropriate. A 2006 retrospective study in New Zealand, showed that physical punishment of children remained quite common in the 1970s and 1980s, with 80% of the sample reporting some kind of corporal punishment from parents, at some time during childhood. Among this sample, 29% reported being hit with an empty hand. However 45% were hit with an object, and 6% were subjected to serious physical abuse. The study noted that abusive physical punishment tended to be given by fathers and often involved striking the child's head or torso instead of the buttocks or limbs.
   Research also demonstrates spillover effects of the Perry program on the children and siblings of the original participants. A study concludes, "The children of treated participants have fewer school suspensions, higher levels of education and employment, and lower levels of participation in crime, compared with the children of untreated participants. Impacts are especially pronounced for the children of male participants. These treatment effects are associated with improved childhood home environments." The study also documents beneficial impacts on the male siblings of the original participants. Evidence from the Perry Preschool Project is noteworthy because it advocates for public spending on early childhood programs as an economic investment in a society's future, rather than in the interest of social justice.
  
raw_presuppositions: Physical discipline should still be used because it was fine decades ago.
raw_corrections: Studies have shown that physical discipline does not  help a child grow or develop and in fact can hurt them. 