This paper summarizes the systematic learning about the different aspects in regard to aggression and violence towards children. Physical assault as a means of punishment to children in the family and in other circumstances is now looked down as being a practice that is very harmful for the long-term development of the child. This paper will also delve into the issues as related to the claimed permissibility for meting out punishment to children by way of milder means of punishment in keeping with the traditional methods to bring about discipline in them. There is now a worldwide consensus that child abuse by way of physical and psychological means is an abhorrent practice and that sincere efforts have to be made in putting an end to such practices. Some actions against children such as spanking are accepted in some cultures but not tolerated in others (Benjet, C., & Kazdin, A. E, 2003). Other forms of physical abuse such as forced confinement and restraint in a room are also considered by some as being legitima
te methods of punishing children while they are not accepted in other societies (Guterman, N. B, 1997). Agencies such as the United Nations can play a vital role in this regard, and the UN has taken initiatives by emphasizing on scientific inputs and other perceptions in regard to the punishment of children. Keeping in mind the given perspectives in regard to child abuse in the context of physical punishment, this paper will examine the pros and cons of different programs to prevent abuse of children by way of any kind of physical or psychological punishment to them. The implications that combine the strength of advocacy and science will be considered with reference to the scientific evidence as related to physical discipline amongst children in the school and family (Patterson, G. R., & Fisher, P. A, 2002). This paper will also examine the methods to reduce physical punishment to children and the different ways in which physical discipline amongst children can be brought about in the family and school settings.