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Discipline in Schools

Presentation for Psych 481-8: Current Issues in School Psychology
by

Andrew Stegenga

on 15 April 2017

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Transcript of Discipline in Schools

Wheaton College
Andrew Stegenga
Discipline in Schools
Activity
Corporal Punishment
"we define corporal punishment as the use of physical force, no matter how light, with the intention of causing the child to experience bodily pain so as to correct or punish the child’s behavior"
(Bitensky,2006; Committee on the Rights of the Child, 2006; Straus, 2001)
References
Dupper, D. R. (2010). Does the punishment fit the crime? The impact of zero tolerance discipline on at-risk youth. Children & Schools, 32(2), 67-69. doi:10.1093/cs/32.2.67

Gershoff, E. T., & Bitensky, S. H. (2007). The case against corporal punishment of children: Converging evidence from social science research and international human rights law and implications for U.S. public policy. Psychology, Public Policy, And Law, 13(4), 231-272. doi:10.1037/1076-8971.13.4.231

McClure, T. E., & May, D. C. (2008). Dealing with misbehavior at schools in Kentucky: Theoretical and contextual predictors of use of corporal punishment. Youth & Society, 39(3), 406-429. doi:10.1177/0044118X06296698

Monahan, K. C., VanDerhei, S., Bechtold, J., & Cauffman, E. (2014). From the school yard to the squad car: School discipline, truancy, and arrest. Journal Of Youth And Adolescence, 43(7), 1110-1122. doi:10.1007/s10964-014-0103-1

Paul, H. A. (2011). Review of School discipline and self-discipline: A practical guide to promoting prosocial student behavior. Child & Family Behavior Therapy, 33(1), 63-70. doi:10.1080/07317107.2011.545015

Perry, B. L., & Morris, E. W. (2014). Suspending progress: Collateral consequences of exclusionary punishment in public schools. American Sociological Review, 79(6), 1067-1087. doi:10.1177/0003122414556308

Teske, S. C. (2011). A study of zero tolerance policies in schools: A multi‐integrated systems approach to improve outcomes for adolescents. Journal Of Child And Adolescent Psychiatric Nursing, 24(2), 88-97. doi:10.1111/j.1744-6171.2011.00273.x

Zins, J. (2004). Building academic success on social and emotional learning (1st ed.). New York, NY: Teachers College, Columbia University.





Expectations of Discipline
Awareness of existence of social/moral problem
Determination of proper course of action
Decision of alternative positive actions
Implementation of best solution
Discipline Methods Overview
SWPBS
- School-Wide Positive Behavior Support
SEL
- Social and Emotional Learning
Corporal Punishment
School-Wide Positive Behavior Support
Key Elements:
Supporting Staff Behavior
Supporting Decision Making
Supporting Social competence and academic achievement
Supporting Student Behavior
Which of the discussed methods (SWPBS, SEL, Corporal Punishment) do you think would be most helpful if implemented?
Social and Emotional Learning
What do the Children think?
A study showed that personal character is typically a large factor in determining fairness of punishment among school age children.
What type(s) of discipline have you experienced or witnessed?
However...
2005 Peiper survey demonstrated that parents and school administrators were more happy with PBS implementation than the
teachers
Watch & Respond
Effectiveness of SWPBS
Procedure for teaching expectations:
Identify skills
Demonstrate skills
Provide practice opportunities
Provide feed back via error correction and praise for correct performance

Convey the core values of the school to the students

"Enactment of actions without grounding in values would lead to inconsistency in purpose and actions."

Social and emotional competencies should be taught to students. Self Awareness, Social Awareness, Self Management, Relationship Management and Decision Making. Teaching of social and emotional skills to students can be explicit, through infusion or through teachable moments.

School leaders and teachers serve as role models for students and are crucial in facilitating the development of these skills in students while present in an environment (the school) that enables and supports students during the development

Children will be able to demonstrate good character and citizenship.

("Social and Emotional Learning", 2017)
Teacher's Perspectives
What style of discipline do you think had the most impact on you?
"No big deal my parents used to spank me with a paddle and I turned out just fine you bunch of crybabies"
Parental Reports for use of Corporal Punishment:
Increases Child Defiance and Problem Behavior
12 studies by Gershoff(2002) found that frequency and severity of CP was associated with increased mental health issues.
Combat against aggressive, violent and antisocial behavior
Rural Middle School: 42% reduction in ODRs, Urban Elementary School yielded similar results
Analysis demonstrated reduction in percent of children with minor/major ODR event as well as overall decline of ODR events.
Researchers encouraged use of a larger population believing it would yield much larger results.
The Process & Results
Punishments to transgressors that frequently misbehave are typically seen more often as being fair
HOWEVER, if a moral convention is broken (Harming or otherwise violating the rights of others) then the punishment is deemed justifiable regardless of the transgressor's class reputation.
Studies have shown that teachers have specific behavior expectations...
Which determines the effective implementation of these expectations.

"The variation between teachers with these methods of implementation
will greatly affect their acceptability of an intervention like PBS and their commitment to implementation and sustainability of the intervention."
Commitment is KEY and that begins with the teachers!
Teachers within PBS using schools (treatment group) were
less
satisfied with their school than the teachers involved in the control group (Non-PBS serving)
It is could always be the case that these results are due to outside factors.
Full transcript