School Discipline and Self-Discipline

A Practical Guide to Promoting Prosocial Student Behavior
1. Auflage 2010
ISBN: 978-1-60623-681-9
Verlag: Guilford Publications

Buch, Englisch, 256 Seiten, Format (B × H): 203 mm x 264 mm, Gewicht: 590 g

Reihe: The Guilford Practical Intervention in the Schools Series

How can schools create safe, well-supervised classroom environments while also teaching students skills for managing their behavior on their own? This invaluable guide presents a framework for achieving both of these crucial goals. It shows how to balance external reinforcements such as positive behavior supports with social-emotional learning interventions. Evidence-based techniques are provided for targeting the cognitive and emotional processes that underlie self-discipline, both in classroom instruction and when correcting problem behavior. Describing how to weave the techniques together into a comprehensive schoolwide disciplinary approach, the book includes over a dozen reproducible forms, checklists, and assessment tools. The large-size format facilitates photocopying.

This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.

Zielgruppe

Professional Practice & Development

Autoren/Hrsg.

Bear, George G

Fachgebiete

• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Kinder- und Jugendpsychologie
• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie
• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Pädagogische Psychologie

Inhaltsverzeichnis

1. Classroom Management and School Discipline: Punishment and Its Positive Alternatives
2. Managing Student Behavior with the Positive Behavioral Techniques of Schoolwide Positive Behavior Supports
3. Self-Discipline and the Social and Emotional Learning Approach to School Discipline
4. Strategies for Developing Self-Discipline (and a Positive School Climate)
5. Preventing Behavior Problems
6. Praise and Rewards: Use with Caution?
7. Strategic Use of Praise and Rewards for Developing Self-Discipline and a Positive School Climate
8. When Extrinsic Rewards Are Needed: Implementing the Good Behavior Game (While Developing Self-Discipline)
9. Authoritative Discipline in the Correction of Misbehavior
10. Developing Self-Discipline When Correcting Misbehavior
11. Implementing Schoolwide Change
Appendix A. Schoolwide and Classroom Strengths-and-Needs Assessment: From Schoolwide Discipline to Self-Discipline
Appendix B. Delaware School Climate Survey—Student Version
Appendix C. Delaware School Climate Survey—Teacher and Staff Version
Appendix D. Delaware School Climate Survey—Home Version

Über Autor(innen)

George G. Bear, PhD, is Professor of School Psychology at the University of Delaware. Formerly a school psychologist in Iowa and Virginia, he continues to work in the schools weekly as a practitioner. For the past 8 years he has been a consultant to the state of Delaware’s Positive Behavior Support (PBS) Initiative, devoting much of this time to evaluating the impact of PBS on school climate and student behavior. Dr. Bear has published over 60 journal articles, book chapters, and books, most of which focus on school discipline and the social, emotional, and moral development of children. He is an associate editor of the School Psychology Review.