Ethical Considerations in a Three-Tiered Approach to School Discipline Policy and Practice

Autor/inn/en	Mayworm, Ashley M.; Sharkey, Jill D.
Titel	Ethical Considerations in a Three-Tiered Approach to School Discipline Policy and Practice
Quelle	In: Psychology in the Schools, 51 (2014) 7, S.693-704 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.21782
Schlagwörter	Ethics; Discipline Policy; School Policy; Standards; School Psychology; Decision Making; Program Effectiveness; Counselor Role; School Psychologists; Theories; Educational Research + Suchen Sie Ihr Suchwort? Ethik; Disziplinarmaßnahme; Schulpolitik; Standard; Schulpsychologie; Decision-making; Entscheidungsfindung; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Theory; Theorie; Bildungsforschung; Pädagogische Forschung
Abstract	Research indicates that school discipline policies and practices have a significant influence on both student and school functioning. The purpose of this article is to uncover how the ethical standards guiding the field of school psychology inform school decisions about discipline in a three-tiered approach. Various discipline approaches, empirical research evaluating the effectiveness of these approaches, and the role of school psychologists in school discipline decision making are reviewed. Ultimately, this integration of theory, empirical research, and ethical standards points to the importance of creating comprehensive and individualized school discipline policies that apply ethically sound practices at all three tiers of intervention. Implications for practicing school psychologists are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10