Three Positive Approaches to School Discipline: Are They Compatible with Social Justice Principles?

Autor/inn/en	Oxley, Laura; Holden, George W.
Titel	Three Positive Approaches to School Discipline: Are They Compatible with Social Justice Principles?
Quelle	In: Educational & Child Psychology, 38 (2021) 2, S.71-81 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1611
Schlagwörter	Classroom Techniques; Positive Behavior Supports; Punishment; Behavior Problems; Social Justice; Program Effectiveness; Evidence Based Practice; Problem Solving; Conflict Resolution; Cooperation; Elementary School Students; Children; Models; Foreign Countries; Discipline Policy; United Kingdom (England); United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Klassenführung; Bestrafung; Soziale Gerechtigkeit; Problemlösen; Conflict solving; Konfliktlösung; Konfliktregelung; Co-operation; Kooperation; Child; Kind; Kinder; Analogiemodell; Ausland; Disziplinarmaßnahme
Abstract	Aims: Maintaining order is a fundamental task for teachers in the classroom. Historically, some form of punishment has been the common response to undesirable behaviour. However, over the past two and a half decades, a different approach to classroom management, sometimes labelled 'positive discipline', is being increasingly adopted by schools. This approach focuses on positive reinforcement rather than punishment, proaction rather than reaction, and collaboration rather than top-down decision-making. As such, there is resonance with social justice principles. Method: Three prominent positive approaches to classroom behavioural management are identified: Restorative Practices (RP); Positive Behavioural Intervention and Support (PBIS); and Collaborative and Proactive Solutions (CPS). The three approaches are described, compared, and evaluated. The extent to which they reflect an orientation toward social justice is then considered. Findings: Inherent in all three models is a more theoretically-informed approach to behaviour management in schools. The models share a number of similarities, such as a collaborative problem-solving approach and reducing or eliminating traditional punishments. Several differences between the three approaches are also identified. Limitations: There are differing amounts of evidence for each approach and this is also gathered from different contexts. For example, PBIS is more widely used in the United States than in the United Kingdom. This makes it difficult to conduct a direct comparison between the three models. Conclusions: Although there are differences between the models, all three have evidence about their effectiveness and adopt an orientation to behaviour management that is considerably more socially just than the traditional, punishment-oriented approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01