The Good Behavior Game (GBG, Barrish, Saunders, & Wolf, 1969) and the PATHS Curriculum (Promoting Alternative Thinking Strategies; Greenberg, Kusche, Cook, & Quamma, 1995) represent 2 universal, elementary school, preventive interventions which have been shown in large-scale, randomized controlled trials to have an immediate and beneficial…

Together, a school district and a local union are working to ensure that educators are trained in restorative practices in order to improve school climates and keep students in school and learning. This article describes how, in recent years, administrators and teachers have shifted from traditional school punishments, such as suspension, to…

This article focuses on the development and implementation of primary and secondary behavior supports at a schoolwide level. The approach described is consistent with previous efforts to address behavior at a systems level (e.g., G. Sugai, R.H. Horner, & F.M. Gresham, 2002). In this article, we illustrate this process through a school-based…

Argues that discipline must be conceptualized as a problem solving process that includes problem identification, problem analysis, intervention, and evaluation. Discusses each of these points in detail. (FL)

Presents a model that integrates a consultation problem-solving process with three preventive mental health levels. A review of the relevant literature is presented with each component of the model, and pragmatic applications are suggested to facilitate both problem-solving and consultation. The tertiary prevention level is emphasized. (BH)

Suggests a comprehensive problem-solving model that addresses discipline from a preventative perspective. Model provides guidelines for problem identification, methods of problem analysis, intervention techniques, and evaluation of discipline intervention. (JW)

This article discusses the author's experiences with the reflective discipline approach. It concludes that for the author, using this system dramatically reduced classroom discipline problems and acting out no longer garners an amused audience of peers. Finally, and the author finds, perhaps most importantly, this solution teaches children to…

Discusses several studies concerning the incidence of disruption and its nature, teacher and pupil attitudes towards class disruption, and areas of disruption (corridors, classrooms). The author concludes that, depending on the individual circumstance, pupils, teachers, and the schools are at fault and all have a responsibility to improve the…

Provides parents, teachers, and counselors with innovative ways to deal with discipline problems and open up communication between child and adult. Innovations discussed include: (1) problem-ownership; (2) I-message; (3) active listening; and (4) brainstorming. Warns against placing labels on childrens' problems. Emphasizes use of positive…

An investigation into the relationship between personality and different problem-solving perspectives leads to the construction of eight profiles of teacher personality makeup as well as suggestions for the improvement of preservice teacher training and selection. (LH)

Discusses the implementation and utilization of specific behavioral skills and techniques designed to aid the parent or teacher in dealing with disciplinary and disruptive behaviors both within the home and the school, which enable the teacher or parent to effectively communicate with the child. (Author/CM)

This second article of a two-part series describes how success counseling techniques can be used to handle discipline problems by helping campers to accept personal responsibility and develop effective problem-solving skills. Instead of using punishment, success counseling techniques enable campers to recognize what they want, identify appropriate…

Reports on program initiated to reduce noise in undergraduate library through combination of space reallocation, rule changes, and staff monitoring of noise. Objective and subjective measures of noise (sound-level readings, preintervention and postintervention questionnaires) and results of intervention program are discussed. Memo distributed on…

Explains factors that influence novice teachers' discipline problems to help students, novice teachers, and teacher educators deal with the problems. The article describes assertiveness as a process for dealing with and preventing such problems and discusses reasons why it can be useful and effective. (SM)

Draws on contemporary sources to provide strategies for cultivating self-discipline. Advocates self-healing for the adult to be free from destructive attitudes and personal history that can keep adults from being mindful of the child's needs, perspective, and potential. Concludes with ways to facilitate a truly Montessori approach to discipline.…