Addressing the surge in mental health and social and emotional needs of students and staff will be critical in the upcoming years. The increased understanding of the prevalence of adverse childhood experiences (ACEs) and trauma, and their negative effects on the social, emotional, and academic success of students, has propelled a growing number of…

This study examines Indian teachers' perceptions of corporal punishment (CP), the reasons why CP still persists despite a ban, and the ways in which CP controversy reflects on social climate of the schools. Drawing from literature on custodial views of pupil control and systems theories, this qualitative study primarily uses observations and…

The evolution of multi-tier systems of support (MTSS) for both academics and behavior has reflected the diverse interests of those leading implementation efforts, the influence of various state and local regulatory requirements, and differing funding methods and priorities. These variations have naturally led to many different pathways for…

A broad scientific perspective that recognizes the child's social environment is needed in school psychology practice. The chances of influencing change expand when psychologists switch from an intrapsychic model to a social systems (group process) framework for testing referrals. Intrapsychic explanations create a mechanism for educators to avoid…

This article outlines the basic concepts in systemic therapy, including the nature of systemic behavior, the "punctuation" of behavior, the value of seeing behavior as "cooperative" rather than "resistant," and the concept of exception. Specific strategies school administrators and teachers can use when handling…

This article explores the premise that family systems factors influence the likelihood of referral follow-up and success. Family systems theories describing how families support child behavior problems and how family hierarchies influence the decision to follow through on referrals are discussed. (Author/LMO)

The paper discusses the need for new programing strategies for seriously emotionally disturbed children, describes the ecological or systems orientation approach, cites instances in Scandinavian ecological approaches, and considers applications to the United States. The ecological approach is described in terms of nine principles, including that…

Wraparound is a family-centered, strength-based philosophy of care used to guide service planning for students with Emotional and Behavioral Disabilities (EBD) and their families. Positive Behavior Interventions and Supports (PBIS) is a systems approach for establishing effective behavior supports for all students in schools. The wraparound…

Since behavioral interventions for challenging behaviors in children with developmental disabilities have limitations in the family setting, this paper presents a theoretical and working model of intervention that integrates contemporary behavioral and systemic orientations. Four stages for intervention are provided, each consisting of practical…

This paper analyzes a systems approach for dealing with the disruptive behavior of at-risk students based on the principle that there is a shared responsibility among all school staff and that the methods employed should respond to the emotional and skill needs of the students. The approach has the following key components: (1) support by school…

This digest reviews and summarizes what is known about effective school-wide behavioral management systems. Emphasis in such systems is on consistency throughout the building and across classrooms with the entire staff, both professional and nonprofessional, uniformly implementing common strategies. Common features of school-wide behavioral…

This paper cites ethical provisions and professional standards that affect the selection of behavioral interventions that will benefit exceptional individuals without undermining their dignity. A three-category system that classifies behavioral interventions on the basis of their intrusiveness or restrictiveness is presented. Interventions are…

Explains the differences between systemic and linear approaches to behavior, and provides examples of how the school-based consultant can intervene from a systems perspective, using interviews, short-term family counseling, and teacher consultation. Issues and cautions about using a systemic approach are presented. (Author)

This digest describes brief family consultation, a short-term strategy that enlists the home and school in an attempt to solve childhood behavior problems. Five criteria are given for assessing the functional status of a family: (1) parental resources; (2) chronicity; (3) communication between family members; (4) parental authority; and (5)…

This article identifies the components of school programs necessary for preventing physical or emotional "bullying." The need for a systems approach that places power with the "caring majority" and encourages the assertive use of prosocial interventions is stressed, along with the importance of training all school staff and non-bullying students.…