School Discipline and Self-Discipline
A Practical Guide to Promoting Prosocial Student Behavior
A Paperback Originale-bookprint + e-book
A Paperback Originalorder
June 3, 2010
ISBN 9781606236819 Price:
Size: 8" x 10½"
Convenient Lay-Flat Binding
March 1, 2011 Price:
Convenient Lay-Flat Binding
print + e-book order Price:
A Paperback Original + e-Book (PDF) ?
ow 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 and lay-flat binding facilitate photocopying.
This title is part of The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman.
“A timely response to the current conversation schools are having as they explore how school discipline should look and search for the most effective strategies to address student behavior....This book offers a comprehensive framework for incorporating school-wide positive behavioral supports and social and emotional learning and provides numerous research-based strategies for implementation that are practical and applicable at all age levels. Individual interventions are suggested, as well as the process for implementing systemic change, which makes this book helpful for schools regardless of where they are in the process of addressing student behavior. School social workers, as well as teachers and administrators will find this book extremely useful to assist in the development of SWPBS and incorporation of SEL standards into curriculums.”—School Social Work Journal
“What can schools do to promote learning, schoolwide discipline, and positive school and classroom climates? Written by one of the world’s leading experts, this book explains the limitations of widely used—and often competing—approaches to school discipline. Bear provides comprehensive solutions that combine the best elements of popular approaches in order to promote change at the student, classroom, and school levels. The balanced, proven strategies in this book will be welcomed by students, teachers, school practitioners, and administrators. Bear describes how to foster students’ self-discipline and character while bringing about lasting change in a school.”—Brian J. Bartels, MA, NCSP, CAS, Director, Psychological Services, Montgomery County Public Schools, Maryland
“This book is unique in emphasizing that self-discipline should be addressed as a process with its own essential components and evidence base. Bear describes critical steps for making self-discipline an explicit part of schoolwide behavior management approaches. As a practitioner who is part of schoolwide positive behavior support teams, I found insights into a range of frequently discussed disciplinary issues in this book. I strongly recommend it!”—Rhonda J. Armistead, MS, NCSP, school psychologist, Charlotte-Mecklenburg Schools, North Carolina
“All school psychologists and educators who work with children in primary and secondary settings should read this book. It provides a comprehensive guide to the theory and benefits of addressing challenging behaviors while actively promoting self-discipline and prosocial behavior. Bear presents up-to-date, evidence-based techniques in this user-friendly guide.”—Amber L. Evenson, MS, EdS, school psychologist, Proviso Area for Exceptional Children Special Education Cooperative, Maywood, Illinois
“Bear offers an invaluable practical synthesis of evidence-based methods and approaches for schools to develop balanced and effective disciplinary programs, based on locally determined need. He does a superb job of fostering thoughtful and informed consideration of key issues, effectively translating research to practice. This is a great resource for school practitioners, administrators, and teachers, as well as those in preservice training. I recommend it as a supplemental text for graduate-level courses.”—Matthew J. Mayer, PhD, Department of Educational Psychology, Rutgers, The State University of New Jersey
Table of Contents
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
About the AuthorGeorge 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.
School psychologists, administrators, school counselors and social workers, and general and special education teachers.
May serve as a supplemental text in graduate-level courses such as Classroom Management and School Discipline, and School Consultation.