Review of alternative non-punitive school discipline principles and interventions

Increasing evidence shows that punitive discipline is ineffective and detrimental. Using empowerment theory and the opportunity-to-learn conceptual framework, this literature review seeks to broaden school personnel’s knowledge of alternative discipline interventions. Searching ERIC and JSTOR databases, we looked for English language, North American literature published between 1996 and 2016 that discussed alternative individual and school-wide disciplinary approaches. The literature we found indicates that punitive measures are counter-productive; that several alternative disciplinary models share common principles; and that studies point to favourable outcomes of some alternative school discipline models. While the transition towards alternative discipline may require additional resources and years of adjustment, a healthier school climate can foster the empowerment and academic achievement of marginalized students.

Review of alternative non-punitive school discipline principles and interventions

Increasing evidence shows that punitive discipline is ineffective and detrimental. Using empowerment theory and the opportunity-to-learn conceptual framework, this literature review seeks to broaden school personnel’s knowledge of alternative discipline interventions. Searching ERIC and JSTOR databases, we looked for English language, North American literature published between 1996 and 2016 that discussed alternative individual and school-wide disciplinary approaches. The literature we found indicates that punitive measures are counter-productive; that several alternative disciplinary models share common principles; and that studies point to favourable outcomes of some alternative school discipline models. While the transition towards alternative discipline may require additional resources and years of adjustment, a healthier school climate can foster the empowerment and academic achievement of marginalized students.

Applying the Integrative Model to Predict Intention to Use Corporal Punishment Among Low-income Parents

Child corporal punishment (CP) is associated with child physical abuse, which is a public health problem in the United States. Informed by the integrative model of behavioral prediction, this study surveyed low-income Black, Hispanic, and White parents who had children younger than 6 years old ( N = 260) to identify major risk factors that determined intention to use CP to discipline children. Structural equation modeling revealed that attitudes, descriptive norms, and perceived efficacy of alternative discipline strategies were associated with intention to use CP. Additionally, parents’ childhood CP frequency and past use of CP with their own children were influential distal variables that indirectly predicted CP intention. Results indicated the utility of the model in this behavioral context. Communication intervention programs targeting low-income parents should leverage perceived norms, perceived efficacy of alternative discipline strategies, and attitudes to change CP behavior.

Childhood Experiences and Attitudes toward Corporal Punishment: The Mediating Role of Perceived Efficacy of Alternative Discipline Strategies among Low-income Black, Hispanic, and White Parents

Corporal punishment (CP) is associated with harmful outcomes to child development. Favorable attitudes toward CP are a major predictor of CP use. Thus, identifying and changing factors influencing such attitudes help to prevent CP. Although research has confirmed the effect of childhood experiences of CP on attitudes toward CP, few studies have examined mechanisms underpinning this association. To fill this gap, this study investigated the role of perceived efficacy of alternative discipline strategies in mediating the association between childhood experiences of CP and attitudes toward CP among low-income Black, Hispanic, and White parents. A cross-sectional online survey was conducted with 230 parents ( Mage = 31; Black = 62, Hispanic = 62; White = 106). Structural equation modeling results revealed that more positive childhood experiences of CP were associated with lower perceived efficacy of alternative discipline strategies. In turn, lower perceived efficacy of alternative discipline strategies was associated with more favorable attitudes toward CP. Mediation analysis performed by the bootstrapping methods confirmed the mediating effect of perceived efficacy of alternative discipline strategies. When race was considered, this mediation pathway was held for Hispanic and White parent groups. These results suggested that future research should pay more attention to the role of perceived efficacy of alternative discipline strategies. Additionally, public education campaigns should consider incorporating efficacy messages to effectively reduce positive attitudes toward CP among low-income parents.

Alternative school discipline principles and interventions: an overview of the literature

Increasing evidence shows that punitive discipline is ineffective and detrimental. Using the theory and the opportunity-to-learn conceptual framework, this literature review seeks to broaden school personnel’s knowledge of alternative discipline interventions. Searching ERIC and JSTOR databases, we looked for English language, North American literature published between 1996 and 2016 that discussed alternative individual and school-wide disciplinary approaches. The literature we found indicates that punitive measures are counter-productive; that several alternative disciplinary models share common principles; and that studies point to favourable outcomes of some alternative school discipline models. While the transition towards alternative discipline may require additional resources and years of adjustment, a healthier school climate can foster the empowerment and academic achievement of marginalized students.

Alternative school discipline principles and interventions: an overview of the literature

Increasing evidence shows that punitive discipline is ineffective and detrimental. Using the theory and the opportunity-to-learn conceptual framework, this literature review seeks to broaden school personnel’s knowledge of alternative discipline interventions. Searching ERIC and JSTOR databases, we looked for English language, North American literature published between 1996 and 2016 that discussed alternative individual and school-wide disciplinary approaches. The literature we found indicates that punitive measures are counter-productive; that several alternative disciplinary models share common principles; and that studies point to favourable outcomes of some alternative school discipline models. While the transition towards alternative discipline may require additional resources and years of adjustment, a healthier school climate can foster the empowerment and academic achievement of marginalized students.

A Case Study for a Hybrid Model of Behavior Modification

Schools have an obligation to maintain a safe and orderly learning environment. Additionally, schools have an obligation to foster productive behaviors in their students that will mitigate for the need to suspend students. In an effort to reduce student suspensions, many schools and school systems are turning to Positive Behavioral Intervention Systems (PBIS) for solutions. The full paper provides a case study for an alternative discipline strategy that provides teachers with greater autonomy while reducing the need to monitor individual student behavior.

Disciplinary Dissent: The Troubled Implementation of a Restorative Justice Program at E.C. Johnson High School

As many schools and school districts across the nation consider replacing traditional behavioral management strategies with restorative practices, this case asks the readers to consider the challenges a school leader may face when attempting to implement school-wide procedural change. In this case, a school leader faced with race-based discipline disparities attempts to challenge this nationwide trend by bringing in a local organization to conduct restorative justice facilitation and reduce the school’s out-of-school suspension numbers. This proves to be challenging due to the systems that existed prior to this change and her difficulties in getting buy-in from her staff. This case may be used in leadership preparation courses as an example of the complexity and considerations involved when implementing restorative justice as an alternative discipline strategy.

Towards an Understanding of Children’s Perceptions of Physical Punishment in the Family Context

This qualitative synthesis explores how children perceive physical punishment in the family context. A search of four online databases identified eight qualitative studies. Findings revealed that children provided detailed accounts about their experiences of physical punishment, and they associated physical punishment with both emotional and physical pain. Children justified the use of physical punishment based on their precipitating behaviour, their status, and the intergenerational transmission of physical punishment. Children suggested alternative discipline to physical punishment, and urged caregivers to respect them. Children also recognised that physical punishment escalated in severity and negatively influenced the parent-child relationship. The results highlight the benefit of including children in research, the need to understand the factors that shape children’s perspectives and, most importantly, the ongoing influence of the United Nations Convention on the Rights of the Child (uncrc) (1989), to ensure that children’s human rights are recognised, and more widely upheld worldwide.

“I’m a Teacher, I’m Gonna Always Protect You”: Understanding Black Educators’ Protection of Black Children

Many Black educators in the United States demonstrate a political clarity about white supremacy and the racialized harm it cultivates in and out of schools. We highlight the perspectives of some of these educators and ask, (1) How do they articulate the need to protect Black children? and (2) What mechanisms of protection do they enact in their classrooms and schools? Through further elaborating the politicized caring framework, our analyses show how Black educators disrupt the racialized harm produced within schools to instead (re)position Black students as children worthy of protection via caring relationships, alternative discipline policies, and other interpersonal and institutional mechanisms. This study has implications for teaching, teacher education, and how the “work” of teachers is conceptualized and researched.