A New Model of School Discipline: Engaging Students and Preventing Behavior Problems

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Oxford University Press, Mar 25, 2010 - Social Science - 128 pages
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Mounting evidence shows that zero-tolerance policies, suspensions, and restrictive security policies fail to improve school safety and student behaviors, and are linked with increased risk of dropping out. Minority students are suspended at disproportionate rates, and over a million cases of corporal punishment are reported each year. Against this dismal backdrop, David Dupper presents a transformative new model of school discipline that is preventive, proactive, and relationship-based. Unlike traditional punitive and exclusionary practices, the model developed in this Workshop volume focuses on enhancing students' connection to school through building relationships and bolstering social skills. Drawing on the latest research about what works, and what doesn't, this highly practical guide catalogs an array of proven and promising practices designed to engage, instead of exclude, students. Rather than illustrate a one-size-fits-all approach, it guides practitioners and administrators in identifying their school's unique needs and selecting appropriate strategies for use at the universal, targeted, and remedial levels. A five-step strategic planning model helps schools transition toward a holistic, relationship-based approach to discipline. Boxes, bullets, evidence summaries, and practice tips make this an accessible, forward-thinking resource for school personnel seeking to engage students and reduce behavior problems in the most effective, pragmatic, and cost-efficient manner possible.
 

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Contents

An Overview
3
Chapter 2 How Did We Get Here? A Brief History of Discipline in US Public Schools
15
A RelationshipBased Preventive Model of Discipline
25
Multitiered Programs and Strategies
35
Making Organizational Changes in Schools
59
References
73
Index
89
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About the author (2010)

David R. Dupper, PhD, is Associate Professor of Social Work at the University of Tennessee.

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