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Psychology Department, Wagner College

Andrea Arias Perez

School Discipline

Table of contents

Positive Education

2.5

2.4

School Discipline

Suspension and Expulsion

2.3

Positive psychology

Discipline

1.

2.

Corporal Punishment

2.1.

Zero Tolerance

2.2

(Bagley, 1914)

  • Discipline in America, historically, originates from the word "disciple".
  • Discipline has been understood in various ways: enforced obedience, punishment, or as a form of training and instruction.
  • Discipline is the role in individual development .
  • This idea is akin to the discipline seen in military contexts, where adherence to the ideals and standards set by a leader is paramount.

DISCIPLINE

Positive Psychology

Zero Tolerance

Late 1980 & early 1990

Late 1990 - 20th and 21 century

Expulsion and suspension

1970 & early 1980

19th and 20th centuries

Corporal punishment

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SCHOOL DISCIPLINE

  • Prevalence in the 19th and early 20th centuries.
  • Was the predominant method of maintaining discipline in schools. It was considered quick and effective (Middelton, 2008).
  • It was seen a form of "positive" punishment because it got rid of unwanted behavior (Guersoff, 2019)
  • Toward the middle and end of the century, corporal punishment was being questioned and eliminated from educational institutions because of the mental and physical trauma it causes to students.

Corporal Punishment

  • Late 1970s and the early 1980s, schools adopted a disciplinary policy known as in school suspension (ISS), where students were still suspended, but remained within the school itself
  • With ISS, misbehaving students were also left in schools to avoid them going out into the community and misbehaving there (Adams, 2000).
  • The structure and basis of ISS very slightly drifts in a direction that sets up a less intense and traumatizing punishment on children, allowing them to stay in school, but still suffer from the separation from their peers, and allowing them to repeat their misbehavior, without any aid to do better.
  • It has been used for various reasons in efforts to control the large populations of students and protect student who are following the rules.
  • This strategy created, behavioral conflicts, so that students do not respect teachers or individuals with authority, feel inferior in the education system, and leave them to be socially awkward, or asocial, due to the lack of interactions with their peers (Adams, 2000).
  • Because of this negative effects an alternative method of suspension was used.

Suspension

Expulsion

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  • The late 1980s and early 1990s.
  • Zero tolerance has primarily been conceived as a means of conveying a stern message that certain behaviors will not be accepted (Skiba, 2000).
  • From these findings, the effectiveness and usage of zero tolerance as a means of helping students was not useful, oftentimes having a negative impact on the student themselves.

Zero Tolerance

  • Positive psychology shifted punishment from trying to enforce and negatively punish students to maintain obedience, to a more guidance driven perspective, to allow the students to understand what they were doing, and why it was wrong.
  • Positive psychology represents a more modern phase in school discipline, distinguished by its focus on student flourishing.
  • It allow an individual to grow positively, and allow positive attributes like happiness, creativity, and mental well-being within groups or organizations. Krisjansson (2012) acknowledges it as a promising theoretical approach in education

Positive Psychology

Seligman,2019

  • He was the president of the American Psychological Association founded in 1998.
  • The idea of positive psychology led an explosion of empirical research on happiness as a cause and not a consequence of experiences.

Martin Seligman

  • Skinner’s idea in his paper regarding the free and happy student highlights the effect of punishment on students and learning individuals in society.
  • Skinner refers to the lack of knowledge on how to create and treat a student. Skinner establishes that the reason misbehavior occurs is because of the punishments that are put upon them, while the main objective of the student is freedom, but the student is constantly met with the punishment.
  • Positive psychology’s framework was greatly influenced by William James and his early ideas of functionalism, looking at the relationship between external environments and internal reactions (Hefferon, 2011).
  • Explaining that with a more positive environment, the student would react in a way that does not lead to misbehavior.

B.F Skinner

Williams James

  • Positive education is more than just applying positive psychology in schools; it embodies a philosophy that seeks to enhance teaching practices and conditions and orient them to building psychological strengths that are overlooked in traditional education approaches (Waters, 2011).

Positive Education

  • Bagley, W. C. (1914). School discipline. Macmillan.
  • Jacob Middleton (2008). The experience of corporal punishment in schools 1890–1940. History of Education. doi: 10.1080/00467600701607882
  • Adams, A. T. (2000). The status of school discipline and violence. The ANNALS of the American Academy of Political and Social Science, 567(1), 140-156. https://doi.org/10.1177/000271620056700110
  • Gershoff, E., Sattler, K. M., & Holden, G. W. (2019). School corporal punishment and its associations with achievement and adjustment. Journal of Applied Developmental Psychology, 63, 1-8.
  • Skiba, R. J. (2000). Zero tolerance, zero evidence: An analysis of school disciplinary practice. Policy Research Report.
  • Kristjánsson, K. (2012). Positive psychology and positive education: Old wine in new bottles?. Educational psychologist, 47(2), 86-105.
  • Hefferon, K., Boniwell, I. (2011). Positive psychology: Theory, research and applications. United Kingdom: McGraw Hill Open University Press.
  • Skinner, B. F. (1973). The Free and Happy Student. The Phi Delta Kappan, 55(1), 13–16. http://www.jstor.org/stable/20297418
  • Waters, L. (2011). A review of school-based positive psychology interventions. The Australian Educational and Developmental Psychologist, 28(2), 75–90.
  • Seligman, M. E. (2019). Positive psychology: A personal history. Annual review of clinical psychology, 15, 1-23.

References

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