This unit was designed to meet the pragmatic needs of those teachers, administrators, parents, and students who are directly involved in discipline problems. It is divided into 5 sessions, each lasting 1 to 1.5 hours. In the initial meeting, discipline is presented as a problemsolving process that is strongly affected by personal values concerning student behavior. Participants complete a survey on their own values regarding discipline. The trainer then discusses the retributive, deterrent, and educational goals of discipline and describes various discipline strategies. To assist school personnel in taking disciplinary action without infringing on students' rights, the second class focuses on legal cases and concepts which affect the daily operation of a school discipline program. Included are freedom of speech, due process rights, and searches. The following two sessions concentrate on the establishment of effective discipline policies and practices. Examples of due process policy statements and of a consensus approach to policy development are provided. The practice unit views student misbehavior from 6 different theoretical perspectives. Participants resolve hypothetical problems using these respective theories and their own experiences. The last session explores alternatives to suspension for dealing with a seriously disruptive student. For each session, an agenda with suggested time limits is provided, along with worksheets, background materials, and references. An annotated bibliography of audiovisual materials, including fees and distributors, is appended. For other courses, see NCJ 69749 and 69751-55. For the Trainer's Guides, see NCJ 69756-62.