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NCJ Number: 69750 Add to Shopping cart Find in a Library
Title: Core Curriculum in Preventing and Reducing School Violence and Vandalism, Course 2 - Discipline - Participant Guide and Reference Notebook
Author(s): M Foster
Corporate Author: Ctr for Human Services
United States of America
Date Published: 1980
Page Count: 99
Sponsoring Agency: Ctr for Human Services
Chevy Chase, MD 20015
National Institute of Justice/
Rockville, MD 20849
US Dept of Justice
Washington, DC 20531
Grant Number: 79-JS-AX0019
Sale Source: National Institute of Justice/
NCJRS paper reproduction
Box 6000, Dept F
Rockville, MD 20849
United States of America
Document: PDF
Type: Instructional Material
Language: English
Country: United States of America
Annotation: As part of a seven-course curriculum on school violence and vandalism, this unit covers issues and practices surrounding the development and implementation of an effective school discipline program.
Abstract: 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.
Index Term(s): Course materials; Discipline; Instructional aids; Juvenile delinquency prevention; School delinquency programs; School/Student Expulsion; Schools
Note: National School Resource Network
To cite this abstract, use the following link:
http://www.ncjrs.gov/App/publications/abstract.aspx?ID=69750

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