Different Theories
Neo-Adlerian theory
Applied behavior analysis
Cognitive-Behaviorism
Humanism
Neo-Adlerian theory
Dinkmeyer
Preventive
Use of encouragement vs. praise
Largely under adult control
All children strive to belong
Positive Discipline
Every individual in unique
Need to belong and feel connected
Mutually respectful relationships at home, school and community
Discipline problems result when people seek sense of connectedness through in mistaken ways
Mistaken Goals:
Undue attention
Misguided power
Revenge
Assumed inadequacy
Encouragement
Humanism
Carl Rogers, Haim Ginott, Bill Glasser
Adults and children-different responsibilities
Adult-leader rather than boss, expert rather than exercise power
Create child centered programs, meet educational needs and need for self-esteem, belonging, autonomy and fun Collaborative problem solving: listen to needs, reciprocity
Who owns the problem, who is disturbed by the behavior?
No use of praise, rewards, logical consequences or punishments
Use time away
Teach prosocial behavior
Shortcomings
By rejecting punishment, no recourse for disruptive behavior.
Only natural consequences
Applied Behavior Analysis Alberto and Troutman
Assumption: individuals acquire new behaviors through imitation and through shaping
Use of reinforcement: praise, hugs, smiles, tangible rewards
Punishments: taking away and time out or aversive punishments such as reprimands and spanking
B. F. Skinner 1905-1990
Principles of Operant conditioning
Reinforcement
Primary reinforcers
Secondary reinforces
Extinction
Stop reinforcing behavior
Immediacy of reinforcement
Generalization
Stimulus
response
Negative reinforcement and punishment
Responses may be strengthened through negative reinforcement- removing unpleasant or aversive stimuli
Punishment: try to eliminate behavior
Importance of observation
Requires training
Shortcomings:
Fail to build in inner resources
Limits creativity and adventure
Creates Resistance, rebellion, retaliation
Little guidance for prevention
Bandura and Social Learning Theory Cognitive Behaviorism
Importance of observational learning
No-trial learning
Learning is cognitive
Vicarious reinforcement
Learning from symbolic models
Learn from instructions
Socialization process
Aggression: Study of impact of films
Shortcomings:
Not suitable for younger children
imprecision
Bullying
Age differences
Sex differences
Places
Sexual orientation
Disabialities
Risk factors at individual level
Consequences of Bullying
Programs that work