Discipline Strategies Research Articles

Influence of Guidance and Counseling as Teachers’ Discipline Management Strategies on Kenya Certificate of Secondary Examination in Public Secondary Schools in Tharaka Nithi County, Kenya

Discipline in schools is about positive behavior change in order to create conducive environment for learning. When discipline is achieved in secondary schools, it becomes instrumental in students academic performance. This study focused on assessment of the influence of teachers’ discipline management strategies on KCSE performance in public secondary schools in Tharaka Nithi County, Kenya. The objective of this study was to establish the influence of school rules on KCSE performance. The county has had a trend of grade wastage from KCPE to KCSE. The study adopted descriptive survey research design. The study targeted 104 public secondary schools in Tharaka Nithi County, with 10 boys schools, 17 girls schools and 77 mixed schools. Stratified random, purposive sampling method and Krejcie& Morgan population sample table was used to determine the sample size. Principals and teachers were the respondents in this study. Interview schedule for 21 principals and 346 questionnaires for teachers were used as tools for data collection. The study sampled 42 schools, which constituted 40% of the total population size. The researcher prepared the instruments with expert judgment by supervisors. Cronbach’s Alpha Coefficient (α) was employed in determining the reliability of the instruments. The study was based on Systems Theory of Peter M. A pilot study of 10% of the sample schools and respondents was carried out from each of school category. Alpha index of 0.869 was obtained for the teachers’ questionnaires. The reliability of the interview schedule was ensured by the consistency of the questions and the order in which they were administered. The study used descriptive statistics which included frequencies, measures of central tendencies (mean) and measures of dispersion (standard deviation). Inferential statistics Pearson r was used to test the relationships of the hypotheses with the aid of Statistical Package for Social Sciences (SPSS) in analyzing the data. The data from the interview guide was arranged thematically, transcribed and then presented verbatim in order to triangulate the results. The results revealed that school rules did not influence KCSE performance positively. The findings of this study are expected to be of benefit to different stake holders like teachers, parents and policy developers,who are sensitized with new information on alternative disciplinary strategies to be used on students’ discipline in schools, the policy makers are assisted to come up with a new policy on use of alternative disciplinary methods in schools.

Child Effortful Control as a Moderator of the Effects of Parenting on Children's Behavioral Adjustment: A Longitudinal Study Spanning 3 to 10 Years.

This study aimed to examine independent and interactive contributions of parenting behaviors (e.g., physical punishment, inductive discipline, warm responsiveness) and child effortful control on child externalizing problems during early and middle childhood. Participants were 241 children (123girls) of middle-income families in the U.S. who were primarily European Americans (91%) and at risk for school-age problem behaviors. Data were collected at ages 3, 6, and 10 using multiple methods, informants, and contexts. Results of hierarchical regression analyses indicated both independent and interactive influences of parenting behaviors and child effortful control on children's externalizing behaviors. Importantly, effortful control buffered the negative influence of physical punishment, but not other parenting behaviors, such that physical punishment was associated with external behaviors at 6 years only for children with poorer effortful control abilities. The results highlight both parental discipline strategies and child effortful control as promising targets for early identification and prevention of future problem behaviors. Summary: Parenting and child effortful control have long been topics of research on child development. However, relatively little is known about the long-term effects of early parenting in the context of effortful control and the possibility that those processes may differ across different dimensions of parenting (i.e., warm responsiveness, inductive discipline, and physical punishment) Therefore, this study aimed to examine independent and interactive contributions of parenting behaviors and child effortful control on child externalizing problems during early and middle childhood. Participants were 241 children (123girls) of middle-income families who were at risk for school-age problem behaviors. Data were collected using multiple methods, informants, and contexts. Specifically, child effortful control at 3 years was measured using multiple tasks, and parenting at 3 years was assessed via maternal report during home interview. Teachers contributed ratings of child externalizing behaviors at 3, 6, and 10 years. Results indicated both independent and interactive influences of parenting behaviors and child effortful control on children's externalizing behaviors. Importantly, effortful control buffered the negative influence of physical punishment, but not other parenting behaviors, such that physical punishment was associated with external behaviors at 6 years only for children with poorer effortful control abilities. Moreover, parents' use of physical punishment at age 3 showed a long-lasting association with children's problem behaviors at ages 6 and 10 years. The findings suggest that children with more advanced effortful control may be less susceptible to long-term detrimental contribution of physical punishment, although by no means they are protected from harmful effects of punitive discipline. This study provides more sophisticated explanations on the influence of early parenting and child effortful control on externalizing behaviors spanning early to middle childhood. The results also highlight different parental discipline strategies and child effortful controls as promising targets for early identification and prevention of children's future problem behaviors in childhood.

Childrens’ behaviour problems’ and parents’ parenting behaviour changes after participation in a modified multimodal early intervention program “STOP 4–7”

The aim of this study was to examine reported changes in children’s behaviour after the children, parents and teachers had participated in the modified early intervention program “STOP 4–7”, which has been developed for children 4 to 7 years old. The aim was also to examine if there are changes in the parents’ parenting behaviour, and if there are differences in the degree of behavioural change ratings between the original and modified “STOP 4–7” groups. For purposes of this study 31 children participated in the first group and 48 children in the second group, as well as at least one of the child’s parents and their teacher. Before and after participation in the program, one of the child’s parents and their teacher completed questionnaires about the child’s behaviour. Parents also completed the Ghent Parental Behaviour Scale. Results show that after participation in the program, in both groups there was a decrease in the child’s externalizing behaviour problems, according to both the parents’ and teachers’ report. After participation in the modified program there was an increase in the parents’ report of discipline strategies and material reward ratings.

TEACHER'S STRATEGY IN DISCIPLINE ON STUDENT LEARNING ONLINE IN THE COVID-19 PANDEMIC (CASE STUDY AT SDN 01 IWUL, SDN 02 IWUL, SDN 03 IWUL, PARUNG DISTRICT, BOGOR)

Discipline of students in the teaching and learning process is very important to support the suSDN 01 Iwul, SDN 02 Iwul, SDN 03 Iwuless of the teaching and learning process in the classroom during the COVID-19 pandemic. However, many students lack discipline when participating in the teaching and learning process during the COVID-19 pandemic, such as being late for a Zoom class, turning off the camera unilaterally for various reasons, and turning off the sound when asked to participate for technical reasons. This study aims to find out a clear picture of the teacher's strategy in disciplining student learning online during the Covid-19 pandemic at SDN 01 Iwul, SDN 02 Iwul, and SDN 03 Iwul. The approach in this study is a qualitative approach, the method used is a descriptive method. Sources of data used in this study is primary data. Primary data were obtained from the answers to interviews conducted with key informants who were designated as research samples. The result of this study is that student discipline in the implementation of online learning during the Covid-19 pandemic at SDN 01 Iwul, SDN 02 Iwul, and SDN 03 Iwul is quite good. Teachers teach based on lesson plans and syllabus and teach with mixed methods (blended learning) using whats up group applications, google class rooms, and google meet in learning. The teacher's strategy in disciplining student learning online is by making learning contracts, providing understanding material about discipline with the narrative method. And being an example by always being on time, besides that, the teacher always gives assignments to get students to be disciplined in learning. The obstacles that oSDN 01 Iwul, SDN 02 Iwul, SDN 03 Iwulur after the student discipline strategy is implemented are that there are still students who do not do assignments on time, student participation in conveying arguments or opinions is still low so that learning runs monotonously. In addition, students often commit plagiarism in completing their assignments. The efforts made are by always advising and providing an understanding of the importance of discipline and providing good examples and examples to students. Create groups, so that students are more active in learning because they have to present and discuss. The next step, if three times the student is reprimanded, the student is not also present in the online class and does not collect assignments, then the teacher asks the homeroom teacher and BK teacher for help to reprimand the student.

Power and Play

Power and Play

Implementasi Tata Tertib Madrasah dalam Meningkatkan Karakter Disiplin Siswa di MA Swasta Al-Hidayah Tebo Ilir

This study aims to determine the strategy of school discipline in improving the disciplinary character of students at MAS Al-Hidayah Tebo Ilir. This research uses a qualitative approach. The informant selection technique uses purposive sampling. Data collection is carried out through observation, interviews, and documentation. Data analysis using interactive model analysis techniques by Miles and Huberman. The results showed that disciplinary character building is carried out through the application of discipline and habituation of activities that form the character of the discipline, such as arriving on time, praying on time, how to dress, and other extracurricular activities.

Living within and outside a disciplinary bubble: a Foucauldian analysis of Brazilian gymnasts’ experiences in boarding school

ABSTRACT The gymnastics’ environment has been criticised for producing uncompromising coaching practices, emotional disorders, harassment and abuse. Furthermore, the challenges faced by the young gymnasts can be acute when they live in gymnastics boarding schools, where many aspects of their lives are controlled. Drawing upon a Foucauldian lens, this study explores power relations in the lived experiences of former artistic gymnasts who trained in a gymnastics boarding school in Brazil, and the pedagogical and policy implications. Qualitative data were produced from semi-structured interviews with five former Brazilian artistic gymnasts, who described their everyday lives within and around the gymnastics boarding school. First, we explore how technologies of dominance produced a specific docile gymnast subjectivity and how this subjectivation process impacted the lived experiences of the gymnasts during their careers. Second, Foucault’s later work on the technologies of the self helps us in the microanalysis of how gymnasts negotiated the process of moving out of a space with specific discourses and power relations, that impacted their everyday lives. In so doing, we explore the tensions between technologies of domination and technologies of self. We propose the following pedagogical and policy implications: (a) we question the notion that coaches, and even the gymnastics environment, automatically prepare the gymnasts for ‘real life’ through the application of disciplinary strategies; (b) we advocate for shifting from coercive and punitive strategies to discipline strategies that consider responsive pedagogies and (c) we highlight the importance of the co-responsibility and co-surveillance of stakeholders. Such pedagogical and policy implications might contribute to reflections in gymnastics, in elite athletes’ programmes, and boarding school systems.

"At Least Somebody Sees You as a Hero": Fatherhood Stress and Well-Being in Ghana.

Fathers' mental health and behaviors influence child development and partner well-being, yet paternal stress and well-being are frequently overlooked; especially in non-Western settings. The aim of this mixed-methods study was to quantitatively assess the impact of parenting stress on fathers' overall well-being in Ghana, West Africa; while qualitatively delving into their lived experiences as fathers. We used a qual/quant mixed-methods approach in this study. The study was conducted in three distinct locations in Ghana (a) Ada, a rural community on the Southeastern coast; (b) Kumasi, an urban setting in upper Southern Ghana; and (c) Sunyani, a peri-urban setting in West-central Ghana. Paternal stress was measured with the Aggravation in Parenting Scale (APS) and well-being was assessed using the Secure Flourishing Index (SFI). Textual data from focus group interviews were sorted using inductive coding and aggregated into overarching themes. Thirty-eight Ghanaian fathers ages 21 to 74 years participated in the study, average age 43 (±12.12 SD), median 39.5. Correlation analyses showed a strong, negative association between paternal stress and well-being (R = -0.63; p < .0001), which was supported in linear regression models (β = -1.04; 95% CI: -1.62, -0.45; p<.0001). Emergent themes of fatherhood stress included financial (employment, food, education, and health care), social (norms and expectations), and psychological (mental work, discipline, relationships, and coping strategies) stressors. A fourth overarching theme of pride and joy in parenting permeated the interviews. Ghanaian fathers with higher parenting stress experience lower overall well-being. Identified stressors could guide interventions that bolster the well-being of fathers and their families.

Classroom Discipline Strategies for Elementary Teachers

The main purpose of the study is to determine how frequent and useful the classroom discipline strategies used by Elementary Teachers. This study employed descriptive method of research to assess the frequency and usefulness of classroom discipline strategies of elementary school in Moalboal District for the school year 2019-2020 as basis for an action plan. It utilized an adapted questionnaire for gathering data. The statistical tools used were percentage, weighted mean, and Pearson-Product Correlation. The results showed that 20 respondents or 38 percent were mostly 40-49 years old and majority or 88 percent were females. Majority or 65 percent have Bachelors’ Degree with master’s units. Majority or 35 percent have been in the service for 11-20 years. With regard to position held, majority or 36 percent are Teacher 3 and majority of the School Heads or 67 percent are Principal 1. With regard to Teachers’ frequency of classroom discipline, it obtained an average rating of 3.05 described as Often, while the School Heads got an average rating of 3.3. described as Always. For Teachers’ Usefulness on classroom discipline strategies, they have an average rating of 3.21 interpreted as Useful, similar to the rating from School Heads with 3.17 interpreted as Useful. Hence, there is a comparable result existed between the Teachers and School Heads. As such, it is recommended that the proposed Action Plan be implemented. Keywords: Administration and Supervision, Classroom Discipline Strategies, Descriptive Research, Action Plan, Moalboal, Cebu. DOI: 10.7176/JEP/13-33-05 Publication date: November 30 th 2022

Different Maternal Responses and Cognitions in Hypothetical Power Bouts: Relations to Parenting Styles

In order to explore how parental styles and maternal cognitions interacted with difficult extended discipline episodes called power bouts, 88 mothers were categorized as either Authoritative, Authoritarian, Permissive, or Uninvolved. Mothers then read six hypothetical vignettes about a 4-year-old child misbehaving and were asked how they would respond to the child and how they would respond a second time if the child did not behave. These open-ended responses were coded on a scale of increasing power assertiveness with 0 being giving in and 5 indicating using punishment through spanking, removal of privilege, or time out. Using Bell and Chapman’s (1986) Control System’s Model to understand how mothers of different parenting styles would respond in a power bout, it was hypothesized that Authoritative mothers would become increasingly power assertive in order to control the child, but that Authoritarian mothers would higher levels of power assertion over both responses while permissive parents would be consistently lower in power assertion. Results confirmed the hypothesis for Authoritative mothers, but Permissive mothers also increased power assertive responses like Authoritative mothers. Authoritarian mothers were consistent but did not react as power assertively as anticipated. Results are discussed in terms of how power bouts interact with parental cognition and discipline strategies in conjunction with Bell and Chapman’s model but could be different for Authoritative parents compared to other parental styles.

“Strategies are more important than words:” A case study of adult English Learners’ disciplinary reading

This case study explored adult Chinese-Mandarin-speaking English learners’ reading for academic purposes. Drawing on transactional socio-psycholinguistic perspectives, the researchers analyzed English learners’ reading processes through retrospective eye movement miscue analysis. Six international graduate students studying social science and engineering read selected academic texts in their disciplines, retold the texts, watched their eye movement videos, and discussed their miscues and eye movements. In addition, the researchers interviewed participants about their reading perspectives and strategy uses in their respective disciplinary areas. The findings showed that all participants read for meaning and learning new knowledge. Participants’ previous instruction and current disciplines both impacted their academic reading. They used general reading strategies and specific disciplinary strategies to read in their areas. The findings suggest that participants used all cueing systems and perceived academic reading as learning the content more than the language. Social science participants valued strategies and constantly reflected to improve their learning content knowledge. In contrast, engineering participants better identified their miscues and tended to correct for accuracy. Overall, the retrospective conversations helped them develop metacognition, understand their reading processes, and discover their strategies. This study offers educational implications for supporting post-secondary English learners’ reading for academic purposes.

Using Time-out for Child Conduct Problems in the Context of Trauma and Adversity

Exposure to adverse childhood experiences substantially increases the risk of chronic health problems. Originally designed to treat child conduct problems, parent management training programs have been shown to be effective in preventing children from being exposed to further adversity and supporting children's recovery from adversity; however, there are increasing concerns that a core component of these programs, the discipline strategy time-out, may be harmful for children with a history of exposure to adversity. To investigate the comparative benefits and potential harms to children exposed to adversity that are associated with parenting programs that include time-out. This nonrandomized waiting list-controlled clinical study was conducted at a specialist clinic for the treatment of conduct problems in Sydney, Australia. The self-referred sample included children with conduct problems and their caregivers. Eligibility was confirmed through clinician-administered interviews. Data were collected between February 14, 2018, and February 1, 2021. Caregivers participated in a 10-session, social learning-based parent management training program. Caregivers were provided with parenting strategies aimed at encouraging desired behaviors through effective reinforcement and managing misbehavior through consistent limit setting, including the use of time-outs. The primary outcome was the parent-reported Strengths and Difficulties Questionnaire score, and secondary outcomes included subscale scores from the clinician-administered Diagnostic Interview Schedule for Children, Adolescents, and Parents. Multi-informant measures of child adversity were collected using the parent-reported Adverse Life Experiences Scale and the clinician-rated Maltreatment Index. A total of 205 children were included in analysis (156 in the full intervention and 49 in the control condition; 158 boys [77.1%]; mean [SD] age, 5.6 [1.8] years [range, 2-9 years]). Compared with children with low adversity exposure, children with high adversity exposure showed greater reductions in the Strengths and Difficulties Questionnaire score from baseline (mean difference, 3.46 [95% CI, 1.51-5.41]; P < .001) to after treatment (mean difference, 1.49 [95% CI, -0.46 to 3.44]; P = .13) and in the internalizing symptom subscale score (baseline mean difference, 1.00 [95% CI, -2,00 to 0.00]; P = .50; posttreatment mean difference, 0.06 [95% CI, -0.82 to 0.94]; P = .90). No significant differences in the externalizing symptom subscale score were found. In this nonrandomized clinical study, children with high exposure to adversity experienced equivalent, if not greater, benefits associated with parenting programs that include time-out compared with children with low exposure to adversity. Results suggest that time-out was an effective component of parenting programs for children exposed to adversity. anzctr.org.au Identifier: ACTRN12617001472369.

Balancing the scales: archaeological approaches to social inequality

ABSTRACT Archaeology lends a critical perspective to research on social inequality due to the field’s unique access to deep history, emphasis on materiality, and explicit incorporation of multiple lines of evidence. This paper offers a concise overview of archaeological approaches aimed at students and scholars in other fields. We develop a categorization of disciplinary strategies, arguing that archaeologists address institutionalized inequality through examining inequalities in the accumulation of goods or resources (economic differentiation); access to resources or knowledge (social differentiation), and inequalities in action, the ability to make decisions for oneself or others (political differentiation). We illustrate these categories with reference to the distinctions between material, relational, and embodied wealth. We draw upon a broad range of geographic, chronological, and cultural case studies to illustrate the flexibility and utility of archaeological methods for answering questions about inequality in human societies.

From time-out to expulsion: A national review of states’ center-based child care licensing exclusionary discipline regulations

State-level child care licensing regulations dictate required policy elements and allowable disciplinary options available to programs, with permitted exclusionary discipline strategies ranging from a brief time-out to expulsion. This national review presents a qualitative content analysis of exclusionary discipline regulations within state-level, center-based child care licensing policies. As exclusionary discipline is disproportionally applied to boys, children of color, and children with disabilities, examining what is and is not allowed in terms of exclusionary discipline is important to ensure equity and access. The findings include an overview of the allowed versus prohibited exclusion practices, and within-program versus out-of-program exclusions, including expulsions, as well as details regarding specificity in required policy and practice at the program level. The findings are discussed in terms of implications for policymakers, researchers, and practitioners.

Changes in Child Discipline Strategies in Iran During the Outbreak of COVID-19.

During the prolonged COVID-19 pandemic, anxiety and depression were common among caregivers and parents more prone to adopt harsh disciplinary techniques when angry or stressed. The purpose of this study was to investigate if there are any differences in parents’ disciplinary strategies following social distancing efforts during the COVID-19 pandemic. An online questionnaire was completed by a convenience sample of parents (N = 605) and mothers (n = 533; 88.1%) aged 37.80 years old (SD = 5.66; range = 20–59) who lived with children aged 6–12 years in Iran during the COVID-19 pandemic. Iran's Multiple Indicator Demographic and Health Survey questionnaire was used to gauge child discipline. There was an increase in shaking (1.8%), shouting and yelling (15.5%). The findings of this study serve as a reminder to researchers and government officials that child abuse and violence are more likely to occur during stressful times and provide the scientific foundation for the development of tailored psychological treatment.

A longitudinal investigation of the effects of parental discipline strategies on social competence in early childhood

In the current study, we investigated the associations between parenting discipline strategies (i.e., physical punishment and non-violent punishment) and social development using n = 3265 reports from primary caregivers across three waves of data. Analyses were conducted using cross-lagged structural equation modeling, where we evaluated the developmental effects of physical punishment and non-violent punishment on social competence. The findings showed partial support for developmental changes between non-violent punishment and social competence unfold reciprocally and longitudinally; the relationship between physical punishment and social competence appeared unrelated, as physical punishment in Wave 2 only negatively predicted social competence in Wave 3. These findings underscore the importance of understanding the developmental pathways for parenting discipline strategies and social skill development among children living in urban neighborhoods.

Measuring dysfunctional parenting: Psychometrics of three versions of the Parenting Scale

AbstractObjectiveThis study assessed the psychometric properties of three versions of the Parenting Scale (PS; original PS, 13‐item version, and 10‐item version) in three European middle‐income countries.BackgroundThe PS is one of the most frequently used questionnaires for measuring dysfunctional discipline strategies. Although its validity has been extensively investigated in American samples, there are mixed results regarding the recommended number of items and subscales, raising the question of replicability across European middle‐income countries.MethodMultigroup confirmatory factor analysis (MCFA) and item response theory (IRT) were applied to N = 835 parents from North Macedonia, Moldova, and Romania.ResultsAll three versions were significantly correlated with parental‐ and child‐related variables. Confirmatory factor analysis indicated the best model fit for the 10‐item version, and configural and partial metric invariance across countries could be established for this version. Item response theory analyses also supported this measure.ConclusionsOur findings show that the 10‐item version performed better than the 13‐item version and the original PS both overall and on the country level. Reliability values were somewhat lower than reported in studies from the United States.ImplicationsThe 10‐item version constitutes a promising short measure for assessing dysfunctional parenting in European middle‐income countries for researchers and practitioners.

Positive Behavior Intervention Support in a Belizean Preschool

The purpose of this study was to examine how the use of the tertiary tier of the Positive Behavior Intervention and Support model can be used to enhance students’ behavior in a Belizean Preschool. The data collection methods included an indepth interview with the classroom teacher, a focus group interview with the students, an observational checklist, classroom observations, and the class teacher’s journal entries. This action research was implemented in a Belizean preschool targeting four preschoolers with individualized intervention support. The findings collected from the data sources showed that using positive reinforcement through PBIS can achieve the desired behavior from students in the classroom. When traditional disciplinary strategies such as timeout; meeting with parents; and entries in a behavioral log book were implemented, the children’s inappropriate behaviors continued. When offered positive support for displaying appropriate behavior, the behavioral problems in the classroom decreased. The PBIS model has the potential to help Belizean preschoolers with behavior modification.

Author Response

Author Response

What’s the point of being a discipline? Four disciplinary strategies and the future of International Relations

While disciplinary identities are among the most fraught subjects in academia, much less attention has been given to what disciplinarity actually entails and what risks different disciplinary strategies involve. This article sets out a theory of disciplinarity that recognises not only their coercive but also their redeeming features, particularly in view of the coexistence of multiple competing disciplines and powerful transdisciplinary movements (such as rationalism). On this basis it identifies four disciplinary strategies and each is assessed in relation to the future of IR: (1) remaining a subdiscipline of Political Science (‘stay put’), (2) becoming an interdisciplinary field (‘reach out’), (3) dissolving into transdisciplinarity or abolishing IR (‘burn down’), or (4) establishing IR as a discipline in its own right (‘break out’). Rejecting the false choice of disciplinary constraint versus epistemic freedom, this framework allows IR and other subfields to more consciously consider a range of disciplinary strategies and to entertain the risks and affordances they each offer. The article concludes that a future independent discipline focused on the implications of ‘the international’ not just for politics but all fields – including disciplinarity – would make for a broader, more diverse IR, ultimately also better able to engage other disciplines.