CASE STUDIES
#1
“Efficacy of Class Meetings in Elementary Schools.” Master of Science in Counseling, California State University, Sacramento – Platt, Ann Roeder.
In a study done by Ann Platt, it was found that over a four-year period showed a significant decrease in vandalism from 24 to two reported cases and a decrease in number of suspensions from 61 to four. The recorded teacher interviews demonstrated great improvement in classroom atmosphere, behavior, and attitudes, school environment, teacher commitment and effectiveness, and academic performance due to implementation of class meetings on a school-wide basis (Platt.)
#2
RESEARCH SUPPORTING POSITIVE DISCIPLINE IN HOMES, SCHOOLS AND COMMUNITIES- Jody McVittie, MD. Updated April 7, 2003
A study done by Nelsen, of a parent and teacher education program directed at parents and teachers of students with “maladaptive” behavior using the tools used in Positive Discipline, showed a statistically significant improvement in the behavior of the students in the program schools when compared to the control schools. (Nelsen, 1979).
#3
Literature Review
In their study, Sorsdahl and Sanche (1990) focused on the effects of classroom meetings on student self-concept and behavior. Their findings indicate that “children participating in meetings improved significantly in ratings of classroom behavior” (Myrick, et al., p. 357). They add that classroom meetings prove beneficial to students by “enhancing their problem-solving skills, their decision-making skills, their acceptance of responsibility, and their interpersonal skills” (Myrick et al., 1990, p. 358).
#4
Early Intervention Makes a Difference
Students who are taught social skills early in their school career have a reduced risk for aggressive behavior as much as six years later. When first grade teachers were taught a method of teaching kids how to cooperate and work in groups, the level of classroom aggression went down. The boys from those classrooms were much less likely to demonstrate aggressive behavior in middle school. (Kellam, 1998)
#5
RESEARCH SUPPORTING POSITIVE DISCIPLINE IN HOMES, SCHOOLS AND COMMUNITIES
The studies support the Positive Discipline model of teaching groups of parents experientially (with role plays and games). Teaching parents in groups has been shown to be more effective than individualized instruction. There is more change in parenting behavior and the positive impacts last longer. (Cunningham et al, 1995; Goodson et al, 2001) Opportunities to practice what they are learning through role plays and other experiential activities is also cited by researchers as one of the tools that makes parenting class more effective in changing behavior. (Daro, 1994; Stone, 2000) In a small but very interesting study, Stanley (1978) showed that when parents and teens are taught Adlerian parenting skills together, the teens continued to advance in their moral development for the year after the class (measured using a Kohlberg moral development scale). Another small study reviewed the impacts of Adlerian parent education showed it to be effective and well-received in Latino families. (Newlon et al 1986)
Jody McVitte, MD. Updated April 7, 2003
#6
By Shannon Potter Southwest Texas State University
In conclusion, the data collected from the research project implies that classroom meetings do increase a student’s ability to interact positively both at school and at home. Teacher and student journals, in addition to parent surveys, indicate a growth in the students’ positive interaction skills. My findings indicate that students who are given the opportunity to participate in classroom meetings can increase their skills in the following areas:
• Attentive listening
• Ability to compliment and appreciate others
• Respect for others
• Community building
Positive Interaction Among Fifth Graders: Is it a Possibility? The Effects of Classroom Meetings on Fifth-Grade Student Behavior
Submitted as Partial Fulfillment
Of the Requirements for the Degree
Master of Education
By Shannon Potter Southwest Texas State University
San Marcos, Texas June, 1999
#7
A Brief Summary of the Research Literature
The current research supports the Positive Discipline model. This model is based on mutually respectful relationships at home, at school and in the community. Positive Discipline teaches parents, educators, students and community members the skills necessary to create healthy interpersonal connections in an environment where each person’s contribution has meaning, is valued, and expected. The research clearly shows that young people do better when they perceive both firmness and kindness from their parents. Children who rate their parents as authoritative (both responsive and demanding) engage significantly less in social risky behaviors. (Aquilino, 2001; Baumrind, 1991; Jackson et al., 1998; Radziszewska et al 1996; Simons-Morton et al, 2001) Other studies have correlated the teen’s perception of parenting that is both kind and firm with improved academic performance. (Cohen, 1997; Deslandes, 1997; Dornbusch et al., 1987; Lam, 1997) A young person’s sense of community (connection or “belongingness”) at home and at school also increases academic success and decreases socially risky behavior. (Resnick et al., 1997; Battistich, 1999; Goodenow, 1993)
RESEARCH SUPPORTING POSITIVE DISCIPLINE IN HOMES, SCHOOLS AND COMMUNITIES Jody McVittie, MD. Updated April 7, 2003
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