SCHOOL DISCIPLINE AND SELF-DISCIPLINE: A PRACTICAL GUIDE TO PROMOTING PROSOCIAL STUDENT BEHAVIOR

Book ID/图书代码： 05535010B42531

English Summary/英文概要： How can schools create safe, well-supervised classroom environments while also teaching students skills for managing their behavior on their own? This invaluable guide presents a framework for achieving both of these crucial goals. It shows how to balance external reinforcements such as positive behavior supports with social-emotional learning interventions. Evidence-based techniques are provided for targeting the cognitive and emotional processes that underlie self-discipline, both in classroom instruction and when correcting problem behavior. Describing how to weave the techniques together into a comprehensive schoolwide disciplinary approach, the book includes over a dozen reproducible forms, checklists, and assessment tools. The large-size format and lay-flat binding facilitate photocopying.

* Highly practical and accessible: presents a needed approach that is thorough, straightforward, and easy to implement.
* Unique focus: emphasizes the long-term goal of student self-discipline.
* Combines multiple evidence-based strategies for comprehensive classroom management and schoolwide discipline.
* A balanced perspective in an often-polarized area of practice: provides a positive alternative to zero tolerance approaches.

CONTENTS
1. Classroom Management and School Discipline
2. Schoolwide Positive Behavior Supports
3. Social and Emotional Learning
4. Strategies for Developing Self-Discipline
5. Preventing Behavior Problems
6. Praise and Rewards: Use with Caution?
7. Strategic Use of Praise and Rewards
8. When Extrinsic Rewards Are Needed
9. Discipline in the Correction of Misbehavior
10. Developing Self-Discipline
11. Implementing Schoolwide Change
Appendix A.
Classroom Strengths-and-Needs Assessment
Appendix B.
Delaware School Climate Survey—Student Version
Appendix C.
Delaware School Climate Survey—Teacher and Staff
Appendix D.
Delaware School Climate Survey—Home Version

Audience
School psychologists, administrators, school counselors and social workers, and general special education teachers.

Chinese Summary/中文概要： 学校如何在教育学生控制自身行为的同时，建立安全而健全的课堂教学监管环境？这本宝贵的指南介绍了为实现这些重要目标提供一个框架。本书展示了如何平衡外部推力，如积极的行为支持与社会情感学习介入等，提供了以证据为基础的技术，针对认知和情感过程所依据自律，无论是在课堂教学还是在在纠正问题行为的时候，另外，本书描述如何将以上技术融入一个综合性的设计全校学科教学方式中，包括了十几种再现形式、清单和评估工具。本书大尺寸的格式及编排布局更有利于印刷。
*非常实用和方便：提出了一种必需的方法，彻底、直观且易于实现。
*重点独到：强调学生自我约束的长期目标。
*融合了以多种证据为基础的综合管理和全校范围内的课堂纪律战略。
*在极端化区域里的平衡观点：提供一个积极的零容忍的替代办法。

目录
1。课室管理与学校训导
2。全校范围内的积极行为支持
3。社交与情感学习
4。自律发展策略
5。预防行为问题
6。表扬和奖励：运用注意事项
7。战略性运用好评和奖励
8。需要外在奖励的时刻
9。不检点行为矫正过程中的自律
10。发展自律
11。实施全校范围的变革
附录.A
课堂教学的优势和需求的评估
附录B.
特拉华州学校氛围的调查——学生用
附录C.
特拉华州学校环境调查——教师和工作人员用
附录D.
特拉华州的学校氛围调查——家庭用
其他参与者
学校心理学家，行政管理人员，学生辅导员和社会工作者和普通特教教师。(兼职翻译-JDM)

Awards/获奖情况：版权售出：韩国
所有在中小学工作的学校心理学家和教育工作者应该阅读这本书。它提供了一个全面指导，针对解决在积极推进自我约束和亲社会行为过程中产生的挑衅行为的理论。贝尔在这本友好的指南中列出了最新的以证据为基础的技能。”——安玻•L•埃弗森，教育学硕士，学校心理学家，特殊儿童特殊教育合作限制性区域，梅伍德，美国伊利诺斯州区

About the Author/作者介绍： 乔治•贝尔博士是特拉华大学的学校心理学教授，曾是爱荷华州和弗吉尼亚州的学校心理学家。他仍继续参与每周一次的校园医师的工作。在过去的8年中，他一直是特拉华州“积极行为支持(PBS)动员会的顾问，大部分时间致力于评估PBS对学校氛围和学生行为的影响。贝尔博士写作了超过60篇期刊文章、书籍章节和图书，其中大部分集中在学校纪律和儿童的社会、情感和道德发展。他是《学校心理学评论》副主编。

George G. Bear, PhD, is Professor of School Psychology at the University of Delaware. Formerly a school psychologist in Iowa and Virginia, he continues to work in the schools weekly as a practitioner. For the past 8 years he has been a consultant to the state of Delaware’s Positive Behavior Support (PBS) Initiative, devoting much of this time to evaluating the impact of PBS on school climate and student behavior. Dr. Bear has published over 60 journal articles, book chapters, and books, most of which focus on school discipline and the social, emotional, and moral development of children. He is an associate editor of the School Psychology Review.

Format:电子手稿

Rights Status/版权销售情况：Simplified Chinese/简体中文：AVAILABLE

Complex/Traditional Chinese/繁体中文：AVAILABLE

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