The Impact of Discipline in the Behavior of Middle School Students Essay Example for Free

The Impact of Discipline in the Behavior of Middle School Students Essay Abstract: While the impact of discipline on middle school students can vary, it is important to investigate into practices and discipline strategies that have been proposed used and for middle school environments. It is becoming increasingly clear that problem behaviors need to be addressed not only by school staff but by the community. The following review outlines the fundamentals of middle school discipline, the strategies used and the effectiveness of each, as well as how to gauge effective methods. Middle school discipline has been a growing concern among school administration, families of the students and communities for over the past ten years. Many articles have stated that middle school students display the most aggressive behavior of all levels of education as well as having the highest bullying rate and discipline problems. Researchers agree that middle school is a breeding ground for negative behavior due to students desiring to find themselves and a place to fit in. Different methods have been implemented with varying results. Some experts have argued that many methods have not been given ample time frames in order to accurately depict success. However all relevant methods concern prevention, and in many cases intervention, when building a successful disciplinary system and improved behavior among students. Literature found on this subject is innumerable; the present review has two purposes: (a) review a sample of literature for its significance in understanding the discipline process as well as the effects it has on students and (b) reviewing and analyzing methods supported by the authors of said literature. The most prominent authors were George Sugai PhD., Robert H. Homer and Jeffrey Sprague; these authors contributed more several articles on disciplinary methods, some of which will be found in this review. The guidelines used when reviewing articles were if the methods of discipline discussed by the authors provided evidence, statistics and viability. The majority of the reviewed articles were found to be significant contributions for the implementation of disciplinary methods in middle school settings. When reviewing the chosen ten articles, the most commonly agreed theory was the need for improving upon the use of general solutions when dealing with negative behavior; such as, suspension and expulsion. The most significant articles explained the need for proactive programs to deter poor behavior as well as the inclusion of tested and approved methods. The following includes brief reviews of ten chosen articles from scholarly journals, the similarities found as well as opposing points of view and the conclusion of the most relevant findings. School-wide Approach to Discipline   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   When evaluating a middle school in terms of its discipline procedures and their effectiveness, many times the particular school will find the need for method when dealing with poor behavior. The authors of all the chosen articles agree that a general approach to discipline does not work.   In A Schoolwide Approach to Student Discipline (Homer, Sugai and Horner, 2000) the authors express the theory of â€Å"a culture of competence† which they explain the importance of being proactive where the school as a whole would foster positive behavior and the expectations of the students to act accordingly. In support of this method several studies such as the High Five Program were discussed, revealing the effectiveness of such programs. Two other theories are expressed, in order to â€Å"address the needs of students at risk of disruptive behavior† the authors suggest that the schools create rapid response methods to support these students and prevent future discipline problems. The third theory is to focus on the students with â€Å"high-intensity problem behaviors†. While I agree with the first two theories, I think it is poor practice to focus on the students with disciplinary problems; while they need support, singling out any student as a problem child could cause further damage. The authors’ goal in writing this article was to persuade readers of the necessity of school-wide methods, where all students and administration are involved in the creation of a safe learning environment. The most informative article was found in Impact journal, the authors of School-wide Positive Behavior Support: Investing in Student Success (Horner, Sugai and Vincent, 2005) were thorough in their research and supporting data. The authors report the increase of problem behaviors among students and the need for building a much needed positive social culture. An extension of the school-wide method the School-wide positive behavior support (SW-PBS) method â€Å"is an approach that begins with a school-wide prevention effort† which â€Å"adds intensive individualized support for those students with more extreme needs†. Building from the theory represented in Sungai and Horners first article, where the need to focus on problem students was expressed, this approach provides high risk students with outlets for intervention. The remainder if this program expresses preventative strategies. What was most informative were the â€Å"five core strategies† of the SW-PBS which include: a) focus on prevention b) teaching appropriate social behavior and skills c) acknowledging appropriate behavior d) Gathering and making use of data about student behavior as a guide for behavior support decisions, and finally, e) investing in the systems that support adults in their implementation of effective practices. This method is becoming prominent, â€Å"2900 schools across 34 states are now implementing or in the process of adopting SW-PBS†, primarily in elementary and middle schools. Translating Research into Effective Practice: The Effects of a Universal Staff and Student Intervention on Indicators of Discipline and School Safety (Sprague, Walker, Golly et al. 2001)The methods examined in this study involve â€Å"†¦a universal intervention package aimed at improving the safety and social behaviors of students in elementary and middle schools. Its goals were to assist schools to provide effective educational services, behavioral supports, and social-behavioral skills teaching to all students in the school†. Like most researchers of modern discipline methods, the authors agree that general and quick solutions have little to no effects on middle school student behavior. By using the Effective Behavioral Support (EBS) Model to evaluate the school’s â€Å"discipline and climate† researchers were able to compare and contrast â€Å"treatment† schools and comparison schools. A very thorough study was performed and the results were consistent with the authors’ objectives, making EBS a viable disciplinary model. A newer method being discussed among schools and education professionals is the family centered approach. Implementing Family-Centered Interventions within the Public Middle School: Linking Service Delivery to Change in Student Problem Behavior (Stormshack, Dishion, Light and Yasui, 2005), discussed the change in preventative discipline from a strictly school setting to a family-centered method. As the authors explain, â€Å"despite the clear link between behavior problems at home and at school, mental health service delivery does not usually cross these settings and provide integrative solutions to problem behaviors.† The authors blame lack of â€Å"appropriate interventions†, school staff being trained and operating on an â€Å"individual model of development and service delivery† and shifts in priorities because of public opinion and policy. This particular article is most sensible. These authors believe children’s’ behaviors displayed in school are representative of their home lifestyles. â€Å"Effective family management skills are critical for preventing the developmental difficulties associated with adolescent problem behaviors†. The authors make reference to several studies supportive of their argument for family-centered interventions. The design of the Family Resource Center by the authors was used in studies to provide support. The results reported were positive. James K. Luiselli, Robert F. Putnam and Michael Sunderland were also supporters of school wide intervention and prevention methods. They did however address one problem occurring with the implementation of school-wide practices. It was their opinion that â€Å"effective schoolwide discipline practices have been designed, but in most cases, intervention efficacy has been evaluated in the short term†. That is reasoning behind the report in Journal of Positive Behaviors; Longitudinal Evaluation of Behavior Support Intervention in a Public Middle School (2002). This short term evaluation presented a problem of accuracy in reporting the usefulness of a certain method. â€Å"This report describes a longitudinal (4-year) evaluation of a behavior support program implemented with the entire student population in a public middle school†. This study was unique in three ways: a) it provided a long term rather than short (usually one year) evaluation b) this study, unlike others reported had included the entire population of a middle school; which in this case was in western Massachusetts and possibly the most unique characteristic of this study, c) â€Å"the procedures developed over the four-year period were solely the product of the staff at the school. There were limits (bias) to this study, such as the primary population came from middle to upper-middle class families; a more valid approach would have been to have samples of students from all classes. However, the program created by the staff was successful as reported by the authors. The staff program entailed a reward system for students behaving by the rules and expectations.   While it would not be this reader’s personal choice of programs, it did work successfully for that particular middle school. Staff Challenges   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   What challenges does middle school staff face? The most commonly reported behavioral problem stems from bullying. Since the early 90s, schools have opened their eyes to the devastating effects of bullying. In a self-reported study, researched and reported by David W. McConville and Dewey G. Cornell, the researchers found that the link between aggressive attitudes and aggressive behavior were linked. Their research, found in the Journal of Emotional Behavior Disorders (2003) involved 403 middle school students of a suburban central Virginia school, and reporting via survey their personal â€Å"attitudes towards peer aggression†. Based on the students belief systems, students expressed what they though about bullying, what constitutes bullying and if they have ever fell victim to such students. While bullying is an enormous obstacle in learning institutions, especially middle school, this report was insignificant to the understanding of student aggression. To survey middle school students, who are at the peak of discovering their individuality and alliances with other students, is ludicrous, they can not be expected to answer truthfully for fear of being discovered by fellow students.  Ã‚   A more informative and useful report was found in the January 2006 issue of Middle School Journal. Bullying in Middle Schools: Prevention and Intervention is an in-depth look into the problems of bullying in middle schools. The authors believe that â€Å"school personnel must understand the scope of bullying in the United States as well as characteristics of bullies and victims†.     Both bullies and their victims are at risk of negative futures. The authors are in agreement that â€Å"†¦effective programs are comprehensive, targeting students, schools families and the community. With this theory the authors are combining all relative methods reviewed above. Building awareness, social skills and supportive intervention can improve student behaviors. This article was very informative and thorough in its research. One strategy found in the Middle School Journal relates to a method described in an article found in the Journal of Adolescent and Adult Literacy, Volume 46. Four Pennsylvania teachers created a program to teach middle school students socialization skills and tolerance. With use of a popular, age appropriate novel, Crash, by Jerry Spinelli (1996, Random House), students engaged in an interactive learning experience. Students went beyond reading with role play, journal writing, â€Å"Readers Theatre† and several other activities to learn the moral of the story about the effects of bullying. The results were overwhelmingly positive. This study is relevant to a behavior support system, where staff is showing support to kids, giving them strength to stand up against bullying, while giving bullies an outlet and a way to stop problem behaviors. In theory, by creating â€Å"safe† classrooms, thus a safe school environment, the effects of bullying will decrease. The Middle School Journal depicted a similar anti-bully program, Bullybusters. The same strategy as using a novel, students are encouraged to participate in a play depicting the roles of students against bullying as well as demonstrating the effects of bullying. This too has excellent results. How Do We Know If It’s Working?   Regardless of the method used or the programs implemented, unless there is an accurate documenting process is which to base results on, the methods are useless. Long term school discipline needs to be in place for a positive change to occur; the only way of accomplishing this is to research, experiment and document. Most importantly a study or program use must be in place for more than one year to see accurate results. Using Office Discipline Referral Data for Decision Making about Student Behavior in Elementary and Middle Schools: An Empirical Evaluation of Validity (Irvin, Horner, Ingram, Todd, et al.2006) suggests strategies in which to evaluate the effectiveness of school-wide approach to student discipline. The authors believe that data-based decision making can be beneficial to the social climate of the school and behavior of the students. The authors present an â€Å"empirical study of the validity of one systematic approach to collecting and using such information†, including the information of student behavior when using intervention methods in a school-wide atmosphere. One may question the need for such an extensive report; however, because schools are in need of finding new methods to promote positive behavior and preventative disciplinary measures, it is in the school’s best interest to consider current and relevant studies on method effectiveness. The authors of Using Office Discipline†¦ used surveys and information contained in a â€Å"web-based computer application called SWIS which used for entering, organizing, managing, and reporting office discipline referral data, in order gather information of the effects of School Wide Disciplinary methods. The data provided was useful in determining whether to use a school-wide approach. The study was done locally and surveys can be misleading, the authors admit this, but for its basic purpose as a building block for further studies, it was informative. Terrance M. Scott and Susan B. Barrett suggest using the time spent as staff and student alike when engaged in disciplinary action as a source of evaluation. In Using Staff and Student Time Engaged in Disciplinary Procedures to Evaluate the Impact of School-Wide PBS (2004), the authors describe positive behavior support (PBS) as â€Å"the application of positive behavioral interventions and systems to achieve social change†. Tracking time and money spent on disciplinary actions is a useful technique in evaluating the effectiveness of a program, this is displayed in studies and statistical data provided by the authors; the results were, for the most part, positive, however the overall evaluation process is in itself time consuming. Conclusion The methods for middle school discipline are numerous, as research has shown, regardless of the method chosen, to have the best effect on the students a school must approach discipline as a school-wide process. After analyzing the above literature, it is clear that a disciplinary model must be used long-term and be followed with an appropriate evaluation. The most appropriate methods, in my opinion, were ones in which used interactive tools, such as a book or play, to engage students in positive behavior. It is clear that the old methods of general discipline have become obsolete. Communities, school staff and researchers have realized the need for a change in the school environment, especially middle schools, which are the highest rated institute for behavioral and disciplinary problems. References Barone, B., Kearns, J., Quinn, K., Stackhouse, S., Zimmerman, M., (2003). Using a Novel Unit to Help Understand and Prevent Bullying in Schools: Bullying Affects Most Children. Reading Activities Helped Middle School Students Become More Aware of This Serious Issue. Journal of Adolescent and Adult Literacy, 46, 582+. Retrieved October 13, 2006 from Questia database. Boland, J., Horner, R., Ingram, K., Irvin, L., Sampson, N., Sugai, G., Todd, A., (2006). Using Office Discipline Referral Data for Decision Making about Student Behavior in Elementary and Middle Schools: An empirical Evaluation of Validity. Journal of Positive Behavior Interventions, 8, 10+. Retrieved October 10, 2006 from Questia database. Homer, H., Horner, R., Sugai, G., (2000). A Schoolwide Approach to Student Discipline. School Administrator, 57, 20. Retrieved October 12, 2006 from Questia database. Horner, R., Sugai, G., Vincent, C., (2005). School-wide Positive Behavior Support: Investing in Student Success. Impact, Retrieved October 9, 2006 from http://ici.umn.edu/products/impact/182/over2.html Luiselli, J., Putnam, R., Sunderland, M., (2002). Longitudinal Evaluation of Behavioral Support Intervention in a Public Middle School. Journal of Positive Behavior Interventions, 4, 182+. Retrieved October 13, 2006 from Questia database. McConville, D.W., Cornell, D., (2003). Aggressive Attitudes Predict Aggressive Behavior in Middle School Students. Journal of Emotional and Behavioral Disorders, 11, Iss. 3, 1. Retrieved October 10, 2006 from Questia database. Milson, A., Gallo, L., (2006) Bullying in Middle Schools: Prevention and Intervention. Middle School Journal, 37, 12-19. Retrieved October 12, 2006 from http://www.nmsa.org/Publications/MiddleSchoolJournal/Articles/January2006/Article2/tabid/693/Default.aspx Scott, T., Barrett, S., (2004). Using Staff and Student Time Engaged in Disciplinary Procedures to Evaluate the Impact of School-Wide PBS. Journal of Positive Behavior Interventions, 6, 21+. Retrieved October 9, 2006 from Questia database. Sprague, J., Walker, H., Golly, A., White, K., Myers, D., Shannon, T., (2001). Translating Research into Effective Practice: The Effects of a Universal Staff and Student Intervention on Indicators of Discipline and School Safety. Education Treatment of Children, 24, 495+. Retrieved October 10, 2006 from Questia database. Stormshak, E., Dishion, T., Light, J., Yasui, M., (2005). Implementing Family-Centered Interventions Within the Public Middle School: Linking Service Delivery to Change in Student Problem Behavior. Journal of Abnormal Child Psychology, 33, 723+. Retrieved October 15, 2006 from Questia database.