This study was conducted to measure the effects of classroom instruction entitled Citizenship curriculum Training on high school discipline. Data for this study were collected and analyzed for fifty-eight ninth-grade students who had been referred to the principal's office three or more times the semester prior to the experimental treatment. An experimental group of twenty-nine students received citizenship curriculum instruction. The control group of twenty-nine students received only the school's traditional curriculum during second period class. Two teachers presented the citizenship curriculum training which included instructional units on beliefs, attitudes, emotions, anger, decision-making, communications, confrontation, positive attention, stress, peer pressure, authority figures, getting along in school, and the society game. Data were collected relative to grade-point average, absences, discipline referrals, and attitude toward high school as measured by the Remitters High School Attitude Scale. T-tests for correlated samples and analysis of covariance examined the effects of the Citizenship Curriculum Training on the four variables measured. The .05 level of significance was used to test the four hypotheses. The results of the study indicate that Citizenship Curriculum Training does not improve the students' gradepoint averages, absentee rate, lower the number of discipline referrals, and does not improve students' attitude as measured by the Remitters High School Attitude Scale. It is recommended that similar studies be conducted to address the problems of grade-point average, number of discipline referrals to the office, high absentee rate, and attitudes toward high school by teaching discipline students in small classes with a curriculum that aims at improving these specific problems. Future studies should collect the posttest data the first grading period following the experimental treatment to test for immediate results.

Referenciado no pensamento de Michel Foucault, mais precisamente no domínio da arqueologia do saber, este trabalho tem como objetivo descrever os regimes de verdade que orientam a queixa escolar, dimensionando sua positividade, ou seja, o que ela tem produzido. A análise arqueológica implica na exclusão do par ciência/ideologia, já que focaliza os saberes como produzidos historicamente e não como verdades invariantes. A queixa escolar tornou-se uma prática cotidiana na escola contemporânea, apresentando-se como alternativa privilegiada para solucionar os problemas escolares. Os estudantes, que não se apresentam conforme as normas escolares, não raras vezes, são posicionados como alunos-problema, e então, encaminhados para diversos profissionais da área da saúde, tais como: psicólogos, psicopedagogos, fonoaudiólogos, neurologistas, psiquiatras etc. Na encruzilhada do encontro entre o campo da educação e da saúde, os alunos com dificuldades escolares se tornam não raro portadores individuais de deficiências, e ao chegar aos consultórios se transmutam rapidamente em casos clínicos. O delineamento dessa pesquisa alicerça-se na problematização da prática da queixa escolar, que ora se apresenta como natural e necessária caracterizada pela culpabilização dos alunos pelo fracasso escolar. Abordamos também as similaridades encontradas entre as queixas escolares e as petições feitas ao rei no antigo regime (1660-1760), reproduzidas no texto escrito por Foucault em 1977, A vida dos homens infames. Neste período da história francesa se constitui a prática para-judiciária da letrre-de-cachet, uma ordem especial do rei, em geral com a função de correção das virtualidades das pessoas. O aspecto curioso deste instrumento destacado por Foucault é a emergência de um contra-poder, que possibilitava ao homem comum, usando a arbitrariedade do rei, garantir e manter a ordem. Encontramos semelhança funcional entre as lettres-de-cachet, os pareceres psicológicos e médicos, e seus correlativos encaminhamentos. Apresenta-se como as queixas são feitas e sob que regimes de verdade está sendo realizada esta prática. Para tal, nos valemos das regras de formação da prática discursiva da queixa escolar, apontando seu caráter construído e arbitrário, pois na perspectiva foucaultiana essas relações não são entendidas como causais. Assim visando dar visibilidade aos pequenos poderes que vão se imiscuindo no cotidiano escolar contemporâneo, procedemos ao exame dos enunciados dos protagonistas escolares, familiares, e profissionais da área da saúde, envolvidos na prática da queixa escolar. Apontamos quem é o reclamante, o que se pede, quem é a autoridade para quem são encaminhadas as queixas, de quem se queixa, e como se queixa, destacando três vetores em ação na prática da queixa escolar: a supervalorização da avaliação diagnóstica; as virtualidades dos alunos como impedimentos para o trabalho escolar; a tendência para a formação de bioidentidades. O intercambiamento destas ações sustenta práticas que classificam, diferenciam, e normalizam, dividindo as crianças e jovens, entre aqueles que podem e não podem ser alunos. Observa-se assim, uma tendência a descrever os fenômenos psíquicos e sociais em uma linguagem médico-fisicalista. Distingue-se no âmbito da biopolítica, um caso especial, a biopolítica da saúde, que tem propiciado novos padrões de disciplina, possibilitando a emergência de formas de biossociabilidade, de caráter apolítico e individualista. / Referencing the thought of Michel Foucault, more precisely in the field of archaeology of knowledge, this work aims to describe the regimes of truth underlying the school complaint, dimensioning their positivity, namely what it has produced. The archaeological analysis implies the exclusion of the pair science/ideology, as it focuses on knowledge as historically produced and not as invariant truths. The school complaint has become a daily practice in the contemporary school, presenting itself as an alternative to problem-solving in school. Students who do not conform to school rules, often are positioned as problem-students and then dispatched to various health care professionals, such as: psychologists, neuro-psychologists, speech therapists, neurologists, psychiatrists etc. At the crossroads of the field of education and health, school pupils with difficulties often become carriers of individual shortcomings, and arriving at clinics, transform quickly into clinical cases. The design of this research is based on the problematization of the practice of school complaints, which now presents itself as natural and necessary, characterized by scapegoating of students for school failure. We also found similarities between the school complaints and the petitions to the king in former times (1660-1760) which is reproduced in the text written by Foucault in 1977, \"The Lives of Infamous Men. This work shows how complaints are made and under what schemes truth is being presented in this practice. To this end, we value rules of the training of discursive practice of the school complaint, pointing to its arbitrary character-building, because the foucaultian perspective these relations are not construed as causal. Thus, to profile the small powers that will be mixed in the contemporary daily school, we set out to examine the protagonists of school, family and health care professionals, involved in the practice of school complaint. We show the positions of the subject that is created with those listed, inventorying the main actions involved in the practice of school complaint: the overestimating the diagnostic evaluation, the potential of students as impediments to school work, the trend towards the formation of bio-identities. The actions of these exchanges maintain practices that rank, differentiate and normalize, dividing the children and young people among those who can and can not be students. Thus there is a tendency to describe the psychological and social phenomena in a medical language. It distinguishes itself within the bio-policy, a special case, the health bio-policy, which has provided new standards of discipline, allowing the emergence of forms of bio-sociability, individualistic and apolitical character.

Referenciado no pensamento de Michel Foucault, mais precisamente no domínio da arqueologia do saber, este trabalho tem como objetivo descrever os regimes de verdade que orientam a queixa escolar, dimensionando sua positividade, ou seja, o que ela tem produzido. A análise arqueológica implica na exclusão do par ciência/ideologia, já que focaliza os saberes como produzidos historicamente e não como verdades invariantes. A queixa escolar tornou-se uma prática cotidiana na escola contemporânea, apresentando-se como alternativa privilegiada para solucionar os problemas escolares. Os estudantes, que não se apresentam conforme as normas escolares, não raras vezes, são posicionados como alunos-problema, e então, encaminhados para diversos profissionais da área da saúde, tais como: psicólogos, psicopedagogos, fonoaudiólogos, neurologistas, psiquiatras etc. Na encruzilhada do encontro entre o campo da educação e da saúde, os alunos com dificuldades escolares se tornam não raro portadores individuais de deficiências, e ao chegar aos consultórios se transmutam rapidamente em casos clínicos. O delineamento dessa pesquisa alicerça-se na problematização da prática da queixa escolar, que ora se apresenta como natural e necessária caracterizada pela culpabilização dos alunos pelo fracasso escolar. Abordamos também as similaridades encontradas entre as queixas escolares e as petições feitas ao rei no antigo regime (1660-1760), reproduzidas no texto escrito por Foucault em 1977, A vida dos homens infames. Neste período da história francesa se constitui a prática para-judiciária da letrre-de-cachet, uma ordem especial do rei, em geral com a função de correção das virtualidades das pessoas. O aspecto curioso deste instrumento destacado por Foucault é a emergência de um contra-poder, que possibilitava ao homem comum, usando a arbitrariedade do rei, garantir e manter a ordem. Encontramos semelhança funcional entre as lettres-de-cachet, os pareceres psicológicos e médicos, e seus correlativos encaminhamentos. Apresenta-se como as queixas são feitas e sob que regimes de verdade está sendo realizada esta prática. Para tal, nos valemos das regras de formação da prática discursiva da queixa escolar, apontando seu caráter construído e arbitrário, pois na perspectiva foucaultiana essas relações não são entendidas como causais. Assim visando dar visibilidade aos pequenos poderes que vão se imiscuindo no cotidiano escolar contemporâneo, procedemos ao exame dos enunciados dos protagonistas escolares, familiares, e profissionais da área da saúde, envolvidos na prática da queixa escolar. Apontamos quem é o reclamante, o que se pede, quem é a autoridade para quem são encaminhadas as queixas, de quem se queixa, e como se queixa, destacando três vetores em ação na prática da queixa escolar: a supervalorização da avaliação diagnóstica; as virtualidades dos alunos como impedimentos para o trabalho escolar; a tendência para a formação de bioidentidades. O intercambiamento destas ações sustenta práticas que classificam, diferenciam, e normalizam, dividindo as crianças e jovens, entre aqueles que podem e não podem ser alunos. Observa-se assim, uma tendência a descrever os fenômenos psíquicos e sociais em uma linguagem médico-fisicalista. Distingue-se no âmbito da biopolítica, um caso especial, a biopolítica da saúde, que tem propiciado novos padrões de disciplina, possibilitando a emergência de formas de biossociabilidade, de caráter apolítico e individualista. / Referencing the thought of Michel Foucault, more precisely in the field of archaeology of knowledge, this work aims to describe the regimes of truth underlying the school complaint, dimensioning their positivity, namely what it has produced. The archaeological analysis implies the exclusion of the pair science/ideology, as it focuses on knowledge as historically produced and not as invariant truths. The school complaint has become a daily practice in the contemporary school, presenting itself as an alternative to problem-solving in school. Students who do not conform to school rules, often are positioned as problem-students and then dispatched to various health care professionals, such as: psychologists, neuro-psychologists, speech therapists, neurologists, psychiatrists etc. At the crossroads of the field of education and health, school pupils with difficulties often become carriers of individual shortcomings, and arriving at clinics, transform quickly into clinical cases. The design of this research is based on the problematization of the practice of school complaints, which now presents itself as natural and necessary, characterized by scapegoating of students for school failure. We also found similarities between the school complaints and the petitions to the king in former times (1660-1760) which is reproduced in the text written by Foucault in 1977, \"The Lives of Infamous Men. This work shows how complaints are made and under what schemes truth is being presented in this practice. To this end, we value rules of the training of discursive practice of the school complaint, pointing to its arbitrary character-building, because the foucaultian perspective these relations are not construed as causal. Thus, to profile the small powers that will be mixed in the contemporary daily school, we set out to examine the protagonists of school, family and health care professionals, involved in the practice of school complaint. We show the positions of the subject that is created with those listed, inventorying the main actions involved in the practice of school complaint: the overestimating the diagnostic evaluation, the potential of students as impediments to school work, the trend towards the formation of bio-identities. The actions of these exchanges maintain practices that rank, differentiate and normalize, dividing the children and young people among those who can and can not be students. Thus there is a tendency to describe the psychological and social phenomena in a medical language. It distinguishes itself within the bio-policy, a special case, the health bio-policy, which has provided new standards of discipline, allowing the emergence of forms of bio-sociability, individualistic and apolitical character.

Contextual factors linked to behaviour problems in schools include leadership, organisational culture (within individual schools), and levels of teacher stress. Efforts to improve the school environment, reduce teacher stress, and improve student outcomes often have a singular focus on behaviour management policy. The aim of this research concerns the direction of effects from these variables, and offers an alternative perspective on the environment-behaviour equation. That is, while student misbehaviour is viewed as a 'producer' of teacher stress, it may also be perceived as a 'product'. An initial qualitative investigation (Study 1) invited behaviour management staff (N = 23) to participate in focus groups, where three questions were posed in relation to the overall research aims. Content analysis was performed on the transcribed focus group data, and revealed that the hypothesised direction of effect between the variables of interest appeared probable. Participants for the main studies (Studies 2 and 3) were teaching staff (N = 136), school administrators (N = 17) and students referred for behavioural problems (N = 1432) at seven Brisbane metropolitan schools. Teachers and school administrators completed both the Multifactor Leadership Questionnaire and the Organisational Culture Inventory, while teachers also completed the Maslach Burnout Inventory. Student data was collated from school records, and grouped according to categories of referral frequency per student. In Study 2, high referral rates were associated with transactional leadership, and the Oppositional aspect of Aggressive-Defensive culture. Low and medium referral rates were associated with transformational leadership and the Dependent, Approval, and Avoidant aspects of Passive-Defensive culture, and the Affiliative aspect of Constructive culture. Regression tests found further support for the proposed path model and the hypothesised direction of effects. Transactional leadership and the Passive-Defensive and Aggressive-Defensive culture types were most influential in prediction of referral rates for student misbehaviour. Unexpectedly, teacher stress was non-significant in explanation of referral rates for student misbehaviour. Study 3 examined hypothesised differences in perception between school administrators and teaching staff, according to the leadership and organisational culture dimensions. Both groups endorsed transformational leadership as the dominant style, although results differed by degree for each group. In terms of school culture, differences between groups were again evident, as teachers' perceptions of school culture were significantly more negative compared to school administrators. Overall, qualified support was found for the hypothesised direction of effects from school environment variables on referral rates for student misbehaviour. Leadership style and school culture emerged as most important for the student outcome variable, and may be important in consideration of school-based approaches to behaviour management. Additionally, teacher stress, while related to school leadership style and organisational culture, appeared to have no effect on student referral rates.