Time-In, A Logical Consequence for Misbehaving Students,
studied the effects of a primary school discipline program
designed and implemented by a trainee school counsellor. The
program delivered a series of logical consequences for students'
misbehaviour and a formalized entry point for counselling
intervention.
The program was based on a critical incident technique that
required teachers to issue infringement notices to misbehaving
students who failed to respond to warnings or contravened existing
rules regarding safe and responsible behaviour. Counselling and
system responses (loss of privileges, parent notification, in
school suspension, exclusion) occurred within an established
formula dependent on the number of infringements accruing to the
student. The school counsellor assumed full responsibility for
the collection of infringements, monitoring of on-going student
misbehaviour, parental contact and overall management functions of
the host school's discipline program. Counselling sessions and
mode of therapy were selected and employed to meet the specific
needs of misbehaving students once extended misbehaviour patterns
emerged.
Data collected throughout the study's duration (one year)
indicated a decline in the number of recurring offenders and a
drop-off in the number of infringements received by those pupils
who continued to transgress school policies regarding safe and
responsible behaviour. Five hundred and forty-seven infringement
notices were issued during the study which resulted in a total of
83 counselling sessions. Male students dominated all categories
of misbehaviour and accounted for 86% of the infringements issued.
Seventy-seven per cent of infringements issued were from class
teacher to students in the class setting.
Three questionnaires were administered at the end of the
program to teachers, parents and students. Both parent and
teacher questionnaire results supported Time-In procedures but
almost half of the students responded negatively to the
continuation of the program. Several hypotheses were posited for
this outcome.
| Identifer | oai:union.ndltd.org:ADTP/218698 |
| Date | January 1993 |
| Creators | Hertel, Russel, n/a |
| Publisher | University of Canberra. Education |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | ), Copyright Russel Hertel |
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