School Discipline Programs: Issues and Implications for School Counselors

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
James M. Benshoff, Professor (Creator)
Craig S. Cashwell, Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:

Abstract: Discipline within schools is becoming an increasing priority. School counselors, together with other education professionals, acknowledge that productive schools need effective discipline programs. Numerous authors have argued that discipline precedes learning in the school environment (Major, 1990; Reyes, 1991). Public opinion polls (Gallup & Elam, 1988) have consistently identified school discipline as a major problem of public education. Baker (1985) suggested that educators must be concerned about the lack of discipline in the schools because an educational environment depends on good discipline. Civil behavior by students is a prerequisite for effective learning and the misbehavior of just one student has the potential to negatively affect an entire class (Baker, 1985).

Additional Information

Elementary School Guidance and Counseling, 28(3), 163-169.
Language: English
Date: 1994
School discipline, Counseling, Elementary schools, Models of discipline, Implimentation

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