Louise Porter has over 30 years' experience as a child and clinical psychologist. She is an adjunct senior lecturer in Education at Flinders University and is the author of Gifted Young Children and Teacher-parent collaboration.
Inhaltsangabe
Figures Tables Boxes PART ONE: OVERVIEW 1 The nature and causes of behavioural difficulties in schools 2 Styles of teaching and discipline PART TWO: CONTROLLING DISCIPLINE 3 Overview of the controlling model 4 Strengthening appropriate behaviours 5 Reducing inappropriate behaviours 6 Classroom discipline 7 Targeted interventions 8 Individualised interventions 9 Critique of behaviourism PART THREE: THE GUIDANCE APPROACH 10 Overview of the guidance approach 11 Meeting students' basic needs: Wellbeing and safety 12 Meeting students' need for self-esteem: Worth and competence 13 Meeting students' social needs: Affiliation and connection 14 Meeting students' need for autonomy: Voice and choice 15 Meeting students' 'luxury' needs: Purpose and happiness 16 Facilitating learning: Mastery and accomplishment 17 Compassionate communication 18 Providing support 19 Revealing solutions 20 Critique of the guidance approach PART FOUR: APPLICATIONS 21 Attention deficits 22 Resolving aggression and bullying PART FIVE: BEYOND THE CLASSROOM 23 Collaborating with parents 24 Supporting teachers 25 Formulating policy about student behaviour
Figures Tables Boxes PART ONE: OVERVIEW 1 The nature and causes of behavioural difficulties in schools 2 Styles of teaching and discipline PART TWO: CONTROLLING DISCIPLINE 3 Overview of the controlling model 4 Strengthening appropriate behaviours 5 Reducing inappropriate behaviours 6 Classroom discipline 7 Targeted interventions 8 Individualised interventions 9 Critique of behaviourism PART THREE: THE GUIDANCE APPROACH 10 Overview of the guidance approach 11 Meeting students' basic needs: Wellbeing and safety 12 Meeting students' need for self-esteem: Worth and competence 13 Meeting students' social needs: Affiliation and connection 14 Meeting students' need for autonomy: Voice and choice 15 Meeting students' 'luxury' needs: Purpose and happiness 16 Facilitating learning: Mastery and accomplishment 17 Compassionate communication 18 Providing support 19 Revealing solutions 20 Critique of the guidance approach PART FOUR: APPLICATIONS 21 Attention deficits 22 Resolving aggression and bullying PART FIVE: BEYOND THE CLASSROOM 23 Collaborating with parents 24 Supporting teachers 25 Formulating policy about student behaviour
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