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Classroom management and consultation: Implications for school psychology
Author(s) -
Smith Douglas K.
Publication year - 1981
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(198110)18:4<475::aid-pits2310180419>3.0.co;2-o
Subject(s) - classroom management , psychology , school psychology , socialization , punitive damages , behavior management , medical education , applied psychology , significant difference , pedagogy , developmental psychology , mathematics education , medicine , political science , law , statistics , mathematics
The importance of classroom management to the consultation role in school psychology is explored. Approaches to classroom misbehavior by classroom teachers and graduate students completing their training in school psychology were analyzed, using the induction‐sensitization model of socialization. Significant differences in overall approach to classroom management were noted, with teachers displaying a more sensitizing (punitive) approach to classroom management. A significant gender‐profession interaction was found. Further analysis revealed a significant difference between male and female teachers in their approach to classroom management. These results are discussed and programs of consultation (group and individual) are outlined, utilizing the results of the study.