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Focus on Practice: Assertive Discipline in a school for pupils with emotional and behavioural difficulties
Author(s) -
Swinson Jeremy,
Cording Mike
Publication year - 2002
Publication title -
british journal of special education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.349
H-Index - 38
eISSN - 1467-8578
pISSN - 0952-3383
DOI - 10.1111/1467-8527.00243
Subject(s) - assertiveness , psychology , focus (optics) , developmental psychology , emotional development , pedagogy , social psychology , social change , physics , optics , economics , economic growth
The management of difficult and disruptive behaviour continues to be an issue in many classrooms. In this article, Jeremy Swinson, a senior educational psychologist and honorary lecturer at Liverpool John Moores University, and Mike Cording, an education consultant working in Southport, consider the impact of in‐service training on the use of Assertive Discipline in a school for pupils with emotional and behavioural difficulties (EBD). Swinson and Cording report improved rates of ‘on‐task’ behaviour for pupils across the age range and reduction in numbers of disruptive incidents. These changes in pupil behaviour mirror an increase in teachers’ use of positive feedback and praise. Swinson and Cording argue that these techniques are effective even for those pupils who are seen as being disaffected or very discouraged.