Elements of Discipline

Elements of Discipline: Nine Principles for Teachers and Parents

Stephen Greenspan
Foreword by Arnold J. Sameroff
Copyright Date: 2013
Published by: Temple University Press
Pages: 214
https://www.jstor.org/stable/j.ctt14bsx5v
  • Cite this Item
  • Book Info
    Elements of Discipline
    Book Description:

    Elements of Disciplineis a timely and helpful book for teachers, parents, and day-care professionals that provides a simple set of rules for managing-successfully and humanely-a wide range of discipline situations and challenges. A well-respected child development specialist, Stephen Greenspan outlines his "ABC Theory of Discipline." He combines an Affective approach, a Behavioral approach, and a Cognitive approach that, when used in a coordinated fashion, will contribute to greater child compliance and family/classroom harmony.

    Greenspan suggests that, using his matrix, caregivers can provide the warmth, tolerance, and influence that will help children become competent in three socio-emotional domains-happiness, boldness, and niceness. He recommends caregivers pick and choose from the discipline literature in a manner that best suits their individual style and values.

    Elements of Disciplineis a lively guide to effective classroom or family management.

    eISBN: 978-1-4399-0898-3
    Subjects: Education

Table of Contents

  1. Front Matter
    (pp. i-vi)
  2. Table of Contents
    (pp. vii-viii)
  3. Foreword
    (pp. ix-x)
    Arnold J. Sameroff

    Raising a child involves many years of work with the hope that the outcome will reward parental efforts in the home and teacher efforts in the classroom—the hope that children will end up as happy and competent adults who will go on to successfully raise their own children. But parents and teachers also hope to experience rewards along the way so the process of childrearing will provide enjoyment in addition to the satisfaction derived from a successful outcome. However, the pleasures of caregiving are tempered by the need to move children in a specific direction, and this movement requires...

  4. Preface
    (pp. xi-xvi)
  5. Acknowledgments
    (pp. xvii-xx)
  6. 1 In Search of Balance: Domains of Discipline and Long-Term Outcomes
    (pp. 1-17)

    Few things are more frustrating to adults than being unable to get children to mind them. A feeling of incompetence in developing and maintaining harmonious and satisfactory relationships with children is a major source of parental unhappiness and the main reason why half of all new teachers quit the profession within the first five years. When I became the coordinator of a graduate program in Special Education, I was dismayed to learn that teachers coming out of our combined B.A./M.A. program were receiving almost no training in behavior-management techniques or concepts. This realization was unsettling, because most of these young...

  7. 2 The Affective Approach to Discipline: Underpinnings and Three Principles
    (pp. 18-34)

    The Affective approach to discipline grew out of the writings of theorists on adult psychotherapy, particularly Sigmund Freud and Carl Rogers. Although Freud and Rogers did not say much about discipline themselves, their theories certainly had major implications for the way adults disciplined children, and several of their followers did, in fact, develop these ideas into what I am terming the Affective approach to discipline.

    Early Freudians, both psychoanalysts and their patients, were somewhat naive and unsophisticated in the way they applied Freudian notions to caregiving. Because patients in psychoanalysis tended (and were encouraged) to spend a lot of time...

  8. 3 The Behavioral Approach to Discipline: Underpinnings and Three Principles
    (pp. 35-52)

    The Behavioral approach to discipline reflects the behaviorist perspective in psychology, a worldview that has been very influential in academic psychology but even more so in applied settings—including schools, clinics, and residential programs—and with exceptional populations. To save on words in the discussion that follows, I shall sometimes use the term “behaviorists” in lieu of the more awkward expression “adherents of the Behavioral approach.”

    Behaviorism includes many different subtheoretical strands, but two in particular have influenced the literature on caregiver discipline: (1) classical conditioning, as exemplified in the work of early-twentieth-century psychologist John B. Watson, and (2) operant...

  9. 4 The Cognitive Approach to Discipline: Underpinnings and Three Principles
    (pp. 53-66)

    The Cognitive approach to discipline owes much to the work of Alfred Adler, one of the first founders of psychoanalysis to break with Sigmund Freud. Adler was a major psychotherapy theorist whose work is considered to be a precursor of the (currently very popular) cognitive-behavioral emphasis in psychotherapy. He was one of the few early psychiatrists to work directly with children and is considered the father of the child-guidance movement in Europe and America. He contributed many important concepts—including self-esteem, sibling rivalry, and birth order—to the field of personality psychology.

    Adler’s break with Freud, as was the case...

  10. 5 Case Studies in Discipline: Using the Three Approaches to Address Behavioral Challenges
    (pp. 67-97)

    To illustrate the similarities and differences among the three major discipline approaches—Affective, Behavioral, and Cognitive—it is necessary to bring the discussion to a more practical level. In this chapter, I present three hypothetical case studies (compiled from typical real-world experiences)— two involving families and one involving a classroom—and describe the kinds of advice the caregivers in these stories would receive if they consulted with a psychologist or other discipline expert operating within each of the three approaches. First, I provide a synopsis of each case, and then I discuss how each would be addressed from the standpoint...

  11. 6 The ABC Model of Discipline: Linking Domains, Principles, and Outcomes
    (pp. 98-115)

    In the chapters leading up to this one, I have systematically built the framework of the ABC Model of Discipline—from its foundation in the Warmth, Tolerance, and Influence domains of caregiving to its ultimate goals in fostering long-term social competence outcomes of Happiness, Boldness, and Niceness in children. I have described in detail the ABCs of the model: the Affective approach, the Behavioral approach, and the Cognitive approach. For each approach, I have reviewed psychological underpinnings and elucidated three principles designed to link the discipline domains with the desired long-term outcomes while promoting harmony in family and school settings...

  12. 7 The ABC Tool Kit: Using the Nine Principles to Deal with Discipline Problems
    (pp. 116-133)

    After criticizing an assortment of writings on the subject of discipline for failing to offer a tool kit to help caregivers implement the ideas expressed, the time has come to present my own tool kit. In this chapter, I describe a set of specific techniques for applying the ABC Model of Discipline. In building the ABC framework around domains of discipline—Warmth, Tolerance, and Influence—I have identified a coherent set of nine principles (three each for the Affective, Behavioral, and Cognitive approaches) that support short-term solutions to behavioral challenges and long-term social competence outcomes of Happiness, Boldness, and Niceness....

  13. 8 Developing an Effective Discipline Style: Using the ABC Model to Refine the Caregiver’s Approach to Discipline
    (pp. 134-148)

    My contributions to the literature on discipline began with an articulation of the three principles of the Affective approach (S. Greenspan 1978), continued with publication of a model integrating the Behavioral and Affective approaches (S. Greenspan 1983), and took another step forward when I brought the Cognitive approach into my model (S. Greenspan 1985). Initially, I felt most comfortable with the Affective approach, but when I became a parent, I found myself operating much of the time in the Behavioral approach. Now that my kids are approaching adulthood, I find that the Cognitive approach feels very comfortable. But I switch...

  14. APPENDIX A: Glossary
    (pp. 149-170)
  15. APPENDIX B: Using the ABC Model to Evaluate Discipline Advice
    (pp. 171-182)
  16. References
    (pp. 183-188)
  17. Index
    (pp. 189-191)
  18. Back Matter
    (pp. 192-192)