The Positive Discipline[2] Parenting and Classroom Management Model is based on the work of Alfred Adler and Rudolf Dreikurs.
The classroom techniques, which were initially introduced in Vienna in the early 1920s, were brought to the United States by Dreikurs in the late 1930s.
In her book entitled Positive Discipline, Jane Nelsen emphasizes the importance of not only creating clear rules, but of making them fair.
An example she gave was that of having a "black hole box" where any items left out of place around the house would be deposited for the length of one week.
Furthermore, the rules should be devised by the children with some direction from the authority figure, and be agreed upon in a group meeting situation where everyone has equal power and input.
When consequences are necessary, they should be delivered in a kind but firm manner, preserving the trust and mutual respect between the adult and the child.
This is what Positive Discipline seeks to avoid, so that children learn to act correctly even when there will be no external reward or punishment for behavior.
Sanctions would be less needed if students have a strong connection with the adult in charge and knew that the teacher respected them.
Teachers can make deposits through praise, special activities, fun classroom jobs, smiles and appropriate pats on the backs.
Teachers can recognize groups of students who would not work well together (because they are friends or do not get along well) and have them separated from the start to prevent situations which will result in negative behavior.
[15] A study of school-wide implementation of classroom meetings in a lower-income Sacramento, CA elementary school over a four-year period showed that suspensions decreased (from 64 annually to 4 annually), vandalism decreased (from 24 episodes to 2) and teachers reported improvement in classroom atmosphere, behavior, attitudes and academic performance.
(Platt, 1979) A study of parent and teacher education programs directed at parents and teachers of students with "maladaptive" behavior that implemented Positive Discipline tools showed a statistically significant improvement in the behavior of students in the program schools when compared to control schools.
(Browning, 2000; Potter, 1999; Esquivel) Studies have repeatedly demonstrated that a student's perception of being part of the school community (being "connected" to school) decreases the incidence of socially risky behavior (such as emotional distress and suicidal thoughts / attempts, cigarette, alcohol and marijuana use; violent behavior) and increases academic performance.
(Resnick et al., 1997; Battistich, 1999; Goodenow, 1993) There is also significant evidence that teaching younger students social skills has a protective effect that lasts into adolescence.
(Kellam et al., 1998; Battistich, 1999) Programs similar to Positive Discipline have been studied and shown to be effective in changing parent behavior.
Numerous studies show that teens who perceive their parents as both kind (responsive) and firm (demanding) are at lower risk for smoking, use of marijuana, use of alcohol, or being violent, and have a later onset of sexual activity.
(Aquilino, 2001; Baumrind, 1991; Jackson et al., 1998; Simons, Morton et al., 2001) Other studies have correlated the teen's perception of parenting style (kind and firm versus autocratic or permissive) with improved academic performance.
(Cohen, 1997; Deslandes, 1997; Dornbusch et al., 1987; Lam, 1997) Studies have shown that through the use of positive intervention programs "designed specifically to address the personal and social factors that place some high school students at risk of drug abuse, schools can reduce these young people's drug use and other unhealthy behaviors" (Eggert, 1995; Nicholas, 1995; Owen, 1995).
Studies have shown that "kids who are at high risk of dropping out of school and abusing drugs are more isolated and depressed and have more problems with anger", says Dr. Leona Eggert of the University of Washington in Seattle.
[16] Quail and Ward[17] conducted a systematic overview of research which supports non-violent child discipline options.
Additional benefits include improved school engagement and academic achievement, improved self-esteem and independence, better self-regulation, and lower rates of depression, suicide, substance abuse, sexual risk behavior, conduct disorders, aggression, and crime.