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Essay / Research Paper Abstract
An 8 page paper. The two most common approaches to cooperative discipline are from Albert and Freiberg. The writer discusses each, including the basic principles, components and goals of each. Freiberg's model is called Consistency Management & Cooperative Discipline. As is shown in the essay the two approaches as far as cooperative discipline is concerned have a number of similarities. Research supporting Freiberg's model is also included. bibliography lists 6 sources.
Page Count:
8 pages (~225 words per page)
File: MM12_PGCLCMD.rtf
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Unformatted sample text from the term paper:
Adler, Bill Glasser, Rudolf Dreikurs and others (Ennis, 2003). The two major authors on cooperative discipline that seem to be the most popular today are Linda Albert (Cooperative Discipline) and
Jerome Freiberg (Consistency Management and Cooperative Discipline). The latter includes empirical evidence of its efficacy (Freiberg, 2004). Both are based on the same principles of prevention, support, democracy, responsibility and
caring. Both are heralded as tools for school reform. This essay will provide a brief overview of each of these major authors. Alberts model includes the use of action plans
for the student, for the school and for the parents (Ennis, 2003). Each plan is comprised of the following components: * Identify and describe the students behavior (Ennis, 2003). *
Identify the students goal or objective for the misbehavior (Ennis, 2003). * Select intervention techniques to implement when the behavior occurs (Ennis, 2003). * Determine which encouragement techniques will be
used to enhance the students self-esteem (Ennis, 2003). In Cooperative Discipline, Albert explains that the entire school community, including students, teachers, and parents are involved in the process of discipline
(Ennis, 2003). It is important to address the entire community because addressing only the discipline issues will lead to short-term results (Ennis, 2003). In other words, even the best intervention
for changing the disruptive behaviors may not last but if the entire environment is addressed, then the needs of students will be more constant as will the changes in behaviors
(Ennis, 2003). The behavior pattern cycle is interrupted (Ennis, 2003). Blame is eliminated, as Albert suggests nobody wins when the blame game is played (Ennis, 2003). Following along the precepts
of Glassers theories, Albert also notes that theoretically, we all make choices as to how we behave (Ennis, 2003). This theory inherently means that a childs inappropriate behaviors are the
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