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| Discipline: One Size Does Not Fit All (Part II) The Solution is in the Process |
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In our previous issue, Dr. Johnson discussed challenges to effective disciplinary methods. Here she discusses the solution process. The process of youth and children becoming disconnected consists of at least four stages. These stages are investigating, drifting, recoiling and revolting. While all students may appear disconnected at times – someone who does not make the cheerleading team or breaks up with a girlfriend - only a portion will continue to escalate the stages of disconnection. Investigating is the first stage of disconnection. It is also the stage where the first deviations occur. Symptoms: In this stage, children break or bend rules as a last resort to accomplish a task awarded to them by the institution. They may cheat for a grade, “borrow” something prohibited from a family member, or forge their parent’s name on a permission slip that they forgot to have signed by a parent. They are doubtful of their ability to succeed in sanctioned ways. Typical discipline: youth are typically disciplined with avoidance by authority. This stage is oftentimes ignored because it is the least serious, and so many youth and children may fall into this category temporarily. Effective discipline: Effective discipline for these children and youth should be to teach them ways to overcome weaknesses and consistently celebrate their strengths, based on their individual experiences. Although the goal may continue to appear to be far removed, applaud them consistently for participating in a process based on principles rather than deception. This training, if implemented consistently and diligently by parents and school officials will lead to training of effective moral and mental behavior, while deterring further alienation. Drifting is a higher stage of disconnection. Youth and children in this stage have become disenchanted with their ability to succeed according to the expectations established by the institution. They no longer believe that they can achieve success. Symptoms: Children who identify with this stage simply “go through the motions,” given that this appears to be the path of least resistance. They sit through tests, but do not finish them, they show up for family dinner, but do not contribute to the conversation. Typical consequence: This behavior is deemed by adult authority as either laziness or learning deficiency. The typical consequence is children and youth are regarded as helpless and left alone due to their behavior is not distracting. Effective discipline: the disciplinary method that should be implemented is that the children and youth should be offered increased individualized training rather than ignored. Provided that all children can learn given the appropriate time and resources, these children should be offered more of both. Parents should assist their young with exploring their individual experiences and edify them. Demonstrate links from their experiences and show them how the two are incongruent. Finally, assist them with ways that their uniqueness can be an interesting tool for development. This concept is perfectly aligned with disciplining alienated youth. The process allows concerned adults to provide youth and children with appropriate discipline as opposed to inefficient and outdated disciplinary measures. Dr. Johnson continues this discussion in our next issue. Dr. Melanie Johnson has been researching discipline in schools for a decade. She is an administrator at Galveston College (Galveston, TX) where her primary focus is student connectedness and engagement. Another important research topic to Dr. Johnson is experience-driven pedagogy. Dr. Johnsonis a wife of 15 years, and the mother of two sons. |