This course will focus on well known theories and basic concepts associated with positive guidance and positive discipline as developed by Alfred Adler, Rudolf Dreikurs, Thomas Gordon, and others. Topics include understanding individual temperaments in children and adults, linking positive guidance to school-age development, using a wide range of positive guidance strategies to address individual needs and characteristics, exploring causes of misbehavior, identifying and addressing causes of conflict in school-age programs, and using class meetings to promote problem solving and building a classroom community. Students will also investigate the use of positive guidance strategies with children with special needs and disabilities and with those who exhibit challenging behaviors such as escalating anger, aggressiveness, and bullying. (3 credits)
- ENG 101: English Composition 1
- ENG 102: English Composition 2
- ASE 255: Introduction to After School Care and Education (Recommended)
Student Learning Outcomes (SLOs)
Students who successfully complete this course will be able to:
- Associate adults’ personal beliefs and background, personal style, professional goals, and goals for children with the choices individuals make about guiding children’s behavior.
- Identify dimensions of temperament; discuss how temperament affects how children (as well as adults) experience and interact with their surroundings and implications for guiding children’s behavior.
- Discuss the implications of school-age development for guiding the behavior of school-age children.
- Discuss the importance of laying the foundation for positive guidance through developing positive relationships with children and families.
- Describe Thomas Gordon’s strategies for active listening and discuss how these strategies can help teachers build relationships with children and parents.
- Discuss the importance of laying the foundation for positive guidance by creating an effective program environment and a supportive social context.
- Describe basic principles of positive approaches to guidance and discipline, including basic concepts associated with the theories and philosophies of Alfred Adler and Rudolf Dreikurs, two of the early proponents of positive discipline.
- Discuss the merits and effectiveness of positive guidance and contrast positive approaches to guidance with other approaches that include strictness, punishment, or permissiveness.
- Describe positive guidance strategies and tools that support and promote healthy development, foster self-discipline and self-direction, help each child feel accepted and valued, and promote a spirit of community in out-of-school programs.
- Define misbehavior and interpret some of the possible reasons for misbehavior.
- Identify a wide range of potential causes of conflict in school-age program settings and strategies for preventing, minimizing, and resolving conflicts.
- Discuss youth involvement in setting rules and limits, problem solving, conflict resolution, and class meetings as important components of positive guidance and effective classroom management.
- Define challenging behavior and describe effective positive guidance strategies for preventing and responding to challenging behavior.
- Discuss the importance of including children with special needs and disabilities in school-age programs.
- Identify and describe positive guidance strategies that can be useful when working with children who have special needs or disabilities and/or exhibit extreme temperaments, escalating anger and aggression, and bullying.
General Education Outcomes (GEOs)
Course Activities and Grading
Individual postings, 2 forums per week, Weeks 1 – 8 @ 20 points each
|Written Assignments and Observation Summaries:|
6 assigned topics: Weeks 1, 3, 4, 5, 6, 8 @ 45 points each
2 assigned topics: Weeks 5 and 7 @ 40 points
2 observation summaries: Weeks 1 and 2 @ 45 points each
|Reflective Journal Entries:|
1 per week, Weeks 1 – 8 @ 10 points each
|Professional Resource Portfolio:|
8 entries, 1 per week, Weeks 1 – 8 @ 20 points each
(Weeks 1 – 4, submitted at end of Week 4)
(Available through our online bookstore.)
- Nelson, J, Ed.D. Positive Discipline: The classic guide to helping children develop self-discipline, responsibility, cooperation, and problem-solving skills, New York, NY: Ballentine, Books, 2006. ISBN: 0-345-48767-2
- Fink, D. Ph.D. Discipline in School-Age Care: Control the Climate, Not the Children, New Albany, OH: School-Age NOTES, 1995. ISBN: 0-917505-07-7
- Kaiser, B. and Fasminsky, J. S. Challenging Behavior in Young Children:Understanding, Preventing, and Responding Effectively. 4th ed. New York, NY: Pearson Education, Inc., 2017. ISBN-13: 9780133802665
- Gordon, T., Teacher Effectiveness Training, New York, NY: Three Rivers Press. ISBN: 0-609-80932-6
- Kohn, A. Beyond Discipline: From Compliance to Community Alexandria, VA: Association for Supervision and Curriculum Development, 2006. ISBN-10: 1-4166-0472-3 or ISBN-13: 978-1-4166-0472-3
- Murphy, T., Ph.D. and Oberlin, L. H. The Angry Child, New York, NY: Three Rivers Press, 2001. ISBN 0-609-80751-X
Supplemental Readings and Materials
Required Resources (Provided on-line by instructor with permission of authors)
- Article: Liden, C. B., MD, Temperament. Pittsburgh, PA: TransHealth Publishing, 2002.
- Article: Newman, R., Important Questions to Ask about Individual Differences in Temperament, Cape Charles, VA: Newroads Media, 2005.
- Excerpt: Newman, R., Who Are School-Age Kids and What Do They Need from Me? from Training New After-School Staff, New Albany, OH: School-Age NOTES, 2002.
- Excerpt: Newman, R., Handling Problems and Conflicts Among School-Age Children from Training New After-School Staff, New Albany, OH: School-Age NOTES, 2002.
- Excerpt: Newman, R., Helping Children Take Responsibility for Their Actions from Perspectives on Out-of-School Programs, Cape Charles, VA: Newroads Media, 2007.
- Excerpt: Newman, R., Checklist of Common Causes of Conflicts in School-Age Programs, New Albany, OH: School-Age NOTES, 2002.
- Excerpt: Newman, R., Helping Kids Live by the Rules in Out-of-School Programs from Perspectives on Out-of-School Programs, Cape Charles, VA: Newroads Media, 2007.
- Excerpt: Newman, R., Chapters 6 – 10 (positive guidance strategies for children with ADD in after school programs, pages 68 – 113) from Helping Children and Youth with ADD Succeed in After-School Programs, Cape Charles, VA: 2007.
- Excerpt: Newman, R., Arranging and Operating Selected Interest Indoor Interest Areas (excerpted with permission from: Developing and Operating Indoor Interest Areas, Part Two and Part Three. Washington , DC: Learning Options On-Line Course, a joint project of NACCRA, The Values Group, and Roberta L. Newman. (Copyright Roberta L. Newman, 1998.)
- Faber, A. and Mazlish, E. (2001) How to Talk So Kids Will Listen & Listen So Kids Will Talk, (New York, NY: Avon Books (ISBN: 0-380-57000-9)
- Kreidler, W.J., (2005) Creative Conflict Resolution: More Than 200 Activities for Keeping Peace in the Classroom, Glenview, ILL: Scott, Foresman and Company (ISBN: 0-673-15642-7)
- Kreidler, W.J. and Furlong, L. (1995) Adventures in Peacemaking: A Conflict Resolution Activity Guide for School-Age Programs, Cambridge, MA: Educators for Social Responsibility (ISBN # not available, book available from School-Age NOTES, New Albany, OH)
- Nelson, J., EdD., Lott, L., and Glenn, S. (2000), Positive Discipline in the Classroom: Developing Mutual Respect, Cooperation, and Responsibility in Your Classroom, Revised 3rd Edition, New York, NY: Three Rivers Press (ISBN:0-7615-2421-5)
- Whelan, M. S. (2000) But They Spit, Scratch, and Swear! The Do’s and Don’ts of Behavior Guidance with School-Age Children, Minneapolis, MN: A-ha! communications (available from School-Age NOTES, New Albany, OH) (ISBN: 0-9679925-0-8)
Additional Optional Resources may be provided.
The Search Institute: http://www.search-institute.org
Promising Practices in After School: http://www.afterschool.org
The National AfterSchool Association: http://www.naaweb.org
National Institute on Out-of-School Time: http://www.niost.org
Positive Discipline Association: http://www.posdis.org
Readings and Exercises
1, 2, 4, 5
1, 7, 8, 9
7, 8, 9, 10
7, 8, 9, 11, 12
9, 11, 12
1, 4, 6,13, 14, 15
1, 2, 4, 13, 15