The therapeutic educational guidance center at Hoxton is described through use of case studies. (Author/RK)

Is there more disruptive behaviour in schools today? The simple answer to this often asked question is probably yes. But the reasons lie more outside teenagers than inside. For too many teachers there can be an attitude of: "I was a teenager once, therefore I know what it is like." We all develop in a unique time and the issues are unique to that…

This study describes how a graduate student in counseling and guidance worked with a team of teachers in implementing a group-contingent reinforcement system with first graders. The group contingencies proved highly effective in increasing the percentage of work completed and reducing disruptive responses. (Author)

This study was concerned with relationships between personality traits of third-grade children and the extent to which the children showed problem behavior in the classroom. In addition, relations among personality traits, IQ, and absence records were determined. (Author)

The objective of disciplinary counseling is to achieve a balance of interests of both the individual and the group- Parallel to this purpose is the emphasis on personal growth toward acceptance of citizenship responsibilities. A model code for student discipline is presented. (Author/CJ)

Findings suggest that conditioning a student's attending behavior to a given task seems to affect general adjustment behavior positively and thus decreases disciplinary problems in school. However, it does not seem to have an influence on performance. (Author)

Timeout from positive reinforcement is frequently used by special educators for dealing with undesired student behavior. Six types, or levels, of response contingent timeout found in the literature are as follows: planned ignoring, reduction of response maintenance stimuli, planned ignoring plus restraint, contingent observation, exclusion, and…

Adolescent students were asked to evaluate different control strategies used by teachers in dealing with disruptive behavior. Results indicated that initiatory aggressive strategies that seem to be effective in controlling behavior could have other deleterious consequences. (Author/MJL)

Assertive discipline is an inappropriate classroom management method. To determine the necessary nature and amount of classroom control, analysis of the aims of education and of the growing body of child development and social psychology theories and research is necessary. (CJ)

A teacher recounts a valuable lesson about helping children with behavior problems. (MM)

An alternative educational program that is highly structured, closely supervised, and appropriately staffed is proposed for the chronic disruptive student. (Author/MLF)

Characteristics and management of the passive aggressive child in classroom situations are presented in the article. (PHR)

Three behavioral approaches to the management of behavior problems in the classroom are discussed. (PHR)

Agriculture teachers in North Carolina, South Carolina, and Virginia (n=165) rated 77 student misbehaviors; none ranked higher than two on a four-point scale. The most serious problem was negative attitudes about school. Compared with 1984 and 1988 surveys, ambivalent attitudes dropped from first to 20th place, suggesting that ambivalence may have…