Teachers’ disciplinary practices and prosocial behavior in high school students

Disciplinary practices refer to procedures teachers use in school to manage student behavior and promote self-discipline. The aim of this study is to examine the use of positive, punitive, and SEL disciplinary techniques and their effects on students’ prosocial behavior. The research sample consisted of 766 students (61.1% female) aged 15 to 19 years (M = 16.36, SD = 1.04). Teachers’ disciplinary techniques were assessed using the Delaware Positive, Punitive, and SEL Techniques Scale (four-point Likert-type scale, α = .87). The scale consists of three subscales measuring students’ perceptions of the use of positive behavior techniques (6 items, α = .88), punitive/corrective techniques (6 items, α = .74), and social emotional learning techniques (6 items, α = .88). Data on prosocial behavior were collected using the prosocial subscale of the Strengths and Difficulties Questionnaire (5 items, α = .84). The data show that secondary teachers use all three groups of disciplinary techniques to about the same extent, although SEL and positive disciplinary techniques are used to a slightly greater extent. Results indicate that teacher techniques are statistically significantly correlated with student prosocial behavior (r(764) = .40, p = <.001). The strongest positive correlation was found between SEL learning techniques and prosocial behavior (r(764) = .48, p = < .001), then with positive behavior techniques (r(764) = .39, p = <.001), while a very weak negative correlation was found between punitive techniques and prosocial behavior (r(764) = -.11, p = < .01). This correlation remains even when respondents’ age and gender are taken into account. The results of this study suggest that in the school context, it may be useful to plan interventions that promote the use of SEL and positive disciplinary practices which can be effective for prevention of behavioral problems among students

Teachers’ disciplinary practices and prosocial behavior in high school students

Disciplinary practices refer to procedures teachers use in school to manage student behavior and promote self-discipline. The aim of this study is to examine the use of positive, punitive, and SEL disciplinary techniques and their effects on students’ prosocial behavior. The research sample consisted of 766 students (61.1% female) aged 15 to 19 years (M = 16.36, SD = 1.04). Teachers’ disciplinary techniques were assessed using the Delaware Positive, Punitive, and SEL Techniques Scale (four-point Likert-type scale, α = .87). The scale consists of three subscales measuring students’ perceptions of the use of positive behavior techniques (6 items, α = .88), punitive/corrective techniques (6 items, α = .74), and social emotional learning techniques (6 items, α = .88). Data on prosocial behavior were collected using the prosocial subscale of the Strengths and Difficulties Questionnaire (5 items, α = .84). The data show that secondary teachers use all three groups of disciplinary techniques to about the same extent, although SEL and positive disciplinary techniques are used to a slightly greater extent. Results indicate that teacher techniques are statistically significantly correlated with student prosocial behavior (r(764) = .40, p = <.001). The strongest positive correlation was found between SEL learning techniques and prosocial behavior (r(764) = .48, p = < .001), then with positive behavior techniques (r(764) = .39, p = <.001), while a very weak negative correlation was found between punitive techniques and prosocial behavior (r(764) = -.11, p = < .01). This correlation remains even when respondents’ age and gender are taken into account. The results of this study suggest that in the school context, it may be useful to plan interventions that promote the use of SEL and positive disciplinary practices which can be effective for prevention of behavioral problems among students

Landmine Victim Assistance in South-East Europe: Final Study Report

In December 2002, Handicap International Belgium, in co-operation with the International Campaign to Ban Landmines\u27 (ICBL) Landmine Monitor research network, began a research project on behalf of the Reay Group, which was funded through the ITF by Canada and the US State Department. The study should provide the ITF, donors, and service providers, with a clearer picture of the state of victim assistance in South East Europe. It is a starting point that should encourage relevant actors, including government authorities, donors, and local and international program implementers, to share information, to make informed decisions on where to direct resources, or to develop new initiatives, that will promote the complete care, rehabilitation and reintegration of landmine survivors. The study objectives are to present a clearer picture of the number of landmine survivors in the region; identify services/facilities for landmine survivors in the region; determine the capacity of existing services/facilities to address the needs of landmine survivors; identify challenges/gaps in providing landmine victime assistance; identify opportunities for regional cooperation in victim assistance; provide an analysis and data for States, donors, and victim assistance practitioners to improve the effectiveness and reach of victim assistance prgramming responses