May 2023
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19 Reads
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Publications (11)
April 2023
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3 Reads
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1 Citation
January 2008
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7 Reads
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71 Citations
October 1995
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28 Reads
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5 Citations
Educational Psychology in Practice
Swinson and Melling begin their article with a list of references to the ‘positive press’ received in this country by the Assertive Discipline (AD) programme. It was not a surprise to us to find that we were voicing a minority opinion — it has happened before and it does not necessarily mean that our argument is unsound. The many appreciative calls and letters we received from friends and strangers, eminent academics and practising teachers, encouraged us to be confident in our misgivings about this programme. We are grateful to Educational Psychology in Practice for arranging this opportunity for our reply to appear in the same edition as the article by Swinson and Melling, and agree with them that this will allow readers the opportunity to consider both points of view. We will restrict our contribution to some brief points and would refer readers to our original articles (Robinson and Maines 1994(a); 1994(b)), for a full account of our argument.
January 1995
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2 Reads
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10 Citations
September 1994
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30 Reads
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8 Citations
Pastoral Care in Education
Recently a systematic approach to pupil behaviour known as ‘Assertive Discipline" has been taken up by schools in a number of parts of the country. Almost all the press comment on this development to date has been favourable, though this has usually been based on comments from schools who have recently been converted to the approach. In contrast, the writers of this paper raise a number of critical questions about the approach. They suggest that in spite of claims to the contrary, Assertive Discipline is based on very little research evidence, and that a number of aspects of Assertive Discipline are actually incompatible with sensitive teaching and a school ethos which recognizes each pupil as an individual and seeks to respond to her/his particular needs. They draw attention to the fact that some of the practices being pursued in England as part of Assertive Discipline have actually been abandoned by Lee Canter, the programme’s creator.
January 1994
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42 Reads
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12 Citations
Educational Psychology in Practice
This article discusses the Assertive Discipline programme as presented and published in book and video form by the authors, Lee and Marlene Canter. The first programmes with video training materials were produced in 1979. The range was widened in 1989 and a new text published in 1992. New video tapes were promised for summer 1993.
January 1992
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9 Reads
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17 Citations
October 1991
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13 Reads
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23 Citations
Educational Psychology in Practice
August 1990
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5 Reads
School Psychology International
The concept of and processes involved in an assessment by an educational psychologist have changed considerably during the last twenty years and there is now a willingness to accept reports which do not quote IQ figures and percentile rankings. Nevertheless, the expectation persists that the subject of the assessment will be the child: it is her/or his name which appears at the top of the written report.
Citations (7)
... A youth's capacity to manage life's stresses can mitigate the risk of emotional fluctuations (Saputro, 2022). This ability is called emotional resilience (Rae et al., 2023). During their formative years, people explore identity and consciously consider the enduring consequences of their decisions. ...
- Citing Book
April 2023
... Teachers can also facilitate bullying resolution by playing a collaborative role. For instance, teachers can work with the students or parents involved to discuss bullying issues (Bau-man et al., 2008;Burger et al., 2015;Kochenderfer-Ladd & Pelletier, 2008), or use strategies, such as the Support Group Method, to help bullies determine how to help victims (Garandeau et al., 2014;Rigby, 2014;Robinson & Maines, 2008). Others who are not involved, such as colleagues (e.g., other teachers, school counselors) (Bauman et al., 2008) or other students (Campaert et al., 2017), can be sought out by teachers for broader support in dealing with bullying incidents. ...
- Citing Book
January 2008
... In the case of the isolates, it is necessary to try to integrate them into the class collective. Hall (1994) stresses the importance of using effective group work practice as a method to improve social relational and emotional development, focusing attention not only on the content of the group work activity, but also on the process and interpersonal sensitivity gained through typical procedures (Bliss et al., 1995;Curry & Bromfield, 1998). A social relational approach necessarily focuses upon the interpersonal (as opposed to individual) development and uses the whole class as an inclusive site for development of group work. ...
- Citing Book
January 1995
... Less directive than restorative justice, there are two other methods that seek to achieve the same end, that is the restoration of positive relations that have been damaged by bullying. These are the Support Group Method (25,26) and the Method of Shared Concern or Pikas Method (27,28). In both methods the bully or bullies are informed about the harm that has been done to a person who has been targeted. ...
Reference:
Interventions to reduce bullying
- Citing Book
January 1992
... Behaviourism, particularly in the form of behaviour modification, is an accepted and established approach to the issue of students' behaviour within the majority of English speaking countries (Funnel, 2009). However, some have raised doubts toward the efficacy of such an approach, especially in respect to the use of external stimuli -a pivotal behaviourist concept -which typically translated into schools in the form of reward and punishment systems (Robinson and Maines, 1994). ...
- Citing Article
September 1994
Pastoral Care in Education
... Another distinctive area of modality-crossing intervention for bullying and cyberbullying is group treatments that weave together group therapy models with schoolbased advocacy, community organizing, and enlisting the group in research and problem solving (Hall 2006a, b;Paolini 2018;Paul et al. 2012;Pikas 2002;Varjas et al. 2006;Williams and Winslade 2008;Young 1998). Young (1998) builds on a model originally developed by Maines and Robinson (1991), in which the child who has been bullied is asked to identify one or two peers who were engaged in the bullying, and others who were bystanders and friends. The group is then organized to collaboratively identify solutions to stop the bullying. ...
- Citing Article
October 1991
Educational Psychology in Practice
... In some anti-bullying interventions (e.g. No Blame Approach by Blum & Beck, 2010;Maines & Robinson, 1994), a selected group of class members is given the remit to take little steps to improve the situation or to observe the situation and report back later, which will probably increase their sense of responsibility. ...
- Citing Article