BEHAVIORAL POLICY

Behavioral Policy

Abstract

This quantitative study uses a narrative approach in an effort to study implementing a new behaviour policy in a large three form entry school in an affluent area of Liverpool with 35 staff who will implement the behaviour policy. The principles, who are employed in a mid-south urban school district, report not only their perceptions of the behaviour policy but also the varied modifications their students make to the behaviour policy. Data sources consisted of existing literature, interview transcriptions and district policy handbooks. The findings reveal that although principles are advocates of the school behaviour policy, their students have begun to make modifications that are not aligned with the district's initial implementation goals. This has, according to the participants, created perplexity and is counterproductive to an effective teaching and learning environment.

Behavioral Policy

Chapter I: Introduction

Introduction

Behaviour problems are a major concern for educational staff, institutions, and authorities in many western countries such as the and Britain, as well as in Israel (Charles, 1992; Degani, 1998; Hart, Wearing and Conn, 1995; Kingery, Coggeshall and Alford, 1998 and Maliphant and Davies, 1990). There are several reasons for this concern. First, links have been found between early childhood aggression and later social maladjustment, including adult violence and delinquency (Hudley et al., 1998; Morrison, Robertson and Harding, 1998 and Walker, Colvin and Ramsey, 1995). Longitudinal findings reveal a linear pattern of behavioural development, beginning with problematic behaviour in the early years and leading to violence in adolescence (Patterson, 1992). Second, many misbehaved children are at risk of poor developmental or school outcomes ( Pianta & Walsh, 1996). They are often rejected by peers, attain lower achievements at school, and are characterised by a relatively primary dropout rate, as well as primary rates of referral for clinical mental health intervention (Castillo, Holmes, Cuccaro and Gardner, 1997 and Hudley et al., 1998).

It is therefore, the obligation of society in general and social workers in particular to take every possible step to help the misbehaved children to change to better school. Based on the ecological systems approach (Baker, 1998b; Pardeck, 1996 and Pianta and Walsh, 1996), we argue that the childhood misbehaviour is the result of a complex interaction (Baker, 1998b) or triangle (Pianta & Walsh, 1996) between the child's attributes, his or her family background, and the school environment—especially teacher-child relationships. Improving any aspect (child, family or teachers), will, therefore lead to improvement in all other aspects ( Pardeck, 1996).

Children's misbehaviour takes many forms, e.g. defiance of adults, restlessness and hyperactivity, frequent off-task activities, lack of self regulation, disruptive classroom behaviour and aggression (Walker, Stiller, Severson & Golly, 1998). Although many teachers believe that such misbehaviour originates at home and, therefore cannot be corrected at school ( Faupel, 1990 and Hope and Bierman, 1998), theory and research suggest that schools, especially teachers' behaviour, can and does influence children's behaviour ( Baker, 1998a; Mercer, Costa and Galvin, 1990 and Morrison, Furlong and Morrison, 1994). From attachment perspective, there is a well-developed literature indicating that secure relationships with ...