Punitive behaviour management policies and practices in secondary schools: A systematic review of children and young people’s perceptions and experiences

IF 1.5 Q3 PSYCHOLOGY, EDUCATIONAL EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2023-09-26 DOI:10.1080/13632752.2023.2255403
Rebecca Jones, Jana Kreppner, Fiona Marsh, Brettany Hartwell
{"title":"Punitive behaviour management policies and practices in secondary schools: A systematic review of children and young people’s perceptions and experiences","authors":"Rebecca Jones, Jana Kreppner, Fiona Marsh, Brettany Hartwell","doi":"10.1080/13632752.2023.2255403","DOIUrl":null,"url":null,"abstract":"Traditional in-school approaches focus on using consequences for managing pupil behaviour. Within published literature, concerns have been raised about the effectiveness and negative impact of punitive approaches. This systematic synthesis explores the perspectives of children and young people (CYP) in secondary schools on in-school punitive behaviour management policies and practices. Papers are evaluated using an adapted version of the Critical Appraisal Skills Programme (2019) and study findings are analysed using thematic synthesis. The findings highlight CYP’s thoughts on the fairness and consistency of punitive consequences, the impact of these on academic development and emotional wellbeing, and the limited long-term effectiveness of such approaches. CYP explain their need to feel listened to, understood and supported with their behaviour and emotions. Implications of these views for school staff, educational professionals and education policy makers are outlined.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"29 1","pages":"0"},"PeriodicalIF":1.5000,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/13632752.2023.2255403","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
引用次数: 0

Abstract

Traditional in-school approaches focus on using consequences for managing pupil behaviour. Within published literature, concerns have been raised about the effectiveness and negative impact of punitive approaches. This systematic synthesis explores the perspectives of children and young people (CYP) in secondary schools on in-school punitive behaviour management policies and practices. Papers are evaluated using an adapted version of the Critical Appraisal Skills Programme (2019) and study findings are analysed using thematic synthesis. The findings highlight CYP’s thoughts on the fairness and consistency of punitive consequences, the impact of these on academic development and emotional wellbeing, and the limited long-term effectiveness of such approaches. CYP explain their need to feel listened to, understood and supported with their behaviour and emotions. Implications of these views for school staff, educational professionals and education policy makers are outlined.
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
中学的惩罚行为管理政策和做法:对儿童和青少年的看法和经验的系统回顾
传统的校内方法侧重于使用后果来管理学生的行为。在已发表的文献中,对惩罚性方法的有效性和负面影响提出了关注。这个系统的综合探讨了儿童和青少年(CYP)在中学对学校的惩罚性行为管理政策和做法的观点。使用改编版的关键评估技能计划(2019年)对论文进行评估,并使用主题综合分析研究结果。这些发现突出了CYP对惩罚结果的公平性和一致性的思考,这些对学术发展和情感健康的影响,以及这些方法有限的长期有效性。CYP解释了他们的行为和情感需要被倾听、理解和支持。本文概述了这些观点对学校教职员、教育专业人员和教育政策制定者的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
EMOTIONAL AND BEHAVIOURAL DIFFICULTIES
EMOTIONAL AND BEHAVIOURAL DIFFICULTIES PSYCHOLOGY, EDUCATIONAL-
CiteScore
1.80
自引率
10.00%
发文量
10
期刊介绍: The central intention of Emotional & Behavioural Difficulties (EBDs) is to contribute to readers" understanding of social, emotional and behavioural difficulties, and also their knowledge of appropriate ways of preventing and responding to EBDs, in terms of intervention and policy. The journal aims to cater for a wide audience, in response to the diverse nature of the professionals who work with and for children with EBDs.
期刊最新文献
‘Listen to our voice!’ using co-creation and art-based methods to explore the welfare and wellbeing of siblings of children with life-limiting conditions An online compassion-focused intervention for middle school students: the Inspiring Comfort program Navigating changes: reflecting on children and young people’s experiences of public health and social measures during the COVID-19 pandemic- a purposive, qualitative follow-up from a national probability sample A scoping review of the literature exploring and evaluating the emotional literacy support assistant (ELSA) intervention Teachers’ views on the sustainability of the Incredible Years Teacher Classroom Management programme: a one-year qualitative follow-up study
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1