PBIS: Towards a Kinder Form of Discipline
| dc.contributor.author | Stalie, Pollyanna | |
| dc.date.accessioned | 2021-07-01T17:05:12Z | |
| dc.date.available | 2021-07-01T17:05:12Z | |
| dc.date.issued | 2021-05-16 | |
| dc.description.abstract | Positive Behavioral Interventions and Supports (PBIS) is a practical theory of discipline that focuses on prevention—rather than punishment,—and affirmation of preferred behavior. PBIS is primarily used in schools, and I have used it extensively in my work as an early childhood educator. In this paper, I argue that there is a clear connection between the psychological theory that makes PBIS effective and the sociopolitical philosophies laid out by John Dewey, Friedrich Nietzsche, and Michel Foucault. These theories and methodologies explain power dynamics between a dominant and non-dominant group, and how best to discipline to correct behavior long-term while instilling a sense of agency in the subjugated group. I ultimately conclude that PBIS works to improve classroom function through the implementation of mutual respect and by validating children’s needs by giving them a sense of agency. Integrating PBIS in societal institutions can serve as the basis for a new kind of discipline that would, I contend, improve these institutions in myriad way. | en_US |
| dc.identifier.doi | 10.5399/uo/exanimo.1.1.6 | |
| dc.identifier.uri | https://hdl.handle.net/1794/26378 | |
| dc.language.iso | en_US | en_US |
| dc.publisher | University of Oregon | en_US |
| dc.rights | Creative Commons BY | en_US |
| dc.subject | Positive Behavioral Interventions and Supports | en_US |
| dc.subject | PBIS | en_US |
| dc.subject | prevention | en_US |
| dc.subject | affirmation | en_US |
| dc.subject | John Dewey | en_US |
| dc.subject | Friedrich Nietzsche | en_US |
| dc.subject | Michel Foucault | en_US |
| dc.subject | education | en_US |
| dc.title | PBIS: Towards a Kinder Form of Discipline | en_US |
| dc.type | Article | en_US |