Studies of implementation of Positive Discipline techniques have shown that Positive Discipline tools do produce significant results. A study of school-wide implementation of classroom meetings in a lower-income Sacramento, CA elementary school over a four-year period showed that suspensions decreased (from 64 annually to 4 annually), vandalism decreased (from 24 episodes to 2) and teachers reported improvement in classroom atmosphere, behavior, attitudes and academic performance. (Platt, 1979) A study of parent and teacher education programs directed at parents and teachers of students with "maladaptive" behavior that implemented Positive Discipline tools showed a statistically significant improvement in the behavior of students in the program schools when compared to control schools. (Nelsen, 1979) Smaller studies examining the impacts of specific Positive Discipline tools have also shown positive results. (Browning, 2000; Potter, 1999; Esquivel) Studies have repeatedly demonstrated that a student’s perception of being part of the school community (being "connected" to school) decreases the incidence of socially risky behavior (such as emotional distress and suicidal thoughts / attempts, cigarette, alcohol and marijuana use; violent behavior) and increases academic performance. (Resnick et al., 1997; Battistich, 1999; Goodenow, 1993) There is also significant evidence that teaching younger students social skills has a protective effect that lasts into adolescence. Students that have been taught social skills are more likely to succeed in school and less likely to engage in problem behaviors. (Kellam et al., 1998; Battistich, 1999)
Programs similar to Positive Discipline have been studied and shown to be effective in changing parent behavior. In a study of Adlerian parent education classes for parents of teens, Stanley (1978) found that parents did more problem solving with their teens and were less autocratic in decision making. Positive Discipline teaches parents the skills to be both kind and firm at the same time. Numerous studies show that teens who perceive their parents as both kind (responsive) and firm (demanding) are at lower risk for smoking, use of marijuana, use of alcohol, or being violent, and have a later onset of sexual activity. (Aquilino, 2001; Baumrind, 1991; Jackson et al., 1998; Simons, Morton et al., 2001) Other studies have correlated the teen’s perception of parenting style (kind and firm versus autocratic or permissive) with improved academic performance. (Cohen, 1997; Deslandes, 1997; Dornbusch et al., 1987; Lam, 1997)
Studies have shown that through the use of positive intervention programs "designed specifically to address the personal and social factors that place some high school students at risk of drug abuse, schools can reduce these young people's drug use and other unhealthy behaviors" (Eggert, 1995; Nicholas, 2995; Owen, 1995). Use of such programs has shown improvement in academics and a decline in drug use across the board.
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Famous quotes containing the word evidence:
“However backwards the world has been in former ages in the discovery of such points as GOD never meant us to know,we have been more successful in our own days:Mthousands can trace out now the impressions of this divine intercourse in themselves, from the first moment they received it, and with such distinct intelligence of its progress and workings, as to require no evidence of its truth.”
—Laurence Sterne (17131768)
“You dont decide to build a church because you have money in the bank. You build because God says this is what I should do. Faith is the supplier of things hoped for and the evidence of things not seen.”
—Jim Bakker (b. 1940)
“Faith. Belief without evidence in what is told by one who speaks without knowledge, of things without parallel.”
—Ambrose Bierce (18421914)