A follow-up study of implementation of a positive approach of discipline at school and classroom levels
A follow-up study of implementation of a positive approach of discipline at school and classroom levels

Summary/Abstract: There is a continuous preoccupation on developing efficient, scientifically and pragmatic-based strategies and techniques in order to improve the educational and therapeutic practices in educational and therapeutic/remedial contexts, The helping and caring professionals are constantly involved in their continuous specialization, by participating in training and courses. There are insights, there are enthusiasm and optimism, there are motivations, and assuming of personal changes and improvement, there are pledges of improving owns professional practices, for the benefit of those carried out! But the newly learned methods should be introduced and exercise in the life spaces of the trainee. And then begin the battle between new and familiar, between not yet fully mastered and quite automatized actions/reactions, between commodity of conformity and the efforts and risks of innovation. In this paper, we want to investigate the factors who promote the change and those who explain the inertia and the resistance to change. Identifying the mechanisms which enhance the acquisition and the implementation of new methods grants efficient professional and institutional evolution and improvement For this purpose, we will present the assessment of two initiatives of introducing and promoting changes in educational context and in intervention strategies. The follow-up techniques (scales and focus group) reveal the factors that promote the change, and, also, the factors that favor the inertia and the resistance to change. We assessed the impact of a training on positive discipline and LSCI methods to the teaching and discipline strategies, in a follow-up study of 40 trainees, primary and secondary teachers, from mainstream and special schools.

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