Matilda Farnan

S00153975
Using a strength based approach to behaviour management is more effective long
term then a disciplinary approach. Discuss.

The topic of behaviour management has a large range of questions and strategies
surrounding it. In this essay the writer contends to demonstrate to the reader that
using a strength based approach to behaviour management is more effective long
term then a disciplinary approach. A strengths based approach focused on the
strengths of students rather than their weaknesses. This approach to behaviour
management grants students the opportunity to feel important, it also allows them to
realise their own potential and see their teachers as partners in learning (Grant &
Cadell, 2009). While a disciplinary approach can leave students feeling anxious and
only has a short term effect over classroom behaviour as it does nothing to tackle the
problem of why the students are misbehaving (Robinson & Maines, 1994). Positive
education, is another approach will be mentioned in this essay as it supports the idea
of a strength based approach being more effective, and helps highlight how student
wellbeing is important to education and in turn the behaviour of students in a
classroom (Alderman & Green, 2011).
Firstly to understand why a strengths based approach is a more effective model of
maintaining long term positive behaviour it is important to understand what a
strengths based approach is. Strength based approaches were first developed by
social work educator in the US during the 1960s and 1970s, it was also influenced by
positive psychology (Seligman 1990) and social service research (Fenton, Walsh,
Wong & Cumming, 2014). According to Lopez and Louis (2009) a strengths based
approach is best understood as a philosophical stance and a daily practice, it
involves teachers identifying the potential that exists in all students and designing
lessons and experiences that can help students realise this potential in themselves.

Matilda Farnan
S00153975

A strengths based approach has the primary goal of transforming students into
confident, effective, lifelong learners (Anderson, 2000) by focusing on their strengths,
interests, abilities, knowledge and capabilities rather than their limits(Grant & Cadell,
2009). By focusing on a students strengths rather than weaknesses it can help to
improve student wellbeing. When students are happy and confident in their school
environment they are able to established meaningful relationships with both teachers
and their peers and be placed in a better position to achieve positive learning
outcomes (Alderman & Green, 2011). This in turn leads to positive behaviour
management, as when students respect and fell respected by their teacher and can
engage with work that targets their interests and strengths they are far more likely to
behaviour in a positive manner in the classroom (Sori & Paleki, 2009).
A strength based approach is being used by many schools and educators around the
world both for behaviour management and all round teaching. Govindji and Linley
(2007) suggest that when students use their strengths they are found to display
greater levels of liveliness, individuality and wellbeing, as well as an enhanced
resilience and an improved ability to progress towards their goals. A strength based
approach also encourages students and teachers to see each other as partners in
learning. This can help lead to an improvement in classroom behaviour such as a
decrease in aggression and an increase in compliance with rules (Murray & Pianta,
2007). A strength based approach has been used in some schools to help students
with defiant issues. Students who are defiant can be seen as unreasonable and
stubborn however they are also very determined, motivated and resilient. By taking
up a strengths based approach with these students you are reminding them that they
are loved and valued member of the classroom. This can then help lead to less
disobedient behaviour in class (Poutawa, 2013). Not only educators can use a

Matilda Farnan
S00153975

strength based approach to behaviour management, there are many cases of school
counsellors taking on this model to help students who have behavioural issues. This
approach helps these students to see potential strengths in what might be referred to
as there weakness (White & Walters, 2014). Strength based approach is not without
critiques however. Arguments have been made that a strength based approach has
no claim as a distinct approach, It is also stated that a strength based approach is
not consistently defined or applied (Staudt, Howardw & Drake, 2001). There is also a
perception by some that having a focus on strengths may cause a denial of the
existence and severity of problems the students might have (Taylor 2006).
The strength based approach can also be seen underpinning other models of
education such as the positive education model which too has a positive effect on
the outcome of students behaviour. These two approaches are quite similar as they
both encourage students to develop strengths such as self-regulation, curiosity and
persistence (Ainley, Hidi & Berndorff, 2002). Geelong Grammar school is a key
example of how positive education can benefit a students behaviour while at school.
Geelong grammar have been using a whole school positive education approach for
quite a long time, from this they have gathered plenty of evidence suggesting that
taking a positive approach and focusing on students strengths and interest is very
effective for students learning and behaviour (Geelong Grammar School, 2015).
Engagement is important part of positive education, it is important in both positive
education and strength based that the lessons are planned to be engaging to
students. When students are engaged with the content present in a class it leads to
increased motivation whereas disengagement is often associated with boredom and
procrastination which can in turn lead to problematic behaviours. By measuring trips
to the principals office and explosions Froh et al, (2010) found that students who

Matilda Farnan
S00153975

were engaged with their work and enjoyed their time in the classroom displayed a
decrease in the number of problematic behaviours exhibited at school.
Opposite to a strength based approach and positive education is a Discipline based
approach. The discipline based approach was created by Lee and Marlene Canter. it
is designed to help teachers improve classroom behaviour ,which then reduces the
amount of teaching time lost due to disruptive or uncooperative behaviour (Canter &
Canter, 1976). Taking a discipline based approach involves establishing a discipline
plan to maintain order, ensuring clear limits and rules are set and taught (Lyons &
Ford, 2013). Although a discipline based approach can lead to an improvement in
students behaviour, this may not always be for a positive reason. In many cases
when the educator uses a disciplinary approach students may only behave purely to
please their teacher (Porter, 2008). This suggests that this approach only has a
short term effect on managing classroom behaviour. By using controlled rewards and
punishment to obtain obedience teachers are failing to install any values into the
students. This approach also refuse to allow students to discuss what they did wrong
with the teacher without amounting to further penalties, student are also not given
the opportunity to help set the rules for the classroom that is completed by the
teacher only (Robinson & Maines, 1994). However it must be noted that the
Disciplinary approach does not always have negative outcomes there are some
productive positive results that lead from it as well. This approach allows teacher to
establish an order and a productive teaching and learning environment, it has a
focus on helping students achieve academic success and it has a focus on getting to
know your students (Lyons & Ford, 2013).
Studies complete have helped suggest that taking a strength based approach to
behaviour management is more effective long term then a disciplinary approach.

Matilda Farnan
S00153975

Albercht and Braaten (2008) Support the use of a strength based model for
behaviour management over the traditional deficit based model. They found when
researching that having zero tolerance to negative behaviour in a classroom such as
in a disciplinary approach, often results in the exclusion of students who display
antisocial behaviours from accessing opportunities schools can provide (Kauffman,
1999). They suggest that instead of taking this route with misbehaving students and
ensuring that they miss out on educational opportunities schools should use a
strength based model to assess these students as it provides a foundation for
developing social skills rather than focusing efforts to remove deficit behaviours.
Likewise Psunder (2005) found from their research that discipline in schools was to
controlling. He stated that by using a disciplinary approach we cannot prepare them
for future life, as real life does not enquire them to imitate set behavioural patterns.
Education should aim at encouraging students potential like that of the strengths
model, as that contributes to them behaving in a more responsible way and
encourages them to be independent, think critically and be creative. When using a
disciplinary approach in a classroom it is effective in obtaining immediate
compliance, however it does not support the development of self-discipline or
responsibility (Lewis, 2001). It has also been shown to create more disciplinary
problems, if the teacher shows aggressive behaviour when punishing students it can
correlate with an increase in students misbehaviour (Emmer, Evertson & Anderson,
1980; Lewis, 2001).
Throughout this essay the writer has contented to highlighted reasons why a
strength based approach is more effective long term then a disciplinary one. A
strength based approach encourages students to realise their own potential, to be
independents and to see their teachers as partners in learning, these aspects are

Matilda Farnan
S00153975

just some that support the notion of strength based being better. As displayed in both
strength based and positive education creating an environment where students feel
supported and engaged leads to less disruptive behaviour in the classroom. While a
disciplinary approach although leads to positive behaviour in a classroom it is also
only effective short term, as there is no focus on what may be causing the problem
or working on how to prevent it with anything else but reward and punishment.

Word count: 1804

Matilda Farnan
S00153975

References:
Ainley, M., Hidi, S., & Berndorff, D. (2002). Interest, learning, and the psychological
processes that mediate their relationship. Journal Of Educational Psychology,
94(3), 545-561. doi:10.1037//0022-0663.94.3.545
Albrecht, S., & Braaten, S. (2008). Strength-based assessment of behavior
competencies to distinguish students referred for disciplinary intervention from
nonreferred peers. Psychol. Schs., 45(2), 91-103. doi:10.1002/pits.20287
Alderman, G., & Green, S. (2011). Social Powers and Effective Classroom
Management: Enhancing Teacher-Student Relationships. Intervention In School
And Clinic, 47(1), 39-44. doi:10.1177/1053451211406543
Anderson, E. C. (2000, February). Affirming students strengths in the critical years.
Paper presented at the National Conference on the First Year Experience,
Columbia
Canter, L., & Canter, M. (1976). Assertive discipline. Seal Beach, Calif.: Canter and
Associates.
Emmer, E. T., Evertson, C. M., & Anderson, L. (1980). Effective classroom
management at the beginning of the school year. Elementary School Journal, 80,
219231.
Froh, J., Kashdan, T., Yurkewicz, C., Fan, J., Allen, J., & Glowacki, J. (2010). The
benefits of passion and absorption in activities: Engaged living in adolescents
and its role in psychological well-being. The Journal Of Positive Psychology,
5(4), 311-332. doi:10.1080/17439760.2010.498624
Geelong Grammar School,. (2015). Academic Benefits of Positive Education.
Ggs.vic.edu.au. Retrieved 31 August 2015, from https://www.ggs.vic.edu.au/
Govindji, R., & Linley, P. A. (2007). Strengths use, self-concordance and wellbeing:
Implications for strengths coaching and coaching psychologists. International
Coaching Psychology Review, 2, 143-153
Grant, J. G., & Cadell, S. (2009). Power, Pathological Worldviews, and the Strengths
Perspective in Social Work. Families in Society, 90(4), 425- 430.
M. (1999).
How
prevent
prevention
emotional
and
behavioral
disorders. Exceptional
Children,
65,
448468.
Kauffman,
J. (1999).
How
Wewe
Prevent
thethe
Prevention
of of
Emotional
and
Behavioral
Disorders. Exceptional Children, 65, 448-468.
doi:10.1177/001440299906500402
Lewis, R. (2001). Classroom discipline and student responsibility: the students view.
Teaching and Teachers Education, 17, 307319

Matilda Farnan
S00153975

Lopez, S., & Louis, M. (2009). The Principles of Strengths-Based Education. Journal
Of College And Character, 10(4). doi:10.2202/1940-1639.1041
Lyons, G., & Ford, M. (2013). Classroom Management : Creating Positive Learning
Environment (4th ed.). Cengage Learning Australia. Retrieved from
http://reader.eblib.com.ezproxy2.acu.edu.au/
(S(y1ke0q5z1kicqc2lgh2g51sk))/Reader.aspx?p=1990991&o=168&u=T8zwLJS
%2bhx7ttWD4XWYUNA%3d
%3d&t=1440905765&h=F9A1E7C0215165230AE25F23491BB1D6961A71EA&s
=37834503&ut=459&pg=1&r=img&c=-1&pat=n&cms=-1&sd=2
Murray, C., & Pianta, R. (2007). The importance of teacher-student relationship for
adolescents with high incidence disabilities. Theory Into Practice, 46, 105112.
Porter, L. (2008). Young Children's Behaviour: Practical Approaches for Caregivers
and Teachers. NSW: Elsevier.
Poutawa, J. (2013). Behaviour management from a strengths perspective
my.salvos.org.au/. My.salvos.org.au. Retrieved 31 August 2015, from
http://my.salvos.org.au/inspire/articles/behaviour-management-from-a-strengthsperspective/
Psunder, M. (2005). How effective is school discipline in preparing students to
become responsible citizens? Slovenian teachers and students views. Teaching
And Teacher Education, 21(3), 273-286. doi:10.1016/j.tate.2005.01.005
Robinson, G., & Maines, B. (1994). Assertive Discipline: Jumping on a Dated Wagon.
Educational Psychology In Practice, 9(4), 195-200.
doi:10.1080/0266736940090401
Staudt, M., Howardw, M., & Drake, B. (2001). The Operationalization,
Implementation, and Effectiveness of the Strengths Perspective. Journal Of
Social Service Research, 27(3), 1-21. doi:10.1300/j079v27n03_01
Sori, I., & Paleki, M. (2009). The role of students interests in self-regulated
learning: The relationship between students interests, learning strategies and
causal attributions. European Journal Of Psychology Of Education, 24(4), 545565. doi:10.1007/bf03178767
Taylor, E. H. (2006). The weaknesses of the strengths model: Mental illness as a
case in point. Best Practices in Mental Health, 2(1), 130.
White, M., & Waters, L. (2014). A case study of The Good School: Examples of the
use of Petersons strengths-based approach with students. The Journal Of
Positive Psychology, 10(1), 69-76. doi:10.1080/17439760.2014.920408