Dr. Thomas Gordon, author of the phenomenal bestseller P.E.T., expands the system he developed to help parents to encompass teachers and childcare workers. In Discipline That Works, Dr. Gordon provides convincing evidence that punitive discipline is harmful to children and promotes self-destructive behavior and anti-social, aggressive acts. Instead, he offers an important new strategy to help children become more self-reliant, make positive decisions, and control their own behavior.
Dr. Thomas Gordon, author of the phenomenal bestseller P.E.T., expands the system he developed to help parents to encompass teachers and childcare workers. In Discipline That Works, Dr. Gordon provides convincing evidence that punitive discipline is harmful to children and promotes self-destructive behavior and anti-social, aggressive acts. Instead, he offers an important new strategy to help children become more self-reliant, make positive decisions, and control their own behavior.
Dr. Thomas Gordon is the founder of Gordon Training International, an organization that teaches interpersonal skills and organizational systems to managers and supervisors. He is a fellow of the American Psychological Association and a member (and past president) of the California Psychological Association.
Inhaltsangabe
Introduction: The Discipline Debate Part I. Understanding DisciplineChapter 1: Defining Terms and Clarifying Meanings The Noun and the Verb Teaching Versus Controlling Other-Imposed Discipline Versus Self-Discipline A Disagreement About Limits Should I Be Strict or Lenient? The Multiple Meanings of "Authority" The Myth of "Benevolent Authority" Chapter 2: The Traditional Reward-and-Punish Approach Where Do Controllers Get Their Power? How Rewards Are Supposed to Work How Punishment Is Supposed to Work The Conditions for Controlling with Rewards and Punishments External Versus Internal Control Chapter 3: Why We Can't Count on Rewards Working The Technology of Controlling with Rewards Difficulties Parents and Teachers Encounter with Rewards A Deeper Analysis of Praise Effective Alternatives to Praise Chapter 4: The Deficiencies and Dangers of Punishment It Takes Expertise to Make Punishment Work "Punishment Is Acceptable if It's Mild" The Risks of Making Punishment Severe When the Cat's Away... How Punishment Fosters Aggresion and Violence Adults Inevitably Run Out of Punishments To the Controller, Power Comes at a Price Chapter 5: How Children Really React to Control The Coping Mechanisms Children Use Retaliatory Violence Against Controllers When Youngsters "Divorce" Their Parents Sowing the Seeds of Criminal Behavior The Failure of Juvenile Courts Warning: Discipline Is Hazardous to Children's Health and Well-Being Getting High and Tuning Out The Controller's Loss of Influence Do We Want Obedient Youngsters? Part II. Alternatives to Disciplining ChildrenChapter 6: Noncontrolling Methods to Get Children to Change Behavior Children Don't Really Misbehave Who "Owns" The Problem? Alternative #1: Find Out What the Child Needs Alternative #2: Let's Make a Trade Alternative #3: Modify the Environment Alternative #4: The Confrontive I-Message Alternative #5: The Preventative I-Message Alternative #6: Shifting Gears to Reduce Resistance Alternative #7: Problem Solving Alternative #8: When Angry, Find the "Primary Feeling" How I-Messages Change the Sender Chapter 7: New Ways of Governing Families and Classrooms Participative Management Groups Need Rules The Six-Step Problem-Solving Process Conflict-Resolution: The No-Lose Method Dealing with Values Collisions Chapter 8: Helping Children Solve Problems Themselves Helping Children Use the Problem-Solving Process The Language of Unacceptance Acceptance: The Basic Helping Attitude How to Demonstrate Your Acceptance Chapter 9: Active Listening: The All-Purpose People Skill Mediating Child-Child Conflicts Insuring Good Group Discussion Toward Warner Relationships Between Teacher and Students Research Supporting Facilitative Skills Training Other Benefits from Learning the Facilitative Skills Chapter 10: Why Adults Don't Give Up Disciplining Children The Doctrine of "Spoiling" Children The Belief That Children Are Bad by Nature Either-Or Thinking about Adult-Child Conflicts The Biblical Defense of Punitive Discipline The Permissiveness Myth Attitudes Against Democratic Leadership Resistance to Training Fear of Change in the American Family Resistance to Change in Schools Chapter 11. How Democratic Relationships Foster Health and Well-Being References Index
Introduction: The Discipline Debate Part I. Understanding DisciplineChapter 1: Defining Terms and Clarifying Meanings The Noun and the Verb Teaching Versus Controlling Other-Imposed Discipline Versus Self-Discipline A Disagreement About Limits Should I Be Strict or Lenient? The Multiple Meanings of "Authority" The Myth of "Benevolent Authority" Chapter 2: The Traditional Reward-and-Punish Approach Where Do Controllers Get Their Power? How Rewards Are Supposed to Work How Punishment Is Supposed to Work The Conditions for Controlling with Rewards and Punishments External Versus Internal Control Chapter 3: Why We Can't Count on Rewards Working The Technology of Controlling with Rewards Difficulties Parents and Teachers Encounter with Rewards A Deeper Analysis of Praise Effective Alternatives to Praise Chapter 4: The Deficiencies and Dangers of Punishment It Takes Expertise to Make Punishment Work "Punishment Is Acceptable if It's Mild" The Risks of Making Punishment Severe When the Cat's Away... How Punishment Fosters Aggresion and Violence Adults Inevitably Run Out of Punishments To the Controller, Power Comes at a Price Chapter 5: How Children Really React to Control The Coping Mechanisms Children Use Retaliatory Violence Against Controllers When Youngsters "Divorce" Their Parents Sowing the Seeds of Criminal Behavior The Failure of Juvenile Courts Warning: Discipline Is Hazardous to Children's Health and Well-Being Getting High and Tuning Out The Controller's Loss of Influence Do We Want Obedient Youngsters? Part II. Alternatives to Disciplining ChildrenChapter 6: Noncontrolling Methods to Get Children to Change Behavior Children Don't Really Misbehave Who "Owns" The Problem? Alternative #1: Find Out What the Child Needs Alternative #2: Let's Make a Trade Alternative #3: Modify the Environment Alternative #4: The Confrontive I-Message Alternative #5: The Preventative I-Message Alternative #6: Shifting Gears to Reduce Resistance Alternative #7: Problem Solving Alternative #8: When Angry, Find the "Primary Feeling" How I-Messages Change the Sender Chapter 7: New Ways of Governing Families and Classrooms Participative Management Groups Need Rules The Six-Step Problem-Solving Process Conflict-Resolution: The No-Lose Method Dealing with Values Collisions Chapter 8: Helping Children Solve Problems Themselves Helping Children Use the Problem-Solving Process The Language of Unacceptance Acceptance: The Basic Helping Attitude How to Demonstrate Your Acceptance Chapter 9: Active Listening: The All-Purpose People Skill Mediating Child-Child Conflicts Insuring Good Group Discussion Toward Warner Relationships Between Teacher and Students Research Supporting Facilitative Skills Training Other Benefits from Learning the Facilitative Skills Chapter 10: Why Adults Don't Give Up Disciplining Children The Doctrine of "Spoiling" Children The Belief That Children Are Bad by Nature Either-Or Thinking about Adult-Child Conflicts The Biblical Defense of Punitive Discipline The Permissiveness Myth Attitudes Against Democratic Leadership Resistance to Training Fear of Change in the American Family Resistance to Change in Schools Chapter 11. How Democratic Relationships Foster Health and Well-Being References Index
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