Positive Behavior Supports in South Africa: Training Teachers to Implement a Systemic Strategy

Veronica Melody Dwarika

doi:10.1177/1053451219842212

Positive Behavior Supports in South Africa: Training Teachers to Implement a Systemic Strategy

Veronica Melody Dwarika

Educational Psychology

Research output: Contribution to journal › Article › peer-review

2 Citations (Scopus)

Abstract

Given that behavioral challenges contribute to learner exclusion in schools, there is a demand for behavior support strategies and practices that (a) extend beyond punitive measures, (b) aid the development of school customs and mores, (c) are based on nonviolence, and (d) promote positive self-discipline. This column explores behavior management practices in South African schools and emphasizes the value of teacher agency and enabling to support the argument that the outcomes of challenging learner behavior need not result in the exclusion of learners.

Original language	English
Pages (from-to)	192-196
Number of pages	5
Journal	Intervention in School and Clinic
Volume	55
Issue number	3
DOIs	https://doi.org/10.1177/1053451219842212
Publication status	Published - 1 Jan 2020

Keywords

behavior
corporal punishment
ecological frameworks
positive behavior intervention and support (PBIS)

ASJC Scopus subject areas

Education
Developmental and Educational Psychology
Clinical Psychology

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1177/1053451219842212

Cite this

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Positive Behavior Supports in South Africa: Training Teachers to Implement a Systemic Strategy

Abstract

Keywords

ASJC Scopus subject areas

UN SDGs

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