ETHICAL CONSIDERATIONS IN A THREE-TIERED APPROACH TO SCHOOL DISCIPLINE POLICY AND PRACTICE
Article first published online: 29 JUN 2014
© 2014 Wiley Periodicals, Inc.
Psychology in the Schools
Volume 51, Issue 7, pages 693–704, August 2014
How to Cite
Mayworm, A. M. and Sharkey, J. D. (2014), ETHICAL CONSIDERATIONS IN A THREE-TIERED APPROACH TO SCHOOL DISCIPLINE POLICY AND PRACTICE. Psychol. Schs., 51: 693–704. doi: 10.1002/pits.21782
- Issue published online: 8 JUL 2014
- Article first published online: 29 JUN 2014
Research indicates that school discipline policies and practices have a significant influence on both student and school functioning. The purpose of this article is to uncover how the ethical standards guiding the field of school psychology inform school decisions about discipline in a three-tiered approach. Various discipline approaches, empirical research evaluating the effectiveness of these approaches, and the role of school psychologists in school discipline decision making are reviewed. Ultimately, this integration of theory, empirical research, and ethical standards points to the importance of creating comprehensive and individualized school discipline policies that apply ethically sound practices at all three tiers of intervention. Implications for practicing school psychologists are discussed.