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| Each chapter contains Summary, Research, Critique, Key Terms, Application Activities, and Suggested Readings | |
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| Preface | |
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| Introduction | |
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| Survey of Attitudes Toward Children | |
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| Interpreting the Survey of Attitudes Toward Children | |
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| Teacher Variance Inventory III (TVI) | |
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| Teacher Variance and School Discipline | |
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| Interpreting the TVI | |
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| The Background of Teacher Variance | |
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| Misbehavior and Schools' Responses | |
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| What is Misbehavior? | |
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| Issues and Models for Understanding School Discipline | |
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| Discipline Codes as a Legalistic Model | |
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| Moral Education and Character Development | |
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| The Conservative View | |
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| The Liberal View | |
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| Who is Correct? | |
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| Wolfgang and Glickman's Approach | |
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| Pupil Control Ideology | |
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| Duke and Jones' Organizational Approach | |
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| Punitiveness and Teacher Variance | |
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| Punitiveness, Authoritarianism and Fundamentalism | |
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| Punitiveness as Measured on the SATC | |
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| America the Punitive | |
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| Teacher Variance | |
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| The Basis for Selecting the Five Models | |
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| Conclusion and Case Studies | |
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| Chris Mike Jameel Juanita | |
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| Relevant Journals | |
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| Addresses for National Organizations | |
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| Behavioral/Cognitive-Behavioral Approach (BCBA) | |
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| Underlying Theory | |
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| Behaviorism | |
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| Cognitive-Behavioral Theory | |
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| Assumptions of BCBA | |
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| Behavior and Misbehavior | |
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| Are Learned Through Reinforcement Behavior and Misbehavior | |
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| Can Be Observed, Measured, Predicted and Controlled Through the Use of Reinforcement | |
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| Withdrawal or Reinforcement and/or Punishment or Rational Behavior | |
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| Reinforcement Is the Most Powerful Shaper of Behavior and Punishment Is the Least Effective | |
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| Deterrent to Misbehavior Irrational Thoughts and Feelings Can Be Unlearned | |
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| Behavioral/Cognitive Behavioral Diagnosis | |
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| Behavioral Diagnosis | |
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| Behavioral Treatment/Intervention Techniques | |
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| Summary of the Behavioral Approach | |
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| Cognitive/Behavioral Diagnosis | |
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| Combining Behavioral and Cognitive Behavioral Approaches | |
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| Learning Social Skills | |
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| Dealing with Anger | |
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| Examples of Behavioral Programs | |
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| The Behavior Analysis Program of Follow-Through Red Light-Green Light/Goals | |
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| Examples of Cognitive-Behavioral Programs | |
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| Myrna Shure's Interpersonal Cognitive Problem-Solving Program | |
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| Elias and Clabby's Critical Social-Cognitive Problem-Solving Skills | |
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| Summary of Sample Programs | |
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| Research and Critique of Behavioral/Cognitive Behavioral Theory and Techniques | |
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| Psychodynamic/Interpersonal Approach | |
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| Underlying Theory | |
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| Psychoanalytic Foundations | |
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| Defense Mechanisms | |
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| Adlerian Theory | |
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| Erik Erikson's Psychosocial Theory | |
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| The Case of Marybeth | |
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| Eric Berne's Transactional Analysis | |
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| Research Generated Developmental/Interpersonal Theories | |
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| Piaget's Stage Theory of Moral Development | |
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| Kohlberg's Stage Theory of Moral Development | |
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| Assumptions of the Psychodynamic/Interpersonal Approach | |
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| Behavior is Strongly Influenced by Inherent | |
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| Genetically Programmed Drives and Needs Misbehavior is a Function of Inadequate Defenses | |
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| Needed to Control Drives | |
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| All Behavior is Purposeful | |
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| Preschool Years are Crucial in Determining | |
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| School Adjustment Misbehavior is Often the Result of Transgenerational | |
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| Patterns of Inadequate or Deviant Parenting | |
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| Misbehavior is Almost Always Associated with Low Self-esteem | |
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| Psychodynamic/Interpersonal Diagnosis | |
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| Analyze Student's Cumulative | |