Discipline has to do with standards, rather than simply procedures. Behavioral standards exist in any continuing social relationship. Appropriate behavior is a result of awareness of such standards, or in other words, the result of social consciousness. The objective of good discipline is to increase self-responsibility, social awareness and social responsibility.
The harmful effects of medical model interventions are significant and far outweigh any benefits such interventions may have. This is not simple opinion, but has been consistently documented by the failures of the last fifty years. Further, any study designed to specifically test this observation will verify these facts.
This paper will attempt to define some of the parameters regarding the identification of children with problems in the capacity to associate with other human beings in ways that are mutually satisfying. The failure to adjust socially may require a social education strategy to teach social skills or to restructure attitudes and beliefs that inhibit social adjustment.
Universal Prevention Strategies – These strategies target the general population group that has not been identified on the basis of individual risk. Because universal programs are positive, proactive, and provided independent of risk status, their potential for stigmatizing participants is minimized and they may be more readily accepted and adopted.
Structure is not organization. All organizational elements are, or must be, interrelated. Presently we have a belief that atypical behavior is caused by deficit or pathology. Although systems may be integrated structurally, they have no related context – what is the educational, protective or corrections role with atypical clients in this context? They are required to separate clients between the pathological and the otherwise if they are to function.