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Positive behavioral support is very important in a school system. However, developing and implementing PBS programs sometimes may be very challenging. One major challenge that educators/counselors may face when instilling positive behavior in students is lack of support. Instilling positive behavior in students requires the support of students, the school staff, and parents (Kenneth and David, 2003). They should all work together in harmony and give their full support to the PBS strategies implemented at school.

When any of these parties fail to give their full support for PBS strategies, then it becomes difficult for the strategies to achieve their goals and objectives. Lack of full support undermines the success of PBS strategies. For instance, students may fail to appreciate the efforts made by the school administration and parents to instill positive behavior in them. The student’s lack of cooperation with them becomes a set back to the success of PBS.

In counseling, the students’ lack of commitment to participate and follow what a counselor advises is one way through which the lack of student support undermines the success of positive behavior supports at school (Papalia et al, 2006). An unfavorable school environment is another factor that undermines the success of PBS (Doll et al, 2004). Since a good and favorable school environment promotes positive student behavior by preventing problem behavior, lack of a good environment undermines the primary intervention of a PBS program or strategy.

For school counseling to succeed in promoting positive behavior in students there is need to put into place a team that will ensure that counseling activities in the school are successful. The team should be able to identify the critical areas of student discipline that need to be addressed. The school counseling programs are then designed to address the critical areas, and the programs can then be able to promote positive behavior by motivating students to acquire good behavior instead of suspending or expelling them when they misbehave.

A school counseling leadership team prevents negative behavior in students. Ineffective and poor implementation of Positive Behavioral Support programs contribute to failure of the programs in promoting positive behavior at school. Conclusion Positive behavior is very important for proper development of a child. However; many children spend most of their time at school. This shifts the role of parents to ensure positive behavior to the school teachers and the administration. The school system therefore has a very vital role of assisting children with difficult behavior to acquire positive behaviour.

The need for teachers and the school administration to participate in promoting positive behavior in children has led to the adoption of positive behavior supports(PBS) in the school system. The positive behavior support programs have proved to be very effective in instilling good behavior in children as compared to punitive discipline strategies. School counseling has acted as one way through which teachers and the school authority can use to ensure children acquire positive behavior. In order for it to succeed, parents/guardians, the school staff, and the students need to work together.

References Bear G. , Cavalier, R. , and Manning, A. 2002. Best practices in school discipline. In A. Thomas & J. Grimes (Eds. ), Best practices in school psychology-IV, (pp. 977 -991). Bethesda, MD: National Association of School Psychologists Berk, L. 2009. Child Development. 8th ed. United States of America: Pearson Education, Inc. Brooks-McNamara, V. , and Torres, D. 2008. The reflective school counselor’s guide to practitioner research: Skills and strategies for successful inquiry. Thousand Oaks, CA: Corwin Press Doll, B. , Zucker, S. , and Brehm, K.

2004. Resilient classrooms: Creating healthy environments for learning. New York: Guilford Press. Kail, E. 2006. Children and Their Development (4 ed. ). Prentice Hall Kenneth, S. , and David, G. 2003. Education as Enforcement: The Militarization and Corporatization of Schools. Routledge Lehr, A. and Christenson, L. 2002. Best practices in promoting a positive school climate. In A. Thomas & J. Grimes (Eds. ), Best practices in school psychology- IV, (pp. 977-991). Bethesda, MD: National Association of School Psychologists. 315-350). Bethesda, MD: Nationa

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