为方便家长们学到最原汁原味的正面管教知识，我从国外找来一些正面管教资料。以下为正面管教英文站的译文（注：本人英文水平有限，以下内容是谷歌在线直译得来的，欢迎英语水平好的家长校正）：

正面管教的证据

将正规学科与使用其他学科课程的学校进行比较的正式评估才刚刚开始。 然而，对正面管教技术实施的研究表明，正面管教工具确实产生了重大成果。 一项关于在四年期间在低收入萨克拉门托小学全校实施课堂会议的研究表明，停课减少（从每年64次减少到每年4次），故意破坏减少（从24集减少到2次），教师报告改善在课堂气氛，行为，态度和学习成绩。 （Platt，1979）一项关于家长和教师教育计划的研究针对有适应不良行为的学生的家长和教师实施了正面管教工具，与对照学校相比，计划学校学生的行为有统计学上的显着改善。 （Nelsen，1979）对特定正面学科工具的影响进行的较小研究也显示出积极的结果。 （Browning，2000; Potter，1999; Esquivel）研究一再表明，学生认为自己是学校社区的一部分（与学校有联系）会降低社会风险行为的发生率（如情绪困扰和自杀念头/尝试，使用香烟，酒精和大麻;暴力行为）并提高学习成绩。 （Resnick等，1997; Battistich，1999; Goodenow，1993）还有重要的证据表明，教授年轻学生的社交技能具有持续到青春期的保护作用。 已经被教授社交技能的学生更有可能在学校取得成功，更不可能从事问题行为。 （Kellam等，1998; Battistich，1999）

尽管对正面管教育儿计划的具体研究处于早期阶段，但已经研究了与正面管教相似的计划，并证明这些计划在改变父母行为方面是有效的。 在一项针对青少年父母的Adlerian家长教育课程的研究中，Stanley（1978）发现，父母在青少年时期解决了更多的问题，并且在决策方面不那么专制。 正面管教可以让父母同时掌握善良和坚定的技能。 大量研究表明，认为父母既有种类（反应性）又坚定（要求严格）的青少年吸烟，使用大麻，使用酒精或暴力，以及后来发生性活动的风险较低。 （Aquilino，2001; Baumrind，1991; Jackson等，1998; Simons，Morton等，2001）其他研究将青少年对养育方式（善良和坚定与专制或宽容）的看法与学业成绩提高联系起来。 （Cohen，1997; Deslandes，1997; Dornbusch等，1987; Lam，1997）。

*阿尔弗雷德阿德勒（1870年至1937年）是一名移民到美国的维也纳精神病医生。 虽然是弗洛伊德的当代人，但他提出了一种截然不同的人类行为观。 阿德勒认为行为不是由过去的事件驱动的，而是走向一个归属和重要的目标，这个目标受到每个人对自己，他人和世界的决定的影响。 Rudolf Dreikurs（1897-1972），也是维也纳精神病学家，是维也纳儿童指导中心的主任，该中心使用Adlers方法与家庭和教室。 1937年，他移民到美国以避免纳粹迫害，这是他职业生涯早于阿德勒的事。 Dreikurs是最早认识到治疗组受益的人之一。 无论是在家还是在学校，他都是基于相互尊重的关系的不懈倡导者。 他着名的书籍包括儿童挑战，在课堂上保持理智，课堂心理学。

*约翰泰勒在俄勒冈州生活和工作。 他是“人对人”的作者：辅导员，小组领导和家长教育者的意识技巧。 （1984）R＆E出版社，萨拉托加，CA。

THE EVIDENCE FOR POSITIVE DISCIPLINE

Formal evaluation comparing Positive Discipline Schools with schools using other discipline programs is just beginning. However, studies of implementation of Positive Discipline techniques have shown that Positive Discipline tools do produce significant results. A study of school-wide implementation of classroom meetings in a lower-income Sacramento elementary school over a four-year period showed that suspensions decreased (from 64 annually to 4 annually), vandalism decreased (from 24 episodes to 2) and teachers reported improvement in classroom atmosphere, behavior, attitudes and academic performance. (Platt, 1979) A study of parent and teacher education programs directed at parents and teachers of students with maladaptive behavior that implemented Positive Discipline tools showed a statistically significant improvement in the behavior of students in the program schools when compared to control schools. (Nelsen, 1979) Smaller studies examining the impacts of specific Positive Discipline tools have also shown positive results. (Browning, 2000; Potter, 1999; Esquivel) Studies have repeatedly demonstrated that a students perception of being part of the school community (being connected to school) decreases the incidence of socially risky behavior (such as emotional distress and suicidal thoughts / attempts, cigarette, alcohol and marijuana use; violent behavior) and increases academic performance. (Resnick et al, 1997; Battistich, 1999; Goodenow, 1993) There is also significant evidence that teaching younger students social skills has a protective effect that lasts into adolescence. Students that have been taught social skills are more likely to succeed in school and less likely to engage in problem behaviors. (Kellam et al, 1998; Battistich, 1999)

Although specific studies of the Positive Discipline parenting program are in the early stages, programs similar to Positive Discipline have been studied and shown to be effective in changing parent behavior. In a study of Adlerian parent education classes for parents of teens, Stanley (1978) found that parents did more problem solving with their teens and were less autocratic in decision making. Positive Discipline teaches parents the skills to be both kind and firm at the same time. Numerous studies show that teens who perceive their parents as both kind (responsive) and firm (demanding) are at lower risk for smoking, use of marijuana, use of alcohol, or being violent, and have a later onset of sexual activity. (Aquilino, 2001; Baumrind, 1991; Jackson et al, 1998; Simons, Morton et al, 2001) Other studies have correlated the teens perception of parenting style (kind and firm versus autocratic or permissive) with improved academic performance. (Cohen, 1997; Deslandes, 1997; Dornbusch et al, 1987; Lam, 1997).

*Alfred Adler (1870 - 1937) was a Viennese psychiatrist who immigrated to the United States. Though a contemporary of Freud, he promoted a substantially different view of human behavior. Adler believed that behavior is not driven by events in the past, but moves toward a goal of belonging and significance that is influenced by each individuals decisions about themselves, others, and the world. Rudolf Dreikurs (1897 - 1972), also a Viennese psychiatrist, was the director of one of the child guidance centers in Vienna that used Adlers methods with families and classrooms. He immigrated to the United States to avoid Nazi persecution in 1937, earlier in his career than Adler. Dreikurs was one of the first people to recognize the benefits of groups in therapy. He was a tireless advocate for relationships based on mutual respect, both at home and at school. His well known books include Children the Challenge, Maintaining Sanity in the Classroom, The Psychology of the Classroom.

*John Taylor lives and works in Oregon. He is author of Person to Person: Awareness Techniques for Counselors, Group Leaders, and Parent Educators. (1984) R & E Publishers, Saratoga, CA.

更多详细的内容可以参考早期学习正面管教网友分享的正面管教揭密内容。