III. The Raise Responsibility System

Have Young People Want to behave responsibly

It’s All About Prompting Desire

The discipline system is referred to as the Raise Responsibility System because it promotes a DESIRE for responsible behavior. This is different from the usual approach aimed at promoting obedience. Simply stated, obedience does not create desire. In contrast, when you promote responsibility obedience follows as a natural by-product.

More and more people around the world are using the Raise Responsibility System—the only totally noncoersive but non-permissive discipline system. For those new to the approach, below is a quick summary of the discipline and learning system:

Learning The Levels OF Development

Phase 1: Teaching

Phase 1 of the discipline and teaching system has students learn the 4 Levels of Development. Being proactive by teaching these concepts before problems occur is the foundation of the system because it establishes expectations at the outset. Also, by understanding the Levels of Development—counterwill, the instinctive resistance to any sense of coercion—is totally bypassed; the person is never prompted to defend one’s choice or behavior. The fact that the program offers choices and is totally noncoercive are key characteristics to its success.

What Level Have You chosen?

Phase 2: Asking (Checking for Understanding)

When a student chooses to act on an unacceptable level (Level A or Level B) of the Levels of Development, the student is then asked to reflect on the LEVEL of chosen behavior. This approach SEPARATES THE PERSON FROM THE BEHAVIOR, thereby totally eliminating the natural tendency to defend one’s choice. It is this natural tendency toward self-defense that leads to so many confrontations.

Teaching the levels and then having the student reflect on the level chosen handles the vast majority of problems because it prompts the person to reflect—rather than self-defend. Therefore, when inappropriate behavior occurs, ask the student to identify the unacceptable level chosen (A or B).

“What Next?”

Phase 3: Eliciting (Guided Choices)

When people reflect on their chosen level (Phase 2) and still continue irresponsible behavior, then authority without coercion is used by eliciting a consequence or procedure. Guided Choices elicits—rather than imposes—and is the most fair, consistent, and effective approach for changing behavior. ELICITING is noncoercive by offering choices and by prompting reflection.

Threats and punishments are based on the belief that a person needs to be harmed—to be hurt—in order to learn. When you IMPOSE A PUNISHMENT you are acting on this belief. Do you really believe an 8-year-old is an 18-year-old? If so, you may impose a punishment. But if you think an 8-year-old is not an 18-year-old, then you will help the youngster develop a procedure to reduce irresponsible impulses. Remember that when you impose a punishment future motivation will be to avoid punishment—rather than do the right thing because it is the right thing to do.

A few additional problems with imposing punishments are that they:

In contrast, if promoting responsible behavior is your goal, then eliciting a procedure or a consequencence achieves that goal—not only immediately but also without stress that typically accompanies coercion in the form of threats or imposed punishments.

Keep in mind that the person who asks the question controls the situation. Ask, “What do you suggest we do about it?” Be ready to ask, “What else?” “What else?” “What else?” until the PROCEDURE or the CONSEQUENCE THAT THE YOUTH SELECTS is acceptable to you AND will help control future inappropriate impulses.

A few words about consistency and fairness: Ask students if they would rather be treated as a group or as individuals. They will readily express a preference to be treated as individuals. Therefore, using the PROCEDURE of ELICITING is more equitable, is more effective, is in each young person’s best interest, and is just as consistent as a procedure of IMPOSING a consequence.