ABSTRACT
At the same time, there is a certain nervousness about the term 'discipline'. One writer tells us that 'in the enlightened vernacular of the contemporary educator, the word disaipZine has been supplanted by the word aontPoZ'. 4 The reason for this, presumably, is to avoid its identification with those harsh and repressive practices of yore. Instead, it is to be seen as 'the process whereby student and staff relationships are structured to maximise the educational, social and emotional well-being and attainments of students, to attain the most effective and efficient use of human and material resources and to facilitate the maximum satisfaction of needs for all members of the school'. 5 The emphasis is to be on prevention, promotion and therapy rather than correction.
