Discipline & Behavior

Final installment of the scouting foundations series: Clarke explains how to maintain discipline by being an adult and being kind, using proportionate consequences instead of corrective punishments, and always applying the Scout Oath and Law to build individual character.

Clarke compares Troop A, which uses written rules and penalties, to Troop B, which uses the Scout Oath and Law as its standard — arguing Troop B's approach is more demanding and effective despite appearing lax.

Clarke reads a listener email describing a serious incident of inappropriate cell phone use during a Webelos visit and discusses how Scoutmasters should respond proportionately, avoid over-supervision, apply constructive discipline, and use the Scout Oath and Law as the guiding framework.

A relatively new scoutmaster asks how to address a scout who participates only to fulfill requirements, openly dismisses non-required activities, and left a camping trip early without permission; Clarke advises praising desired behavior publicly, avoiding rules, and engaging scouts in self-evaluation of scout spirit.

Steve Berthium asks about a second-class scout who refuses to camp and seems likely to quit; anonymous sender asks whether scoutmasters can require scouts to sign leadership contracts; Mike Rosslender asks why boards of review must be limited to registered committee members.

Anonymous listener asks whether a troop can place a Scout on probation for a school incident, deny service project approval six times citing immaturity, and block advancement based on age — Clarke addresses all three questions in depth.

Three emails answered: (1) anonymous new Scoutmaster on removing a repeatedly misbehaving scout from the troop; (2) anonymous question on required mock boards of review — BSA policy discourages them and they cannot be required as unauthorized added requirements; (3) James asks for tips on working with an 18-20 year old assistant Scoutmaster.

Ty Williams (Troop 262, Clarkston WA) asks how to handle sibling arguments and teach values to young scouts; anonymous Scoutmaster asks how to deal with chronically disruptive new scouts. Clarke advises meeting scouts where they are, avoiding punishment, and involving parents for persistent misbehavior.

Two anonymous emails: (1) an overscheduled Scout whose mom insists he continue toward Eagle Scout despite his reluctance; (2) a scouter nominated to the Order of the Arrow whose son was not elected, raising concerns about OA adult nominations and election processes.

Anonymous listener asks how to handle scouts who are openly disrespectful to their parent-volunteer scouters; Jim (Troop 309, Morton IL) asks whether helping at Cub Scout events counts as service hours for rank; Darren Brown (Utah) asks how to organize leadership positions in a small troop of eight scouts.

Two questions answered: (1) David asks how to handle a scout's completed merit badge application from a clinic where requirements couldn't have been fully met — Clarke advises using the 'Reporting Merit Badge Counseling Concerns' form and contacting the district advancement committee. (2) Anonymous Scoutmaster seeks guidance on counseling a scout who bullies peers — Clarke outlines a conference-based approach separating the behavior from the scout, using the Scout Oath and Law as the inner standard, and escalating to parents only if needed.

Joseph Gray (Troop 384, Temecula, CA) asks how to transition to scout-formed patrols; anonymous scoutmaster asks about handling a scout's off-program misconduct; Paul Fife (Troop 510, Belton, MO) asks whether a scout can hold multiple positions of responsibility and about parental complaints regarding appointments.

Major Richard K. Luckett asks how to help an over-involved Scoutmaster embrace the patrol method; anonymous parent asks whether they are overreacting to a bullying incident and how it should be handled.

Part two of Scouts and Difficult Behavior: causes of risky decision-making in adolescents, using the Scout Oath and Law as a positive standard, proportionate consequences vs. corrective punishment, step-by-step counseling technique, a three-tiered escalation approach involving parents, and the power of positive reinforcement.

Part one of a two-part series on responding to difficult Scout behavior: four types of behavior (lost/disaffected, unknowing misbehavior, deliberate misbehavior, reckless behavior) and their physical, mental, and developmental causes.

Multiple listener emails answered: a parent on bullying and pranking in the troop; wearing the Eagle Mentor Pin on the uniform vs. civilian wear; a patrol overruling a scout's meal preference; and whether to reject yellow summer camp merit badge forms in place of official blue cards.

Discipline and punishment in Scouting — Scout leaders are not disciplinarians; punishment belongs to parents, while leaders apply only direct natural consequences and positive reinforcement.

Larry Geiger, Tom Gillard, and Walter Underwood discuss a listener email about scouts using electronic devices during meetings, adult-imposed punishment (including push-ups), demerit systems, committee authority, and how to re-engage disengaged scouts.

Doug Marks asks about the Unit College Scouter Reserve membership code (9-2-U) for scouts over 18 attending college; second email (anonymous) from a scoutmaster upset after a scout quit disrespectfully — Clarke offers perspective on caring leaders not winning every time.

Discipline in Scouting — scout leaders are not disciplinarians; use positive reinforcement and constructive discipline, refer behavioral problems to parents, and rely on the Scout Oath and Law as the sole code of conduct.

Larry Geiger and Tom Gillard (Walter Underwood absent) discuss recognizing and handling difficult parent types — pushy/advancement-obsessed, whiny, helicopter, and bully parents — as well as conflicts between Scout units and leaders in a community.

Discipline in scouting: punishment is not part of the scouting experience; discipline means teaching; using natural and logical consequences; group vs. individual responsibility; handling serious incidents.

Brian Spellman on the moment he saw youth leadership actually work; Larry Geiger on why Scouting's real challenges make hazing unnecessary

Kindness and compassion as a Scout leader — avoiding shame and anger when correcting Scouts.

Difficult scouts — behaviour, learning disabilities, physical challenges; guard against broad assumptions and prejudices; study what's going on

Second chances — adolescent brains are physically developing, not choosing to be irrational; Clarke has never expelled a scout in 25 years; the case for taking in a scout who was dismissed elsewhere: four years of work, a dozen merit badges, boards of review, and one incident

Scenario-based discussion — nine out of ten problems you face as a scout leader are not really problems