Translating ...
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the question of problem behavior is increasing interest to educators at all levels of schooling. In today's world, children come to school with increasing levels of stress and uncertainty in their lives. Coming to school with anxiety, a history of poor early years of experience, and family problems they bring with them a variety of behaviors that can disrupt the learning environment for themselves and others. Efforts are under way for the creation and maintenance of intervention in the classroom, school and system level to reduce the frequency and severity of behavioral disorders in schools. understanding the psychological, social, family, and the brain are related to factors that contribute to problematic behavior is the first step toward creating an effective whole-school policies and strategies relating to the classroom to reduce behavioral disturbances in schools.
......problematic behavior has a number of forms, some of them of low intensity, a high intensity. Again, the publication provides a good description of the various challenging behavior encountered in schools hinders students'own and / or other students' learning.
challenges day to day functioning of schools.
challenges the right of staff and students in a safe and orderly environment
is the duration, frequency, intensity and persistence that is outside the normal range of what schools tolerate
is less likely to respond to the usual range of interventions used by schools for bad behavior (in the General Challenges behavior)
from the educational perspective, the most important point to consider is that, regardless of their behavior with "challenging", it's the kind of behavior probably will not respond to the usual strategies used in the classroom and school. The behavior is a challenge when our efforts as educators, assuming that adequate in the first instance, failing to reduce or frequency or intensity.
What causes the problem behavior?
disruptive behavior, whether it occurs in children, adolescents, and adults can arise from a number of different causal factors that include, but are not limited to
A Senile dementia
of Alzheimer's disease
on Huntington's disease
o Severe Autism
Heavy on the Autism ...
of ADHD
the Traumatic Brain Injury
About Schizophrenia, Bi-Polar Disorder
the Opposition Defiant Disorder
the behavioral
The socio-economic disadvantage
About Attention seeking
Communication difficulties
Special education requirements
about a dysfunctional family system
about a dysfunctional family system ...
Dysfunctional the teachers
A developmentally inappropriate methodology
of child temperament
About Educational neglect
The abuse, trauma, chaos
Given the fact that the cause of problematic behavior can be varied it is critical for educators note that all interventions, be they in the classroom at the school level or political level, must be adapted to the cause. Interventions for disruptive behavior stemming from ADHD, if applied to children with autism, is likely to be harmful to the child and lead to increased hardship. For this reason it is not possible to generate a one-size-fits-all interventions, or find the manual for quick fixes. Before that is done to create an intervention is necessary to investigate the causal factors, research the cause and the situation, take a close look at the class and school environment and ensure that the right "fit" between cause and intervention.
issues in the identification of Behavior Challenges
Since there is no universally accepted definition of what constitutes disruptive behavior it follows that there can be big differences in what is identified as a challenge for which she is identified, and by whom it is manifested. All behavior in relation to the context of this social, environmental, cultural or historical. What is challenging in one context can be regarded as quite normal in another. contextual nature of human behavior makes it difficult to be certain what is appropriate or inappropriate.
Another difficulty in determining whether or not the behavior is a challenge is the fact that we can not be final if what we call a challenge is a continuum of behaviors or a special category of behavior. At the exact place is not the behavior stops being annoying and become a challenge? Who makes this verdict and order? What criteria are used to make these judgments? It is well recognized in the school that the child was described as challenging as a teacher is perceived as a typical boy second. All teachers and all parents and all adults, have different thresholds of tolerance for variations in behavior. We must exercise caution before we can conclude that the child is exhibiting problematic behavior. As hard as it May be you consider there are times when the problem is in us, not the child.
Researchers continue to tease out the biological in relation to environmental factors as causal agents in the problematic behavior. old question of nature or nurture has been answered definitively now. It is neither one thing or another, but both, it is our nature to nurture that largely determines our behavioral repertoire. However, there are biological factors that put individuals at higher risk for developing behavior problems. Among them are a strong family history of mental problems or delays and temperament. More will be said about this later.
There are gender issues involved in problem behavior, as well. In the West, as in most countries, girls are socialized differently than boys. Right from childhood, men are played with more vigor than girls, are allowed to engage in active play, and patterns of behavior that is tolerated differently when they occur, but if they occur in women. Research seems to indicate that only one factor accounts for the difference in how fathers are parents of children as opposed to the mother the amount of physical play, then engage in their children. Fathers tend to play more strongly with their children than mothers, and play more vigorously with the boys, then their female children. There is research that seems to indicate that the male sex hormone plays an important role in aggressive behavior in boys. definite answer to some of these gender issues have yet to come in.
Ethical issues will always raise its head when trying to create intervention programs and policies for children with challenging behavior. What types of measures adequate? What is the role of punishment? Are the appropriate sanction? What we try to change behavior and what it will cost to pay child if we are successful in changing them. Children living in violent and hostile environments in their community may pay the price if their aggressive reactions were completely eliminated in the school. There are certain factors of survival that must be taken into account when we begin to change children's behavior in significant ways. I'm not making a case for tolerance of aggression in school, but trying to raise the ethical issues involved in setting up an obsessive focus on individual behavior rather than on behavior and school structures.
Prospects Behavior Challenges
response to the problem behavior affects the perspective taking behavior. behavioral perspective assumes that all behavior is learned and shaped by reinforcement. Positive reinforcement increases behavior, punishment or negative reinforcement reduces the frequency of behavior. From the behaviourist perspective of a human being is a set of responses shaped by the external environment. cognitive behavior perspective of understanding the behavior of the center. We conduct with regard to the way we think, visualize or imagine. From the perspective of human beings is more than just a set of responses to stimuli, but it is a conscious being, decision making, experiencing the world in a certain way and behave in accordance with established rules of logic in thinking brain. psychodynamic perspective understands behavior as a result of unconscious conflicts, primitive drives of which the person is consciously aware of, and deep anxieties and fears. From this perspective, we are pawns of our unconscious mind, pushed and pulled by powerful forces beyond our awareness.
response to the problem behavior affects the perspective taking behavior. behavioral perspective assumes that all behavior is learned and shaped by reinforcement. Positive reinforcement increases behavior, punishment or negative reinforcement reduces the frequency of behavior. From the behaviourist perspective of a human being is a set of responses shaped by the external environment. cognitive behavior perspective of understanding the behavior of the center. We conduct with regard to the way we think, visualize or imagine. From the perspective of human beings is more than just a set of responses to stimuli, but it is a conscious being, decision making, experiencing the world in a certain way and behave in accordance with established rules of logic in thinking brain. psychodynamic perspective understands behavior as a result of unconscious conflicts, primitive drives of which the person is consciously aware of, and deep anxieties and fears. From this perspective, we are pawns of our unconscious mind, pushed and pulled by powerful forces beyond our awareness.
...whether we realize it or not every trainer has one of these perspectives about children's behavior. Our perspective is to become of our understanding and our understanding shapes our responses. becoming more aware of our perspective, we were able to change, the more we can change to a greater ability to reach new insights and create new solutions
.Biopsychosocial Perspective
The biopsychosocial perspective, all behavior is the result of brain growth and genetic, environmental, social, family, health, parenting, and hundreds if not thousands, of various factors. At the root of this perspective is the human brain. A lot has been learned about brain function in the last 10 years alone, but that it is premature to generalize from this knowledge and create solutions in educational settings. However, look at some of the basics can help us understand what is happening "under the hood ".
All children are born with certain temperamental constitution. It is a biological, largely genetic basis of personality. Temperament is a given and remains relatively stable throughout life. show the behavior change over time, some can be suppressed to live more functional lives, but a unique temperament people do not change much. Psychologists have identified a number of factors, temperamental:
-level activities that are generally active child
Distractibility-level attention / concentration, when not interested
Intensity-how loud the child
The regularity and predictability-functions such as appetite and sleep
Sensory threshold of sensitivity to physical stimuli
Approach / Withdrawal-answer feature on the new situation / person
Adaptability-how easily a child adjusts to the transition / new activities
Persistence-stubbornness, inability to give-up
Mood-the tendency to respond to work in a positive / negative way
Each of these qualities of temperament exists on a continuum. child can be born in the middle of the range of any one or all of these, or can be born at the extreme end of the range. All these traits of temperament have value and can all be neutral, positive or negative. Every parent of more than one child very quickly notes the different temperaments of their children and gradually became aware of how many different tempers, translate into different styles of parenting. Simply put, some children are just back from each other and to the temperament which is responsible for it. Just as they can be either easy or difficult to rear, different temperamental characteristics of children would be more or less easy to learn. It is nature and it is a natural disposition of children requires us to create an environment at home and at school, which closely match temperament.
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