Labelling theory holds deviance results not so much from the actions of deviant, as from response to others labelled rule breaker deviant (Brym and Lie 2015: 101). There are many stories of students being labelled in the past by teachers. Students; however, have labelled teachers, but labelling a student and not understanding what has influenced this behavior is being judgmental. There have been incidents where a teacher had labelled a child in front of the classroom, is that right? Without understanding the behavior of a child this could be preparing them to reject teachers in the fear of being labelled again, and being powerless. In “Reconstructing the ‘Monsters’ and the ‘Failures’: Concerns and Issues for Professionals” by Jill E. Gelormino …show more content…
Therefore, labelling does not solve a solution, but creates more problems. The second case study was a boy named Rodney. However, Rodney bit his classmates and his label was the "bitter" by his classmates' parents. His teacher requested a meeting with his family who hired a family therapist. A therapist suggested Rodney be cuddled, had more snacks and there was an intervention with the classmate’s parents about the biting phase. Labelling is misunderstanding the problem, avoiding the problem and does not fix or gain understanding of the problem. The third case study was the Angela, whose mother had left her with a stranger Mrs. L while she went to see her boyfriend. Angela threw a temper tantrum and Mrs. L consequently, labelled her as a monster. However, a stranger took Angela to somewhere foreign while her mother was with someone she disliked. Observations of Ashley were the last case study. At a young age, Ashley was told by others that she would need special services and help with her reading skills. She went to a class to improve her reading skills, however, it did not help her as it focused on her
“Labeling theory,” which states that our self-identity and behavior can be altered by the names or terms that people use to describe or classify us. Labeling is using descriptive terms to categorize or classify something or someone. Sometimes these labels can have positive impacts on our life or as Amanat’s mentioned that these labels can limit our full potential to do anything by believing that people’s expectation about us is how we should define ourselves. In doing so, we act against our true nature because we’re trying to live up to others expectations or deny their assumptions.
In the case study, Jim Colbert, a third grade teacher, struggles to help a boy named Carlos. This Public School 111 was located in a metropolitan, run down neighborhood. The school was surrounded by drug dealers and trash. However, the inside of the school was bright and welcoming. Here the students were placed according to their abilities, and Jim had a 3-A class for the high achieving students. Jim had a routine that he followed every day. He would take the learning and apply it to the student’s lives with practical examples. To begin the day Jim would go through the homework with the students, and here he began to notice that Carlos was misspelling many of his words. Carlos comprehended the readings, but he was behind in his spelling. Jim talked with the other third grade teacher, Paul, about Carlos. Then, he talked to Carlos about the problem, asking him if he could get help at home. Here Jim discovered that Carlos would get little to no help at home. Jim sent home a dictionary with Carlos so that he could check his spelling, and he saw
name with it. This presents a problem because the people who have been labeled with such
This label then becomes how people treat the person in question and how that person is categorize. This theory is applied to Shanae and Megan’s story because there are many instances in which they are labeled troubled. An interesting scene that shows this is when Shanae is with a counselor and he is showing her pictures of what’s expected of her. Some of the pictures are of a stereotypical good girl (wearing a blouse and plaid skirt) and bad girl (wearing clothes that are not “proper”). Shanae’s makes a good point when she asks the counselor why the girl in a plaid skirt is considered good why the bad girl is not considered a role model without knowing them. The counselor does not hesitate to tell her a good girl would not dress like that. Another example is when some girls ask Shanae what her crime is. She responds that she killed someone and by saying that the other girls look at her
...Therapy approach in counseling Chris was asked precise questions; which lead to externalizing the problems. During the questioning Chris is able to identify his problems that relate to his behavior. Chris explores his behaviors, his life, relationships their effects, their meanings, and the context in which they are formed (Murdock
The theoretical study of societal reaction to deviance has been carried out under different names, such as, labelling theory, interactionist perspective, and the social constructionist perspective. In the sociology of deviance, the labelling theory of deviant behaviour is often used interchangeably with the societal reaction theory of deviancy. As a matter of fact, both phrases point equally to the fact that sociological explanations of deviance function as a product of social control rather than a product of psychology or genetic inheritance. Some sociologists would explain deviance by accepting without question definitions of deviance and concerning themselves with primary aetiology. However, labelling theorists stress the point of seeing deviance from the viewpoint of the deviant individual. They claim that when a person becomes known as a deviant, and is ascribed deviant behaviour patterns, it is as much, if not more, to do with the way they have been stigmatized, then the deviant act they are said to have committed. In addition, Howard S. Becker (1963), one of the earlier interaction theorists, claimed that, "social groups create deviance by making the rules whose infraction constitute deviance, and by applying those rules to particular people and labelling them as outsiders". Furthermore, the labelling theoretical approach to deviance concentrates on the social reaction to deviance committed by individuals, as well as, the interaction processes leading up to the labelling.
Case conceptualization explains the nature of a client’s problem and how they develop such problem ( Hersen, & Porzelius, p.3, 2002) In counseling, assessment is viewed as a systematic gathering of information to address a client’s presenting concerns effectively. The assessment practice provides diagnostic formulation and counseling plans, and aids to identify assets that could help the client cope better with concern that they are current. Assessment is present as a guide for treatment and support in the “evaluation process. Although many methods can be employed to promote a thorough assessment, no one method should be used by itself” (Erford, 2010, p.269-270). Eventually, it is the counselor's job to gain adequate information concerning the client and the client's presenting concerns to establish an effective treatment strategy. Using a combination of assessment techniques increases the likelihood of positive interventions and promotes successful treatment (Erford, 2010, p.271). A case conceptualization reflects how the professional counselor understands the nature of the presenting problems and includes a diagnostic formulation. Case conceptualization organizes assessment data into meaningful outline, applying research, and theory to make sense of client’s current problem.
Kroeger and Thuesen open the book with a chapter on “name-calling”. They use this phrase, not in the derogatory sense as is often the case, but to show that name-calling is used by everyone as a means of “cataloging people” based on their unique, identifying characteristics. If we’re to do this inevitable “name-calling” the authors believe it should be done in an objective and constructive manner and when elevated to this higher level it becomes “Typewatching”
Labeling theory of deviance suggests that when one is labeled constantly on the basis of any minority it gives rise to deviant behavior in order to prove the strength of the minority. The minority has been labeled so by people for a long time. They have been labeled because of their race. The gang is labeled anti-social because of their criminal behavior which turns them further to deviance. The use of the labeling theory can be seen being implemented very judiciously
The power of labeling can be seen in the the name that we were given. The name we use affects the way people treat you. It can also affect the behavior of other and how you behave also. This concept is basically the reactions we get from people and ourselves aswell from just naming things.
Teaching theories are as much part of the classroom as the student and the teacher. The effect individual theories have on an environment depends how they are incorporated within the classroom in addition to the influence they have had on the curriculum construction. This essay will briefly look at how motivation theory, cognitive and social cognitive theory along with constructivism have impacted on education and the classroom.
Throughout this course I have been challenged to read works that I would have never done on my own and think critically about them in a way I would never have. One topic that stuck out to me was the idea of convention. Prior to this course, it was not something I had ever really considered. However, after reading works from Henry Thoreau, the way I view conventionalism and its effects on one’s life has been substantially altered. Originally, I fell victim to conventionalism unknowingly. It just seemed to be how things worked. Even after learning what convention was, I saw nothing wrong with it, initially. Thoreau’s piece, Walden, highlighted the idea that because people have internalized convention so much, we do not even know when we are acting conventional. This is where I realized that it may be something to consider. Thoreau’s work opened my eyes to the downfalls of conventionalism and caused me to reevaluate the way I see it and what is truly important in life.
Here the therapist would help X review her emotions, thoughts, early life experiences, and beliefs to acquire the necessary insight into their emotional life about their current emotional situation. The therapist can then draw an emotional pattern of X over time. Taking, for instance, her reaction to her failed marriage, her parents' deaths and lastly, her relationship breakdown with her half-siblings. Pin-pointing recurrent behavioral patterns establish a persons' way of responding to situations, these can be ways of avoiding distress or development of defense mechanisms. Strategies are then drawn to cope with these
We are born, we are named. We die, we are named. Be it the name of a new child or the title given to a hero who gives their life for the sake of many, a name is a sacred thing within our world. A name is a mark that follows us, identifies us, and lets us state our place in the world. Humans name everything we come in contact with – corporal or incorporeal. Every substance, action, or emotion has a name. Every state of being is labeled and defined. For centuries this powerful ability to give a name has been used in a variety of ways, some almost sacrilegious to the nearly spiritual act of defining yourself. We have branded, ostracized, and dehumanized using labels as a tool to discriminate against those who do not fall within our own neat little boxes of normality. Yet, for groups invisible to the world at large, naming and labeling retains its power.
Labelling theory outlines the sociological approach towards labelling within societies and in the development of crime and deviance (Gunnar Bernburg, and D. Krohn et al., 2014, pp. 69-71). The theory purposes that, when an individual is given a negative label (that is deviant), then the individual pursues their new (deviant) label / identity and acts in a manner that is expected from him/her with his/ her new label (Asencio and Burke, 2011, pp. 163-182).