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Students who exhibit inappropriate, disruptive behaviors may do so for various reasons. The variety of explanations for problem behavior can cause confusion as to what specific interventions are best suitable for the individual student. There are frequent assumptions that knowing the cause of problematic behavior will assist with the best way to handle it. However, finding an effective intervention does not necessarily indicate the origin of cause for troublesome behavior. In fact, multiple causal factors are interrelated with the most common causal factors being family, school, biological, and culture. In consideration of a previous analysis on biological and family causal factors, this paper is intended to answer the following questions on the potential impact of school and cultural influences on emotional or behavioral disorders (EBD):
1. Why should educators consider how the school might contribute to disordered behavior? 2. How can inconsistent management and ineffective instruction contribute to emotional and behavioral problems?
3. How do conflicts between cultures create stress for children and youth?
4. How could one describe a neighborhood that provides support for the development of appropriate social behavior?
There are multiple answers as to why educators should consider how schools might be conducive to disordered behavior. Teacher reactions to student behavior and classroom conditions can be identified as explanations for externalized emotional and behavioral difficulties. However, Kauffman and Landrum (2013) the school might contribute to disordered behavior in one or more of the following ways:
1. Insensitivity to students' individuality. The likelihood of school failure and its associated problems are i...
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...nal dataset. Journal of Emotional and Behavioral Disorders, 15(1), 33-45.
Kauffman, J. M., & Landrum, T. J. (2013). School and Culture. In S. D. Dragin & M. B. Finch (Eds.), Characteristics of Emotional and Behavioral Disorders of Children and Youth (pp. 134-176). Upper Saddle River, NJ: Pearson.
Lochman, J. E., Boxmeyer, C. L., Powell, N. P., Qu, L., Wells, K., & Windle, M. (2012). Coping power dissemination study: Intervention and special education effects on academic outcomes. Behavioral Disorders, 37(3), 192-205.
Sullivan, T. N., Helms, S. W., Bettancourt, A. F., Sutherland, K., Lotze, G. M., Mays, S.,
Wright, S., & Farrell, A. D. (2012). A qualitative study of individual and peer factors related to effective nonviolent versus aggressive responses to problem situations among adolescents and high incidence disabilities. Behavioral Disorders, 37(3), 163-178.
There are many causes on why a child or teenager may misbehave. There could be issues at home, with family, other kids, peer pressure, and the list goes on. This can affect family, friends and their own lives in a negative way. “Understanding why children engage in bad behavior is critical to curbing it”, illustrates Harvey Karp, M.D, a pediatrician and author of the book and DVD “The Happiest Toddler On The Block”. In that case, there is a lot to be learned about the cause of misbehavior.
Forsyth, K., Taylor, R., Kramer, J., Prior, S., Richie, L., Whitehead, J., Owen, C., & Melton, M.
Cox-Foster, D. L., Conlan, S., Holmes, E. C., Palacios, G., Evans, J. D., Moran, N. A.,…
la Haye, K., Green, H. D., Kennedy, D. P., Zhou, A., Golinelli, D., Wenzel, S. L., & Tucker, J. S.
middle of paper ... ... Westport, CT: Greenwood Press [cited 12 September 2011]. Available from: http://www.questiaschool.com>.
The choices of education and occupation of children are highly correlated with their parents. These choices are affected by the nature and nurture of the child and family. Socio-Cultural norms shed the light on the mechanisms of thoughts which affect the nature and nurture with the correlation of education. Education is the foremost tool of empowering the society, but social and cultural norms play an important role in shaping the ways of education. The community of third gender faces lots of problem in getting educational and occupational opportunities. In order to know their educational problems and issues, there was a need to understand the concept of their socio-cultural norms. These norms and thoughts influence the demographic dividend
Conduct Disorder has been a part of the American Psychological Association’s Diagnostic Statistical Manuel (DSM) since its original release date in 1994. Although, there is new information about the disorder that was previously unknown, Conduct Disorder is distinguished by a “repetitive and persistent pattern of behavior in which the basic rights of others or major age-appropriate norms or rules are violated” (American Psychiatric Association, 1994.) This mild, moderate, or severe antisocial behavior begins to appear either in childhood, categorized as early-onset conduct disorder , or in adolescence after ten years of age, classified as adolescent-onset conduct disorder (Passamonti et al., 2010.) The criteria to meet to be diagnosed with this disorder are separated into four subgroups: aggressive conduct, nonaggressive conduct, deceitfulness or theft, and serious violations of the rules. Three or more incidents must be present in the past twelve months with at least one of the characteristics being present in the past six months. This disorder causes severe impairment of functioning across a variety of situations so it is important to keep in mind society and individual situations because this diagnosis may be “misapplied to individuals in settings where patterns of undesirable behavior are sometimes viewed as protective” (American Psychiatric Association, 1994.) For example, a patient that has recently relocated from a war torn country would most likely not be a candidate for Conduct disorder even though he or she may exhibit some of the characteristics.
Many times in a classroom we as teachers come across students who seem to always be defiant, who seem to do things purposely to bother others, or seem to always blame others for his or her mistakes. Well those students may be showing sings of Oppositional Defiant Disorder or ODD. Oppositional defiant disorders along with conduct disorders are seen to be frequent psychiatric disorders among children. (Matthys, Vanderschuren, Schutterm Lochman, 2012, 235) Between 5 and 15 percent of school aged children have oppositional defiant disorder. It seems to be more common in boys then girls. It is also seen to me more common in urban than in rural areas. (Childrens Mental Health Ontatio, 2014)
Schools are in great need of systems, processes, and personnel who are able to support the needs of students with problem behavior. Research indicates, however, that (while I am a big, fat cheater) information has not been made available to teachers and other professionals in a format that allows these strategies to become common practice. Many teachers choose isolated behavioral strategies that are not applied immediately after the problem behavior has occurred.
Pelletier, L. G., Fortier, M. S., Vallerand, R. J., Tuson, K. M., Brière, N. M., & Blais, M.
Mundschenk, Miner, and Nastally (2011), use an analogy to compare the duties of an air traffic controller to those of an educator in their classroom. For example, the air traffic controllers must use simple commands to direct the pilots, the same way teachers must use concise and simple instructions to direct their students through several lessons and activities. They describe the different strategies and techniques teachers can implement in their classrooms to help their students remain engaged and reduce challenging behaviors. Also, they address the benefits of each of the strategies mentioned. They focus on how teachers can help avoid or manage challenging behaviors from children with emotional behavioral disorders (EBD). Some strategies include: setting clear limits, allowing students to self-monitor their academic as well as behavioral progress, using simple directions, teaching students to request breaks,
Students with emotional and behavioral disorder (EBD) exhibit various characteristics relevant to their identified diagnosis. The primary characteristic of students with EBD is problem behaviors are displayed at school, home, community, and other social settings. These problem behaviors are described professionally as externalizing and internalizing behaviors that students with EBD often engage in regularly. Externalizing behaviors are described as acting-out behaviors that are aggressive and/or disruptive that is observable as behaviors directed towards others. Internalizing behaviors are behaviors that are construed as acting-in behaviors such as anxiety, fearfulness, withdrawal, and other indications of an individual's mood or internal condition. The purpose of this paper is to compare and contrast the characteristics associated with internalized and externalized behaviors.
Emotional and behavioral disorders manifest from various sources. For some children, the core of these disorders is rooted in such factors as “family adversity...poverty, caregiving instability, maternal depression, family stress…marital discord…dysfunctional parenting patterns…abuse and neglect” (Fox, Dunlap & Cushing, 2002, p. 150). These factors are stressors that affect children both emotionally and behaviorally. Students have their educational performance and academic success impeded by such stressors once in school, which creates even more stress as they find themselves frustrated and failing. As a result, problem behaviors may manifest that can be described as disruptive, impulsive, pre-occupied, resistant to change, aggressive, intimidating, or dishonest. Such behaviors may also inflict self-harm.
The aim of my study is to find the importance of School Culture in the development of future of the students studying in a school. In the past years, many studies has been done by different people to find the role of school culture in the life of students, teachers and parents.
Gelfand, D. M., Jenson, W. R. & Drew, C. J. (1988). Understanding child behavior Disorders. (2nd ed.). Chicago: Holt, Rinehart and Winston, Inc.