Managing Behaviour in the Primary School - Literature review Example

Challenging behaviour Challenging behaviour Introduction Challenging behaviour can be defined a culturally abnormal behaviour and is exhibited in psychosis and development disabilities in children (Arnold, 2010). Challenging behaviour interferes with learning and can be harmful to the child and others. Currently, most children join schools with high levels of stress, anxieties and historical of early year experiences. Arnold (2010) asserts that the behaviour poses a high risk for later social problems and school failure since it is challenging for the people around the child such as parents and teachers. Docking (2002) asserts that some of the causes of challenging behaviour include sensory stimulation, social boredom, and psychological feelings of loneliness. In children, challenging behaviour is regarded as a communication form that is purposeful and is influenced by the temperament, life experiences, developmental ability and environmental factors (Sautner, 2001, p 200). Educators have pointed out that behaviour is termed as challenging when efforts of dealing with it fail to reduce its frequency and intensity (Roffey, 2002). Some educationists classify the following behaviours as challenging. The causes of challenging behaviours include but are not limited to attention-seeking, severe autism, traumatic brain injury, opposition defiant disorder, communication difficulties, socio-economic disadvantages, dysfunctional families and schools, conduct disorder, and child temperament. Challenging behaviour can be manifested in child aggression, self-injury and destructive behaviours that involve throwing of stones (Papatheodorou, 2005). There are numerous theories that have been advanced to explain the causes of challenging behaviours among children. The first theory that helps in understanding challenging behaviour among children is the behavioural theory that asserts that behaviour is a result of the learning environment (Prizant, Audet and Burke, 1990, p 184). According o this theory, reinforcements such as rewards and sanctions will either make the behaviour gain strength or disappear. Behavioural perspective assumes that negative reinforcements will reduce the intensity and frequency of the challenging behaviour. According to the theory, children visualize, imagine, and respond to the external stimuli (Papatheodorou, 2005). Psychodynamic perspective assumes that challenging behaviour results from unconscious conflicts that the children are unaware of their existence (Porter, 2003). The attachment patterns will continue to have an impact on the future development of the child while in school. Stories and play can enable the child to process the unconscious conflicts thus reducing the frequency of the challenging behaviour (Prizant, Audet and Burke, 1990, p 187). The theory suggests that children will be able to alter challenging behaviour soon they become aware of their consciousness (Porter, 2003). The third theory that has been advanced to explain the cause of challenging behaviour is the biopsychosocial theory that asserts that behaviour results from brain growth and genetic factors. The biopsychosocial perspective also entails social, family and health factors that contribute to the occurrence of challenging behaviours among the children. The model assumes that children are born with certain temperamental constitution that is biological and provides the genetic basis of the child’s personality (Walker-Hall and Sylva, 2001). Although the unique temperament of the child remains stable through out the life span, the exhibited behaviours change with time due to the influence of the social environment thus leading to suppression of some challenging behaviours. Some of the temperamental factors include the child’s activity level, stubbornness, sensory threshold, and adaptability to new activities (Ayers, Clarke and Murry, 2000). According to the humanistic theory, self-concept attainment is responsible for children behaviours. The theory asserts that the immediate environment should nurture the emotional needs of the child and establish good relationships. According to Gargiulo (2010), empathy is a key component in the humanistic approach and the parents and teachers should ensure that children have opportunities for the establishment of peer-to-peer relationships in the environment. The ecological theory asserts that the physical environment influences the behaviour of the child. Attractive buildings and the layout of the furniture will increased the engagement of the child in the learning process while unattractive environment will lead to emergency of challenging behaviours such as aggression. The systemic theory asserts that the child is part of the wider society and nature of the social systems will influence the development of behaviour (Walker-Hall and Sylva, 2001). According to this approach, conflicts in the society will facilitate the emergency of challenging behaviours such as throwing stones to other children (Sterne and Poole, 2009). The social learning theory views challenging behaviour as a product of observation of the actions of others. Poor social skills development contributes to emergency of challenging behaviours such as aggression and anxiety that hinder the interactions and development of the children (Porter, 2003). There are different methods that are useful in identifying, explaining, monitoring and evaluating children’s behaviour. The first approach entails identification of the situation in which the challenging behaviour occurs and identifying the people, events or activities that are associated with the behaviour. The functional behavioural assessment is useful in identifying instances of challenging behaviour. The model entails conducting a risk assessment of the students’ behaviour such as checking the impact of the student public statements, analyzing the history of mental illness of the student and documenting instances of violent behaviour. Behavioral support plan can be used in monitoring the challenging behaviours. It is useful in addressing the early warning signs of challenging behaviours. The plan uses restrictive interventions such as distraction, giving reminders and ignoring the challenging behaviour. In addition, behavioural support plan entails the use of proactive strategies such as looking for the triggers of challenging behaviour, teaching the child some replacement skills and changing the current environment such as furniture (Shelton and Brownhill, 2008). Another approach of dealing with challenging behaviour is the positive behaviour support approach that entails encouragement of pro-social skills development. It uses the functional assessment to gather data on the challenging behaviours and respond accordingly. Some components of positive behaviour support include modification of the social and physical environment in order to address the triggers of the challenging behaviours. The approach also encompasses teaching and reinforcing new skills in order to reduce intensity of challenging behaviours (O’Brian, 1998). Another approach of dealing with challenging behaviour is the self-determination intervention that entails directing the children in their own problem solving. The children are taught several adaptive skills that aim at countering the occurrence of the challenging behaviour. This approach increases self-awareness that facilitating the end of the behaviours (Lee, 2011). The legal framework recognizes that all children need a caring and enabling learning environment in order to facilitate learning. The government has implemented several measures aimed at ensuring that the schools meet the requirements of children with are challenging behaviours (Shelton and Brownhill, 2008). The teachers required to treat children with challenging behaviours equitably and with dignity just like their counterparts. The children’s Act 2004 requires the local authorities to promote and protect the interests of children with challenging behaviours. The Education Act 2002 requires the governing bodies to maintain schools for children with challenging behaviours. Similarly, independent schools including the private academies are expected to cater for the needs of children with challenging behaviours without discrimination. The schooling environment must meet the standards of quality including the cultural and spiritual development of children with challenging behaviours (Douglas, 1998). It is also a common law duty for education professionals to take reasonable measures to prevent the risks that can be suffered by children with challenging behaviours such as bullying and other safety risks. Section 550A of the Education Act 1996 grants the teaching professionals the right to utilize reasonable force in preventing the pupils from engaging in behaviour that is prejudicial to maintenance of good order and discipline or behaviours that may lead to self-injury (Craig, 1998, p 127). The education authorities have implemented the bullying prevention action policies and safe schools policies that aim at ensuring the safety of children with challenging behavior in schools. The learning environment must promote student engagement and constructive response to behavioural challenges (Roffey, 2011). In order to promote positive behavior in schools, the teachers must acquire information o various factors that influence student learning and behavior. The teachers are then required to identify strategies of implementing progressive disciple approach. The school should build a safe culture that promotes diversity through respect of law and order, respect of individual differences and positive role modeling by the school staff (O’Brian, 1998). The school should have clear expectations of student behaviour and a clear vision that promotes student high attainment. The school environment should also be friendly and opportunities for enhancement of self-esteem should be provided to all the learners with challenging behaviours. The teachers must teach appropriate social skills such as listening skills and social skills that are essential in dealing with negative feelings (Roffey, 2011). The teachers must emphasise on the need of self-control, respect for individual differences and sense of responsibility for individual actions. The schools must use restorative practices that enable the student take accountability and responsibility for his or her actions. Restorative practices enable the students to integrate well in the school community (O’Brian, 1998). Conclusion Educators have implemented several mechanisms of reducing the severity and frequency of behavioural disturbances in both homes and schools. An understanding of brain-related factors, family and psychological factors that contribute to challenging behaviour are essential in implementing classroom-strategies that aim at minimising the behavioural disturbances. The school authorities should promote positive behaviours that encouraging students to respect others and build self-esteem that is essential in dealing with aggression. Changing the social and physical environment can help in reducing the frequency of the behaviour occurrence. In addition, positive reinforcements should be utilized in dealing with the behaviours. Reference list: Arnold, C. 2010. Understanding Schemas and Emotion in Early Childhood. London, SAGE. Ayers, H.; Clarke, D. and Murry, A. 2000. Perspectives on Behaviour. A Practicle Guide to Effective Interventions for Teachers. 2nd ed. London: David Fulton Publishers. Docking, J.W. (revised and updated by MacGrath, M.). 2002. Managing Behaviour in the Primary School (3rd ed). London: David Fulton / University of Surrey, Roehampton. Douglas, J. 1998. Behaviour problems in Young Children: Assessment and Management. London: Tavistock/Routledge. Craig, W. 1998. “The relationship among bullying, victimisation, depression, anxiety and aggression in elementary school children”, Personality and individual differences, vol 24, pp 123-130. Emerson, E and Einfeld, S.L. 2010. Challenging behaviour. Cambridge: Cambridge University Press. Dowling, M .2010. Young Children’s Personal, Social and Emotional Development. London. Sage. Gargiulo, R. 2010. Special Education in Contemporary Society. London. Sage. Lee, C. 2011. The Complete Guide to Behaviour. London; Sage. O’Brian, T. 1998. Promoting Positive Behaviour. London: David Fulton. Papatheodorou, T. 2005. Behaviour Problems in the Early Years. A Guide for Understanding and Support. Oxon: RoutledgeFalmer. Porter, L. 2003. Young Children’s Behaviour. Practical Approaches for Caregivers and Teachers. 2nd ed. London: Paul Chapman Publishing. Roffey, S. 2011. Changing Behaviour in Schools. London, Sage. Roffey, S. (ed.) 2002. School Behaviour and Families: Frameworks for Working Together. London: David Fulton. Shelton, F. And Brownhill. S. 2008. Effective Behaviour Management in the Primary Classroom. Berks. Open University Press. Sterne. A and Poole. L .2009. Domestic Violence and Children. London; Routledge. Walker-Hall, J. and Sylva, K. 2001. What Works for Families of Children with Behaviour Problems? Evidence from Research. In Pugh (ed) Contemporary Issues in the Early Years: Working Collaboratively for Children. London: PCP. Prizant, B., Audet, L and Burke, G. 1990. “Common disorders and emotional/behavioural disorders in children and adolescents. Journal of speech and hearing disorders, vol 55, pp 179-192. Sautner, B. 2001. “The safe and caring schools initiative”, Reclaiming children and youth, 9(4): 197-201. Read More