- 1. The Nature of Behavior Behavior of any kind is the result of
a variety of influences upon a person during his years of
development. His conduct is his way of reacting to these influences
and experiences, and it denotes an attempt to make satisfactory
adjustment.
2. The aim of the guidance service is helping to prevent
frustrations of appropriately coping with them, the helping each
child make the maximum use of his energies and potentialities to
adjust better despite frustrations. 3. 1.Overly Aggressive Child 4.
Symptoms: 1.Breaking,tearing or destroying property 2.Causing
unnecessary and excessive disturbances; 3.Attacking other children;
4.Interrupting others in a loud, boisterous voice: 5.Resisting
authority; and 6.Expressing a quarrelsome attitude 5. Causes:
1.General feelings of insecurity stemming from and inadequate home,
school failure, or lack of acceptance by other pupils. 2.Fear of
failure or of displeasing parents or teachers. Lack of attention
love and considerations by parents and other adults.
4.Rigid,demanding,diciplinary controls or inconsistencies in
disciplinary measures. 5.An absence of controls with too much
responsibility placed on the child for the management of his
conduct. 6. Approaches/Treatment 1.Bolstering his self esteem
through showing his special attention and by complementing him on
his work. 2.Providing experiences through which he can achieve and
gain recognition. 3.Increasing his opportunities for physical
activity where hostile feelings may be dissipated. 7. 4.Showing him
personal attention and interest and encouraging him as he show
progress. 5.Being friendly, relaxed and patient, and displaying a
sense of humor as well as a sincere interest in his welfare .
6.Providing for group counseling or discussion sessions in which
problems and feelings may be aired. 8. Symptoms: 1.Attacking other
children, generally smaller than himself, by pushing, tripping, or
hitting and annoying others in a variety of ways. 2.Engaging in a
verbal attacks by calling names, poking fun, criticizing and
arguing. 3.Expressing belligerence an defensiveness in aloud
,boisterous ,agitated voice. 9. Causes: 1.Deprivation of the
psychological needs of love and attention or in adequacies in
fulfilling his physical needs. 2.A strong need for identification
with another person ,resulting in his identifying with someone
whose behavior is inappropriate as a model. 3.An aggressive
,domineering ,demanding teacher whose unrealistic expectations
bring frustration and anxiety to the student. 10. 4.Undesirable
home conditions which may include financial problems, low
educational and social status, and lack of parental supervision.
5.Lack of friends ,inadequate social skills, and lack of ability to
interact favorably with peers. 6.A bullying family member, teachers
or peer who creates a situation in which the child feels the need
to get even. 7.Academic failures which bring frustrations, anger
and an attitude of futility. 11. Approaches/Treatment 1.Correcting
or improving the undesirable conditions in his life which are
precipitating the problem. 2.Assisting him in finding suitable
friends and people with whom he might associate or identify.
3.Providing for conferences through the guidance service with
teachers and other adults who may be contributing to the problem
through unreasonable demands. 12. 4.Encouraging the parents to show
an interest in the child and aiding them in improving conditions
which may be precipitating the problem. 5.Giving him instruction in
social skills and creating opportunities for him to work with, and
assume responsibilities in group projects. 6.Correcting any
situation in which he is being bullied by another person. 13.
7.Providing classroom enrichment experiences by which he can gain a
feeling of success. 8.Modifying the school program to enable him to
fulfill his needs more satisfactorily and always keeping demands
and expectations realistic in terms of his capabilities. 14.
Symptoms 1.Reluctance to take part in class recitations and failure
to complete assignments although he is intellectually capable of
doing the work. 2.Preference for working alone and his quiet,
bashful, well-behaved manner in the presence of others. 3.Avoidance
of physical activity which includes contact or competition with
others and a reluctance to defend himself against abuse or attacks.
15. 4.Tendency toward nervous habits such as twisting his clothes,
squirming, or biting his fingernails. 5.Discomfiture when teased or
engages in an argument, which he tries to avoid. 6.Preoccupied with
his thought and personal activities with an apparent lack of
awareness of activity and people around him. 16. Causes 1.Physical
immaturity, handicaps or deficiencies and limited athletic skill.
2.Low academic ability or limitations in study habits or facilities
for effective study. 3.Inadequate special skills and low interest
in school. 4.Parental over-protection or domination or insufficient
love and attention. 5.Unrealistic standards on the part of the
school or his family. 6.An unfavorable position in comparison to
siblings whose successes may magnify his inadequacies. 7.Previous
experiences which have proved unpleasant and embarrassing. 17.
Approaches 1.Arranging for activities where strength or skills are
unessential for success. 2.Modifying the level of expectations
established by the school and making it possible for him to
succeed. 3.Encouraging him to participate in activities in which he
can perform adequately and aiding him in the development of social
skills. 18. 4.Conferring with his parents and deciding upon which
tasks he can perform adequately and aiding him in his development.
5.Investigating and modifying disciplinary procedures in order to
make certain that they are appropriate and consistently applied.
6.Winning his confidence through a friendly, personal approach. 19.
Watch your thoughts, they become words. Watch your words ,they
become your actions. Watch your actions ,they become habits Watch
your habits, they become tour character. And your character becomes
you. Character makes a MAN. Sen.Leticia R. Shahani 20. Symptoms:
1.Loiters around classrooms, lockers, or desks, or who casually
looks at another students work during tests or personal
assignments. 2.Has an excessive amount of candy or other items in
his possession and is generous in his sharing with others. 3.Resort
to untruths in explaining his behavior or possessions. 4.Gives the
appearance of being apprehensive, nervous and on guard. 21. 5.Is
over solicitous and unduly anxious to please and may either
verbalize in excess or withdraw. 6.Resorts to various devices for
ascertaining the location of money or other items in the classroom.
7.Uses notes, marks on his desk, or other devices as aids in school
work and may attempt to add points to the score given his work. 22.
Causes: 1.An actual need for certain items in order to maintain
himself properly within a class or to meet physical needs.
2.Unfavorable home conditions where a youngsters physical or
psychological needs are not met. 3.Inadequate social skills, low
academic ability, lack of interest in school, and inability to
compete successfully. 4.Undue stress upon grades by the school or
family, or rigid, demanding grading system. 5.Loneliness, feelings
of inadequacy and inferiority, and lack of status with peers. 23.
Approaches 1.Making certain his basic needs for survival ad comfort
are met. 2.Visiting the home and in various ways encouraging the
parents to express their affection and appreciation for the child,
and demonstrating a genuine interest in him at school. 3.Providing
special attention in the classroom and through counseling, and
helping him develop his talents, abilities, and social skills.
4.Providing opportunities for him to assume responsibility make
decisions and become less dependent upon others. 24. 5.Initiating
demonstrations, role-playing, and dramatizations which emphasize
the importance of honesty and encouraging activities which will
raise the childs self-esteem and build self- confidence.
6.Encouraging maximum efforts without undue stress upon grades and
incorporating some flexibility in the grading system to permit the
granting of satisfactory marks for sincere, maximum effort. 25.
7.Encouraging participation in extra-curricular activities in which
he may gain some ego- strengthening experiences and in which he can
realize some success. 8.Permitting and encouraging the free
expression of the imagination in which a child can be creative and
uninhibited, with no need always to separate the mythological from
the facts. 9.Providing group work experiences in school and the
opportunities for the students to cooperate, share, and assists
rather than to compete. 26. Symptoms: 1.Excessive squirming,
purposeless, movements, nervous hand movements, twisting clothes,
thumb sucking and biting objects. 2.Short attention span with a
tendency to abandon a task before its completion. 3.Excessive
movement about the room to sharpen a pencil or dispose of waste
paper and frequent requests to leave the room. 4.Easily aroused
anger, becoming upset over minor incidents, often being on the
defensive and sometimes being cruel, destructive and unmanageable.
27. 5.Uncontrollable muscle movement, facial tics, muscle rigidity,
and abnormal bodily movements. 6.Unpredictable and sporadic
performance with achievement generally below the level of
capability. 7.Occasional temper tantrums with extremes in moods,
becoming highly elated or depressed with no apparent cause. 28.
Causes: 1.Unfavorable family relationship, including neglect
rejection ,arguments and frictions. 2.An absence of controls at
home or school, or inconsistencies in discipline. 3.Severe,
unreasonable, or harsh treatment and unrealistic demands and
pressures. 4.Frequent failures in school, limited social skills and
anxieties associated with a low level of success. 5.Frustration due
to failure of the school to challenge the bright child adequately
or to provide appropriate experience for him. 6.Confusion and
uncertainty due to conflicting standards of conduct and morality
within the childs environment. 29. Approaches/Treatment 1.Take the
initiative in alleviating, undesirable home conditions through
parent conferences, study groups and home visits. 2.Keep
disciplinary and control measures reasonably consistent and
appropriate and avoid extremes of harsh treatment. 3.Provide
adequate controls and assist the child to control his emotions and
manage his behavior. 30. 4. Modify the expectations of the school
to make it possible for the child to succeed with a minimum of
anxiety and provide counseling through which he may gain
confidence. 5.Provide for enrichment experiences in which the child
is adequately challenged and given the opportunity to experience
the thrill of success. 6. Make known to each child acceptable moral
standards sand codes of conduct to serve as guides in his thinking
and behavior. 31. Causes of Misbehavior 1. General insecurity of
the times 2. Home condition 3. The School 4. Economic status 5.
Racial status or regionalism 32. The Functions of Guidance with
Behavior Problems: 1. Appraisal of aptitudes and personality 2.
Evaluation of behavior 3. Establishment of a framework for
specialized services 4 . Conduct of research activities
