conceptualising 'behaviour' in schools Flashcards
1
Q
why is beh a big deal?
A
- beh can impact CYP e.g. lost learning time, anxiety, distress
- can impact teachers: mental health, burnout, professional attrition
- DfE (2016) statutory duty of schools to enure strong beh policy
2
Q
beh being challenging to define
A
- emotional beh difficulties
- social emotional & beh difficulties
- social emotional mental health difficulties
- beh understood in relation to internal life of child –> beh & its management is understood & perceived differently by diff people
3
Q
EP involvement & behaviour
A
- important to remember difficult beh is an interplay of factors
- CYP often have other needs, learning, comm, social & emotional needs
- SEN are high risk factor for school exclusion
4
Q
law & woods (2018) - EP involvement and behaviour
A
- consultation: provided teachers with organised time to discuss behavioural concerns, share information and learn from one another, which in turn enhanced their behaviour-management skills
- assessment: classroom-based observation of individual children, orr whole-class behaviour, including that of teachers
- interventions: structured manualised interventions and those devised by eps in collaboration with schools, parents and young people
- training: aid delivery of interventions and problem-solving groups relating to behaviour management
5
Q
EPs & problem solving models
A
- student identified/raised as a cause for concern
- assessment of the student’s problem or what it is
- formulation of the student’s problem or why it happens
- intervention or ways of dealing with the problem
- eval of the interventions or its effectiveness
6
Q
psychological approaches EPs & problem solving models
A
- biological
- behavioural
- cognitive(-behavioural)
- social learning
- psychodynamic
- humanistic
- ecosystemic
- ecological
7
Q
biological approach & beh
ayers et al. (2015)
A
- biological and biochemical processes in accounting for behaviour (sometimes referred to ‘within-child’ or medical explanation)
- considers mental disorders to have underlying physical or organic causes. Various approaches within the perspective (behavioural genetics, brain biochemistry, brain anatomy, endocrinology)
8
Q
behavioural approach & beh
ayers et al. (2015)
A
- overt, observable and measurable behaviours and their reinforcement from the environment/others in accounting for behaviour shaping
- based on the theory that an individual’s overt and observable behaviour unless genetically influenced is the result of the individual’s learning. classical, behaviourism, operant
9
Q
cognitive(-behavioural) approach & beh
ayers et al. (2015)
A
- cognitive processes (beliefs, attitudes, expectations and attributions) in accounting for behaviour. combine cognitive and behavioural perspective to link the environment with individual’s thoughts
- different bases (cognitive processes are associated with behaviours; can bring about changes in behaviour; can be assessed, changed and evaluated)
- cline et al. (2023): helpful role in supporting individual change, and group-based interventions, to support social and behavioural development in children
10
Q
social learning approach & beh
A
- observational learning (e.g. role models/others), perceived self-efficacy and expectancies (in & of the social context)
- learning influenced by observational learning; behaviour, cognition and the environment are interconnected and influence each other (reciprocal determinism)
11
Q
humanistic approach & beh
ayers et al. (2015)
A
- self-esteem and potential problems in coping with and exploring feelings in accounting for behaviour
- concerned with the way people function as whole beings that have thoughts and feelings. maximise a pupil’s inherent motivation to learn by minimising factors that undermine or inhibit this process
12
Q
psychodynamic approach & beh
ayers et al. (2015)
A
- unconscious conflicts in early childhood as accounting for current behaviour and the notion of transference & projection of roles
- locates the origin of the maladaptive behaviour in the unconscious functioning of the psyche
13
Q
ecosystemic approach & beh
ayers et al. (2015)
A
- +ve & -ve interactions between teachers and
- students within and outside the school and, relationships and interactions at different levels - are seen as accounting for behaviour
- school behaviour and classroom behaviour as having a reciprocal influence
14
Q
ecological approach & beh
ayers et al. (2015)
A
- the influence of various systems and the broader environment influencing behaviour
- concerned with the functions of the system as a whole and its subsystems; school can be analysed with component subsystem or as a multi-level system
15
Q
application of psychological paradisms to support beh in schools
A
- behavioural approaches: including ABA & FBA
- cog behavioural approaches (Beck, 1976)
- attribution theory (Weiner, 2000; Miller, 2003)
- eco-systemic consultation (Bronfenbrenner & Morris, 2006)
- person-centred (Rogers, 1973)
- psychodynamic approaches (Geddes, 2006; Boorn et al., 2009)
16
Q
applied behavioural analysis
A
- beh depends on & is controlled/influenced by the response it receives
- environmental antecedents make the beh more or less likely to occur
- beh are also increased or decreased by its reinforcing consequences
- Whedall & Merrett (1985)
17
Q
antecedents & consequences
ABA
A
- troubled & challenging serves a function
- may be triggered by particular “setting” conditions
- is sustained by reinforcement
- T&C beh is therefore best understood & addressed by
- B = f(P/E)
- Lewin (1936)
18
Q
rational for ABA in educational settings
A
- Madsen et al. (1968) first published study demonstrated:
- beh learned
- pupils can learn acceptable & productive classroom beh
- changing the env can create the conditions for new beh to be learned
- studied the effects of praise; ignoring & clear statements of rules on inappropriate behs
19
Q
example of reinforcers
A
- material
- symbolic
- activities
- social
- intrinsic
20
Q
dangers of behavioural overkill
wheldall (1981)
A
the use of very powerful reinforcers where a more ‘natural’ reinforcer would suffice
21
Q
punishment
ABA
A
- Madsen et al. (1968) gave prominence to classroom rules, many early subsequent studies (& popular perceptions) became bound up with rewards & punishments
- ABA strategies can be successful without inclusion of punishments
- society’s tolerance for punishment of children steadily decreasing (with some exceptions)
- non-aversive approaches work, staff increasingly vulnerable if they advocate use of punishments
22
Q
sanctions, school exclusion and equity
A
- suspension rate for pupils with an EHCP is 17.63 compared to 4.69 for pupils without SEN
- permanent exclusion rate for pupils with an EHCP is 0.13 compared to 0.05 without SEN
- DfE (2023)
- exclusions within different ethnic groups and poverty as well
23
Q
using ABA in good classroom management
A
- limited classroom rules
- Tsoi & Yule (1976) - using break times as a reinforcer
- Williams (2012) - illustrated ABA underpinnings & +ve effects of differential reinforcement of alternative beh strategy - ‘fair pairs’
- Gable et al. (2009) review of ABA highlighted following features: pupil name, clear praise, statement of specific beh
- good classroom management also included: classroom rules, enforcing rules, +ve expectations, praise for specific beh, planned (safe) ignoring of undesirable behs
24
Q
criticisms of ABA
A
- subjectivity & can lead to observer effects
- teacher & child may behave differently when observed
- difficult to identify direct cause-effect relationship within complex environments
- costs, resources & time involved in assessing & intervening
- ethical concerns re-oppressive practice & misapplication
25
cline et al. (2023) on ABA
## Footnote
further reading
* 3 main types of aba strategy: DRA, DRO, differential reinforcement of lower rates of responding
* practice in aba has seen an evolution from a focus on 'on-task' behaviour encouraged by changed consequences to a concern with more socially valid and academically useful behaviour and a greater focus on environmental antecedents, and on positive behaviour supports
26
CBT
* involves person's intepretation (thoughts/constructs) of events
* considers the link between these thoughts & feelings & behs
* involves identification of a person's "faulty" thinking triggering any "dys" functional feelings &/or beh
27
using cog beh interventions to support beh change
* be aware of, & manage, their thoughts, behs & emotions
* develop problem-solving skills
* alternative constructive & +ve thinking
* children taught rationale for rules; self-awareness is taught through self-monitoring, self-recording, self instruction & self-restraint skills (Porter, 2005)
28
teacher attributions
| attribution theory
* attribution = how a beh is explained or what is described as the underlying cause/s
* Weiner (2001) identified 3 dimensions where attributions lie:
* locus - whether cause is internal/external to the person
* stability - whether cause is fixed or can vary
* controllability - whether person is able to control the cause
29
caution & consideration
| attribution theory
* historically - measuring attributions has been difficult due to challenges of construct & ecological validity
* attribution retraining literature around beh in education setting is minimal. Effect size & duration of impact?
* eliciting cross-system attributions & supporting joint work & objectivity requires skills & careful handling (Miller, 2003)
30
cline et al. (2023) on attribution theories
## Footnote
further reading
* attribution theories are concerned with the antecedent conditions to causal attributions, and consider the psychological consequences of these
* significant association between children's 'hostile attribution of intent' towards peers and their aggressive behaviour
31
eco-systemic consultation aims
* provide a punctuation point
* bring attributions to surface
* acknowledge & use emotions to facilitate change
* resolve boundary tension
* 'squaring the triangle' (Gibbs & Miller, 2014)
32
cline et al. (2023) on ecosystemic approaches
## Footnote
further reading
ecosystemic consultation by psychologists can bring different parties together, to include exploration of the implication of differing attributions
33
person centred approaches to beh
1. child involved in DM
2. enhances relevance of curriculum
3. using authentic & genuine feedback
4. collaborating to solve the problems
5. creating reciprocal agreements - how can child be involved
6. giving time for reflection
7. collaborating with parents
| sanderson et al. (2007)
34
psychodynamic approaches to school discipline
* beh in school can be managed by understanding a child's "IWM" & current patterns of family relationships
* establishing +ve & secure relationships with key school staff
* establishing a 'nurturing' envs & a sense of belonging in school
* use of Nurture principles, Nurture groups (Bennathan & Boxall, 2000), nurture class or school
* behs in context of an unmet need
* attachment to schools/school belonging promotes acceptance inclusion and respect
35
moore et al. (2019)
## Footnote
further reading
* research suggests that both: (1) understanding of pupil behaviour and (2) how best to train and support teachers to manage pupil behaviour is contested
* ineffective classroom management can lead to pupil disengagement, aggression, low attendance and bullying
