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…
displays labelling students, is not the resolution (Gelormino 2001). This researcher observed four labelled children and how their labels affected them. A boy named Brant used inappropriate language in class and received a suspension. During the suspension Brants, teacher labelled him as a monster in letters sent to students. His mother did not want people to perceive her son, as a monster by peers, parents and himself, consequently, she changed his school.
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
weaknesses. Again Ashley’s family were informed that she should transfer to a different classroom to receive more help. Her parents refused and relied on tutoring also in class help to further her understanding. Ashleys label was underachiever because she was not learning at the same level as others. This did not improve her weaknesses, but question her. Teachers who label students are impacting them negatively. Labelling negatively effects students because they are not getting help to improve their weaknesses as teachers are focusing more on labelling who they are. Therefore, this results in emotions of confusion, anger and fear when entering the classroom as students do not know what they are doing wrong or how to improve. But students know they are “failures”.
Do you believe that a law should be made to make a restaurant place food nutritional information on all menus? In my stance of opinion a restaurant should not be made to post nutritional information. Food should be enjoyed the way it is, and not everyone would read the post, therefore, it would take up that space for no reason. People should be allowed to run their restaurants the way they want them, and no different. If you ordered a healthy meal the price would be higher than a regular meal.
name with it. This presents a problem because the people who have been labeled with such
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
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
...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
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.
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
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
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”
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.
As mentioned in lecture, labeling theory asks two critical questions: what is crime, and who is criminal? This is the central tenet of labeling theory because the focus is on what activities constitute criminal behaviour within the context. This means that over time, the general perspective changes in regards to what can be labeled 'crime.' For instance, society is known to react negatively towards prostitution in the past; whereas the contemporary reaction is primarily to legalize it.
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.
The Labeling Theory is the view that labels people are given affect their own and others’ perception of them, thus channeling their behavior either into deviance or into conformity. Labels can be positive and/or negative, but I’ll focus on the negative aspects of labeling in high school. Everybody has a label in high school whether it is the “slut”, “pothead”, “freak” or the “jock”; it is one of the most apparent time periods in which individuals get labeled. Students have the mentality that whatever label is placed on them is going to be stuck with them forever, which then leads into a self-fulfilling prophecy. This, I feel, is a fear of being a “loser” that has been instilled throughout years by the principals, teachers, etc. An example of this is the pressure students are given to get a good grade. In order to get into an honors class they need to pass a certain test, should they not get into honors class the following year, then all throughout the rest of their remaining school life, they’ll never be able to be in honors class. They’ll then no longer be seen as the “smart” students they were “before”(even though they still are), they’ll now be labeled as “dumb” and eventually start to believe, and become their label. Another example of this is being labeled a “slut”. When a girl has been labeled a slut, early or in the middle of her school life, the label sticks with her all throughout her remaining school years. At first, she could reject this label, and try to “change”...
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.
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.