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Aggressive behavior case study
Literature review of aggressive behavior
Aggressive behavior case study
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Parker’s teacher, teacher aides and mother are most concerned about his aggressive behaviour such as screaming, spitting and biting as it usually results in injuring others who are near him. This often occurs when transitioning from one place to another, eg. from car to class, and playing outside during lunchtime to going back in
First of all, he realized the stereotyped the white people labeled very early in school and that these labels followed them throughout their education levels. He equally knew that labels have influence on how teachers and staff react to kids and it contribute the quality of the education Trent will obtain. Joe did not want such a thing to happen to Trent; Joe showed enthusiasm when he was authorized by her field instructor to pursue the case. He started by gathering all the information that is relevant to make this case successful. Joe set a goal through research by reading Trent school record and collaborating with Trent’s teacher, psychologist, and all the staff involved in the case. Joe called Trent father over the phone and asked some questions, which resulted in a face to face interview at school. This process helped Joe to understand the genesis of Trent problem. Joe developed a helping relationship with the family that aid her to follow up through home visits, which is where the family was comfortable to open up and talk. In the meeting at the Trent’s father house Joe was able to get the information that aided him to initiate the action plan for the case. Joe carried the plan by having several meetings with the school psychologist, the teacher, the aide, Trent, and his parents. Through these meetings the intervention plan was devised. Joe identified goals that will help Trent maintain the appropriate behavior at school and at home by using a chart. The chart says Trent should keep his hands and feet to himself, using good manners, walk in line, and sits in his seat correctly. Joe equally created a plan of grouping Trent and other five boys in one group which has similar problem like Trent. During evaluation, Joe achieved his goal by maintained regular contact with all the people involved in the Trent’s case which really
At school, Richard shows behaviors that are similar to the ones experienced at home. Although, he’s described to be a “sweat and bright boy” who does not have trouble interacting with peers, and is able to communicate verbally to express himself, he is described as “hyper” and as someone who constantly engages in yelling, crying and kicking when is time to nap. For instance, and as the scenario describes, in this particular occasion, Richard’s teacher had to redirect him several times for him to finally lie down and take a nap. Richard was pretending to be a plane and making sounds to simulate an airplane crash
Who can dare say they have never encountered a conflict? No one is without conflict; there will never be a person who says they have never faced a problem. What is a conflict? Most think an opposition or a struggle of some nature. It can be that and more, to state it simply its man vs. anything; that anything can be nature, God, self, and even fellow man. Many of these can be observed in Parker’s Back written by Flannery O’Connor. Parker’s Back is a short story about a man named O.E. Parker who is obsessed with tattoos; the irony is he marries a religious woman who loathes tattoos. In Parker’s Back there are three types of conflict that appear man vs. man, man vs. self, and man vs. God.
During a scene, Kenny is reaching out to his brother is when mysteriously, Larry the bully “has stolen Kenny’s gloves and Byron attacks the boy. “Right away you begin to feel sorry for Larry Dunn because he’s this poor kid who’s got no more than a windbreaker in the winter, and his tennis shoes have cardboard in them” (Curtis and Morgan 203). Once Byron attains the gloves he urges on for Kenny to hit Larry, yet Kenny is not up to violence. Kenny regrets telling his brother to help him because he takes it a step further fighting the less fortunate kid, Larry Dunn. Fighting at school is not something to be proud of, yet Byron did not have any remorse. “African-American boys are more likely to be punished for misbehavior at school (Gregory,
All children are vulnerable and open to be abused by any adult that has contact with them. As an early years practitioner, it is exceptionally important to be able to recognise when a child’s behaviour is changing for the worst and link this to signs of abuse. As the early years setting is an establishment young children know well and are comfortable in, adults present can make children somewhat aware of what abuse is, how it is wrong and what they must do if they recognise abuse may be or is being inflicted upon them.
Ms. Alexander discussed Quadir’s behavior during the meeting. Ms. Alexander stated, that Quadir, would behave well for about three to four week and would relaps back to his aggressive behavior when he gets upset. Per mom, Quadir would use comping skills and anger management skills, if he want something or wants to go somewhere. Per mom Quadir has problems controlling his impulses at home and at school. Per mom, Quadir do not like to be told no. Per mom, Quadir wants to behave well but sometimes have difficulty following through with his behavior. Per mom, she is still have concerns that Quadir‘s behavior may get worst as he gets older. Per mom, Quadir started new medications that should be helping to improve his aggressive behavior, mood swings,
Whether it was in school, the classroom or the home environment students with disabilities may exhibit various behavioral problems. Occasionally, these behaviors are hostile, aggressive, and disruptive and may impede learning for the ones who display such behaviors as well as others. It often a challenge to deliver a lesson or maintain control of the class due to the fact that teacher may not have sufficient knowledge on how to manage these types of behaviors. In “When the Chips are Down” Richard Lavoie give helpful advice that emphasizes on dealing with behavioral issues in a successful manner and also how these problems can be anticipated before they start.
Children and adolescents often test the limits of appropriate conduct by crossing the boundaries set by caretakers. When a youth exhibits a particular problem behavior, it is important to consider not only if the behavior has previously occurred, but also if it is exhibited in multiple settings and with what frequency, duration, intensity, and provocation. For example, a 2-year-old who playfully nips a playmate is less off the mark of developmentally appropriate behavior than a 4-year-old who aggressively and frequently bites playmates to forcefully gain possession of desired toys.
...rall functioning attitudes, social competence and school performance are often affected negatively( Pynoss, 1993,Osofsky, 1995) So if the children see the violation it become a lesson to him and it become a habits, and if the children become more violent than the violent will be continued in the future.
My first few visits at the nursery Child C appeared boisterous and obnoxious. This led me to assume Child C was the class bully, I shared my finding with the class and the views were ambivalent and divided. I was concerned for a few weeks, however after a few more visits at the nursery my opinion changed as I realised Child C was not a bully but rather a self willed, assertive child.
There are too many children with anger problems in society and this is in fact proving to show difficulty in the home, in school, and with peers. A variety of behaviours are occurring, such as bullying, acting out, angry outbursts, fighting, harming self, and destruction of objects. These behaviours affect the individual as well as those around them. In order to improve the individual, play therapy needs to be implemented.
Conduct disorder (CD) in children and adolescence is a serious matter that has major adverse effects to the child, to their parents, and to their entire community. This disorder is chronic and worsens overtime that forces the child into a life of risky aggressive impulses, pattern of destructive behavior, disregard for rules, regulation, and authority. Since CD is a condition that develops over a long period of time, children can carry the side effects of negative behaviors into their adulthood. CD is one of the most common diagnosed disorder among children and adolescence, and according to the Diagnostic and Statistical Manual of Mental Disorders (Mental health integration, 2009), “Conduct Disorder s repetitive and persistent pattern of behavior in which the basic rights of others or major age-appropriate societal norms or rules are violated” (Mental health integration, 2009). At a young age, children with CD will have difficulties in school; learning, forming friendships, and become socially rejected by their peers. By the time the child is an adolescent, CD can stem into many other undesired mental concerns and disorders. An adolescent with CD will likely have numerous run-ins with the law, difficulties forming and maintaining relationships, and difficulty sustaining long-term employment. Some symptoms of CD is bulling, fighting, cruelty to people or animals, rape, vandalism, fire-setting, robbery, theft, and school truancy (Mental health integration, 2009). It is important to note that the average child and adolescent may act on one or two of the symptoms, and that is completely normal. It starts to become a concern when these symptoms are constant and repetitive.
She knew that Sam needed help and urgent assessment. Assessment can be viewed as the single most important intervention in the therapeutic management of aggressive behaviour. Assessment can be quickly followed by a thoroughly developed plan that is mandatory for the correct recognition, prevention and management of aggressive behaviour (NICE, 2006: 22).
Angels Individualized Education Program team conducted an Antecedent Behavior Consequence (ABC) analysis to determine the frequency of his behaviors, his interaction with peers, consequences and any teacher comments. In this analysis, his disruptions included being
Child A is a forty month old male pupil at this setting and attends regularly for five mornings a week since September 2011. He has two siblings and he is the middle child. He lives with his siblings and both parents. He is one of the younger children in his nursery year. He has not yet formed any friendships with his peers at the setting and children are wary of him due to his unpredictable volatility. His behaviour has also been ...