Perceptive Challenging Behavior in Schools
The issue of challenging behavior is of skyrocketing concern to teachers at each level of schooling. In the modern-day world children are coming to college with accelerating levels of stress and doubt in their lives. Coming to college with stresses, a record of poor early years experiences, and familial problems they bring with them a selection of behaviors that may interrupt the learning environment for themselves and others. Efforts are in progress to make and sustain interventions at study room, college, and system level to scale back the frequency and seriousness of behavioural disturbances in colleges.
What is challenging behavior?
Challenging behavior is hard to outline. It isn’t a diagnosis and not a special education condition (though it can go with a couple of special education conditions). The tutorial literature doesn’t contain a unified and consensual definition but the one featured in the INTO book is a good reference point.”Behaviour of such force, frequency and duration the physical safety of the individual or others is sure to be placed in heavy peril or behavior which is probably going to seriously limit or delay access to and usage of normal facilities”
Issues in Identifying Challenging Behavior
Since there’s no sometimes concluded definition of what comprises challenging behaviour it follows that there may be great variation in what’s identified as challenging, by whom it is identified, and from whom it is manifested. All behavior is relative to a context be it social, environmental, cultural, or historic. What’s challenging in one context can be understood as quite standard in another. The contextual nature of human behavior makes it tough to be sure what’s suitable or unbecoming.
Another problem in ascertaining whether behavior is challenging is the incontrovertible fact that we can’t be decisive regarding whether what we call challenging is a continuum of behavior or is a definite category of behavior. At what actual point does a behavior stop to be aggravating and become challenging? Who makes this judgment and how? What factors are used to make this judgment? It is well recognized in schools a kid who is described as challenging by one teacher is thought of as a common kid by another. All teachers, like all elders and all adults, have differing thresholds of toleration for behavioural fluctuations.
Researchers continue to wrangle out biological versus environmental factors as causal agents in challenging behavior. The old question of nature or nurture has been answered conclusively now. It is neither either but both; it is how our nature is nurtured that principally dictates our behavioural stock. There are nonetheless biological factors that put an individual at larger risk for development challenging behaviour. Among these are a powerful family history of psychological fitness issues or delinquency and personality. More will be recounted about this later.
Perspectives on Challenging Behavior
The reply to challenging behaviour is impacted by the viewpoint one takes to behavior. The behavioural point of view presupposes that all behavior is learned and formed by reinforcement. Positive reinforcement increases behavior, punishment or negative strengthening decreases the frequency of behavior. From the behaviorist viewpoint a human is a collection of replies shaped by the external environment. A cognitive behavior viewpoint places cognition at the center of behavior. From the viewpoint the homo sapient is more than a set of replies to stimuli but is a conscious being, making decisions, noticing the world in certain techniques, and behaving according to the guidelines of logic laid down in the thinking brain. The psycho dynamic point of view conceives of behavior on account of comatose conflicts, primitive drives of which the individual is consciously unaware, and deep-seated stresses or fears. From this perspective we are pawns of our comatose minds, pushed and pulled by dynamic forces beyond our awareness.