Beha Vior Prob Lems: Beed Pres Ento RS: Tin G Alle GOS Jane LAP UZ NKA Bigt ING Joyc E Fue Rtez Y Joy GUE SE

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INTRODUCTION :
OVERVIEW OF BEHAVIOR PROBLEMS
Currently, there is no definition of behavior problems due to lack
of clear assessment of the factors that constitute good mental
health, contrasting influences associates by handicapped condition.
In spite of these reasons, educational problem experts came out

with more acceptable definition to give a clearer view of children
with behavior problem.
1. According to Ross (1974) – behavior problem is present when a

child emits behavior that deviates from discretionary and relative
social norm that it occurs with a under the circumstances to be
either too high or too low.
2. Another definition is closely related to school, environment
according to Bower ( 1969) – a child can be considered a behavior
problem if he/she shows:
- an ability by intellectual ; sensory or health factors

- an inability to build or maintain satisfactory interpersonal
relationship of peers and teachers.
- a general pervasive mood of unhappiness or depression.
- tendency to develop physical symptoms, pains or fears associated
with personal or school problems.
3. Socially maladjusted child according to Smith and

Meisworth (1975) - is one with behavior that violates rules. The
behavior may be acceptable within the context of the child’s
immediate social milieu rule-violating behavior (e. g. throwing
stones at school windows) may be rewarded.
4. The emotionally disturbed child as defined by Woody
(1969) – is one who cannot or will not adjust to the socially
acceptable norms of behavior and consequently disrupts his own
academic progress, the learning efforts of his classmates and
interpersonal relationships.
5. Juvenile delinquent is a non adult who violates specific

legal norms or the norms of a particular societal institution with
sufficient frequency and or seriousness so as to provide a firm basis
for legal action against the behaving individual or group
( Kvarceous and Miller, 1959)
CAUSES OF BEHAVIOR PROBLEMS
There are many theories and conceptual models developed to explain the
nature of behavior problems. Among the two major factors :
1. BIOLOGICAL FACTORS
This theory explains that some behavior disorders, especially the more severe
types are caused by genetic, constitutional or organic factors. According to
Rutter (1905) reviewed the research in this area and concluded that psychogenic
factors usually constitute only a secondary role in the development of childhood
psychosis. Toxic substances affecting the brain can cause some psychosis. Lead
poisoning is a common example of toxic substances causing permanent
behavioral disability. The more aberrant the behavior of the child, the more likely
there is to be some evidences of psychological involvement. Many researchers in
the field of childhood behavior disorders have noted abnormal EEG patterns.
Hyper kinetic children show evidence of neurological difficulties.
2. PSYCHOLOGICAL AND ENVIRONMENT FACTORS
These are psychological disturbances caused by interactions between a
child and significant other in life. The interaction of constitutional and
environmental factors is most clearly shown in the work of Thomas, Chess
and Birch (1968) where the authors postulate that children are born with
certain clearly identifiable temperamental characteristics are response
approaches which influence behavior independently of the task being
performed. An “interaction effect” was identified and the authors concluded
that a child with any kind of temperament could develop behavior
abnormalities under wrong environmental conditions.
Psychodynamic theories (influence by friends) believed that behavior is

predicated upon past experience and influenced by external forces that
infringe on the growing personality of the young children. They believe in
the unconscious that experiences, memories or feelings of which the subject
is unaware nevertheless determine to a large extent the course of daily life.
Rogers (1961-1969) perceived emotional disturbance as a state of
incongruence between self and experiences.
CLASSIFICATION AND CHARACTERISTICS OF
CHILDREN WITH BEHAVIOR PROBLEMS.
SOCIALLY EMOTIONALLY JUVENILE
MALADJUSTED DISTURBED DELIQUENT
1. Conduct Disorders 1. Withdrawal into self, 1. Enhanced feeling of

• Disobedient, disruptive, lack of self – confidence. insecurity and anxiety.
gets into lights, bossy and
with temper tantrums.
2. Social Withdrawal 2. Has a complete break 2. Affectional deprivation.

• Anxiety, depression, with reality, unreachable.
feelings of inferiority,
guilt, shyness and
unhappiness.
3. Immaturity 3. Very low threshold for 3. Helplessness and
• Short attention span, frustration or stress. powerlessness.
extreme passivity, day- Losses self – control with
dreaming, preference for slight provocation.
younger playmates and
clumsiness.
4. Socialized delinquency 4. Talks to himself, the 4. Fear of failure and
• Truancy, gang child may believe that he defeat.
membership, theft and is an animal or imaginary
feeling. character.
5. Acting Out 5. Very tearful. 5. Resentment.

• Manipulative, talks
excessively, displays
attention, getting
behavior and
hyperactivity.
6. Withdrawn Behavior. 6. Self – mutilating 6. Resignation.

(hurting) actions.
7. Depressive trends.
PROPOSED SOLUTION
Base on the case of Floyd, we discovered that he has a behavioral
problem. Floyd is a student of Sta. Monica Elementary School. He is
a kind of student wherein he bullied his/her classmates and also his
teachers in away of physical and verbal abuse. For the case of Floyd
to lessen his uncontrolled behavior or being immaturity in becoming
aggressive because he didn’t know how to handle his feelings in a
socially appropriate way. He needs the guide and support of his
parents. Because we discovered that he is lack of love and care
from his parents. His parents are not closed to their child. They
didn’t acknowledge his good deeds instead they are focusing or
giving much attention to his immoral act. His parents did not listen
to his explanation and reasons on why he did some immoral act
rather his parents punishing him in verbal and physical ways.
RECOMMENDATIONS
FOR PARENTS :
To handle the difficulties in the behavior of the child these are the following strategies or
ways to help their child in his/her condition.
 Decide that the behavior is not a problem because it’s appropriate to the child’s age and
stage of development.
 Do what feels right. What you do has to be right for your child, yourself and the family.
 Don’t give up. Once you’ve decided to do something, continue to do it.
 Be consistent.
 Try not to overreact.
 Talk to your child.
 Be positive about the good things.
 Offer rewards.
 Avoid smacking
 Attempt to stop the behavior, either by ignoring it or by punishing it.
 Introduce new behavior that you prefer and reinforce it by rewarding your child.
For Teachers :
Strategies for Teaching Students with Behavior
Problems.
All teachers need to learn how to teach students with
behavior problems. No matter if the child is one
student in a classroom with a concern or if the
classroom is designed for children with these complex
behavioral issues, the methods to teaching and
avoiding complications or outbursts are sometimes
the same. When teachers learn how to avoid situations
that can push the button on these children, it is
possible to ensure the classroom’s lesson plan is fully
explored and all students get equal attention.
When behavioral problems begin to occur, its important for
teachers to react in the right way. Here are some strategies.
 Apologies – help to repair the social conflicts between two
individuals. Ensure that apologies are encouraged by all
offending parties.
 Ignore – the teacher ignores the behavior, meaning he or she
does not react to it or reinforce or reward it.
 Reduce privilege access – after defining the privileges that
students have, the teacher sets in place a rule system for taking
those away. For example, things like having free time or being
able to talk with friends are removed when rules are broken.
 Praise – praising positive behavior ( not just expected
behavior ) is also way of managing negative outcomes. When
teachers praise students more readily than scold them, the
student learns that to get attention he or she must act positively.

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VIOR

In spite of these reasons, educational problem experts came out

1. According to Ross (1974) – behavior problem is present when a

- an ability by intellectual ; sensory or health factors

3. Socially maladjusted child according to Smith and

5. Juvenile delinquent is a non adult who violates specific

Psychodynamic theories (influence by friends) believed that behavior is

1. Conduct Disorders 1. Withdrawal into self, 1. Enhanced feeling of

2. Social Withdrawal 2. Has a complete break 2. Affectional deprivation.

5. Acting Out 5. Very tearful. 5. Resentment.

6. Withdrawn Behavior. 6. Self – mutilating 6. Resignation.

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