Tackling Problem Behaviour in Classrooms | Case Study

Tackling Problem Behaviour in Class retinue Case StudySingle Subject shapeAbstractThe following addresses the case study level C, case 2. It concludes on how to tackle problem port faced by teachers in ho routine rooms through with(predicate) whiz subject research designs and offers a few solutions on how to counter act them.Dependent VariableThe strung-out variables (DV) in this case be 2 specific manners demonstrated by Rachel, which are non raising her relegate before answering a interrogative moodUnnecessarily communicating with her peers during class lectureIndependent VariableThe independent variable (IV) provide be the response of the teachers to Rachels problematic look, that is how they reprimand her and the corrective measures they take to correct her behavior in class so that she learns to follow the class room norms and maintain assure and abides by the rules similar to her peers.Behavior Which Needs To Be ChangedRachel demonstrates two sets of behavior rel ated to disturbing classroom discipline which she needs to rectify in order to maintain the decorum of the class room. originly, Rachel needs to learn to raise her hand before answering questions asked by her teachers during comprehension and reading activities like everyone else instead of just blurting out answers without be c solelyed upon or waiting her turn. Secondly, she must learn non to pass observes to her friends or talk to her peers during class unnecessarily and pay attention to the lecture and focus on what is being taught.Single Subject Research Designs (SSRD)In SSRD, basically, the participant is passed through a non-treatment ( baseline) and a treatment (experimental condition) phase and his performance is identified during each phase. Since Rachel is the only one in her class demonstrating problem behavior, she ordain be the only test subject and will act as her own control group. In this type of design a non-treatment stage is low gear initiated till the per formance in question validates steadiness. When the behavior becomes steady, the treatment stage is started. Since Rachels obtrusive behavior is already very consistent we screw front on to the next phase in our research design.Based on the data collected through direct observation of Rachels behavior, in Mr. smith and Mrs. Patels biology class during reading and comprehension activities, and the personal insight of the observer a treatment plan for Rachel will be developed as a corrective measure for her behavior. The behavior in demand, the dependent variable in the experiment, that is, Rachel not raising her hand before answering a question and passing notes to her friends in class and talking to her peers will be measured through appropriate data collection methods. In this scenario event recording (frequency of the bell ringer behavior is noted with each one having a specific beginning and end) and interval recording (observation of an individual during specified observatio n peaks divided into equal sequence intervals) will be to the highest degree appropriate. The observer has to be discrete while collecting data so that the subject remains unaware that he/she is being observed as this might cause them to become cautious and change their pattern of behavior causing distortion in the data collected principal to incorrect results. It is always wiser to assess a group of students than a private individual as to ward off suspicion. (Sachse-Lee)The event recording chart shows on which specific occasions Rachel has spoken out of turn in class and on which ones she waited to be cal conduct on. A written record provides an actual proof of her behavior and provides a justification for taking corrective measures against her actions. The interval recording chart shows how many times the problem behavior has occurred over a specific period of time. If the frequency of occurrence of problem behavior is great than what otherwise might be considered normal, i t calls for corrective measures to be taken to correct the situation, which is the case for Rachel.The results of a single subject experiment are classically understood by mentioning to the behavioral chart in which the data is shown graphically. For example, the number of lectures jackpot be plotted on the x-axis and the number of times hand raised before answering a question tidy sum be plotted on the y-axis. The effectiveness of IV idler be measured by the direction of the behavior before and subsequently the experimental condition was implemented. Statistics are not usually used to understand the outcomes of single subject experiments but if the slope of curve moves upwards and becomes steeper it reputes that Rachel raised her hand before answering a question a greater number of times after the implementation of experimental conditions than she did under the baseline conditions. A distinct slope is stronger indication that the behavior is varying than if the slope is a gent le one. (Strain)ABA Change FormatAn ABA design is such type of single subject research design in which contributors are first presented to a baseline differentiate (A). In the baseline state, no treatment or experimental variable is presented. After this the participants obtain the experimental state or treatment (B), after which they arrive to the baseline condition (A). The ABA design enables the experimenters to detect behavior before treatment, throughout treatment and after the treatment.To establish a course of action or experimental conditions to rectify Rachels behavior is important to first establish goals, that is, what is hopped to be accomplished after the experiment or what winsome of short frontier and long term behavioral changes are expected to be demonstrated by Rachel.Short termRachel raises her hand to answer and awaits her turn to speak in class.Rachel stops talking to her peers unnecessarily during lectures or pass notes to her friends.Rachel concentrates mor e on what is being taught and improves her grades.Long termRachel discontinues all problem behavior and learns to follow the discipline and norms of any institute that she may attend after graduating and develops a sense of responsibility and maturity.Teachers are faced with challenges even before they begin to educate students. Not only are teachers responsible for teaching the core academic subjects such as reading, math, science, and social studies, but teachers are also presented with nonacademic challenges that influence their instruction (Lassen, Steele, Sailor, 2006).First of all, in the face of discretion Rachel cannot be make to feel the center of attention or that steps to rectify her behavior are being taken. As this can cause her to rebel and worsen the condition by making her behavior more extreme. Secondly, sending Rachel to the office every time she demonstrates any kind of problem behavior must be terminated. It only makes her feel like she is being bullied or unfai rly targets. Under two these scenarios Rachels behavior cannot be improved or rectified. A more group focused approach is required for positive results.The entire class should be told what kind of behavior constitutes as acceptable or unacceptable in class with a set of rules mandatory for all to follow under the pretense that problem behavior will lead to ban marking which will affect their grades.Another approach can be to reinforce positive behavior instead of punishing negative behavior. Students who behave in a desirable or exemplary manner in class can be rewarded via a small token of appreciation, which be wither verbal appreciation, a piece of candy or deciding which chapter to be quizzed on. The teachers can be as creative as they like.BibliographySachse-Lee, C. (n.d.). A Meta-Analysis of Single-Subject. Retrieved work on Sunday, 2014, from http//ldx.sagepub.com/content/33/2/114.shortStrain, S. L. (n.d.). Evidence-Based Practice in Early Intervention/Early Childhood Spec ial Education Single-Subject Design Research. Retrieved March Sunday, 2014, from http//jei.sagepub.com/content/25/2/151.shortHow Can a Midwife Support the Family?How Can a Midwife Support the Family?Title Describe the positive and negative aspects of being in the NUCLEAR FAMILY. How can the midwife support the NUCLEAR FAMILY.Undergraduate Degree Level Essay2,500 wordsEssayThe family social unit is an entity which is desexualized by environs and culture as much as behaviour. Different civilisations and cultures will define the family in different ways. Economic considerations are often paramount in the passageway from an extended family to the atomic family and social commentators often refer to the difficulties in establishing a new household base (in body politics of high rent or commercial shoes value) as being one of the major(ip) obstacles to the emergence of the nuclear family as the common features of society.To quote Margaret MeadNobody has ever before asked the nucle ar family to live all by itself in a box the way we do. With no relatives, no support, weve put it in an impossible situation. It is not surprising perhaps that members of the nuclear family can look themselves in emotional and practical turmoil. (Mead M 1972)Cultural factors may also be significant such as the Hindu joint family where a marriage will being two family groups together as one family unit. (Bengtson V L 2001)The first task in this essay is to describe and define the nuclear family. It first appeared in the scientific literature just after the war and was used to describe the family structure of a mother, father and their children. A orb definition could beThe nuclear family is a social group characterised by common residence, economic cooperation and reproduction. It contains adults of both sexes, at least two of whom maintain a socially approved sexual relationship, and one or more children, own or adopted, of the sexually cohabiting adults.(Murdock, G P 1949).In m odern social literature it is also sometimes used in the context of stable single parent families or families where the parents are a non-conjugal couple. In this essay we shall consider the nuclear family to be in the original Murdock tradition.In the context of the implications for midwifery, we should also consider the implications of a being nuclear family. The literature often describes its positive features as including being a haven which encourages intimacy, love and trust where individuals may escape the competition of dehumanising forces in modern society a place for escape from the rough and swirl industrialised world, and as a place where warmth, tenderness and understanding can be expected from a loving mother and protection from the world can be expected from the father. (Popenoe D 1997)The family life was famously pilloried by Nancy Mitford in her autobiographyThe great advantage of living in a large family is that advance(prenominal) lesson of lifes essential unfai rness. (Acton H 1999)Although this was clearly intended as a flippant comment, one can suggest that the concept of the family as a haven is hushed both admitted and encouraged by social scientists, but in modern UK society the mechanisms of social protection and support that are currently available to most somewhat reduces the economic consumption of the father as protector and some commentators now add the concept of facilitating the ideal of personal fulfilment (or family fulfilment) as being the major role of the family unitThe media would have us believe that society is decaying (The Guardian 2004)and cite the suggestion that the move towards self sufficiency, personal gratification and the move off from the extended family unit is evidence of that degeneration. The transfer of responsibility for the elderly from the family to the state and, to a lesser extent, the responsibility for childcare being assumed by the state is often put forward as further evidence of that decline .Such considerations are of peripheral importance to this essay and therefore will not be discussed further.We can examine the factors which are relevant to the change in prevalence of the nuclear family however, and these are often cited asIncrease in sole occupation d tumefyings and smaller family sizesAverage age of marriage being olderAverage number of children decreasing and first birth at later ageThe historic pattern of fertility. From baby boom to baby bust (instability)The ageing population. The trend towards greater life expectancy.Rising divorce rates and people who will neer marry.(after Kidd K E et al. 2000)Clearly many of these factors have a resonance in the field of midwifery and we shall discuss them further. We should note however, that despite comments being made somewhat the move away from the nuclear family structure that in the UK it is still the most prevalent stable family structure accounting for in excess of 70% of all households.If we consider briefly h ow the nuclear family developed, we can look back to the days of the industrial revolution when social scientists point to the move from the extended family unit to a mobility dictated by the absence of a welfare state and family members moving to live with others who were in employment. Such changes were seen as an influence to extend and deepen the family unit as a whole. As the welfare state evolved, the economic pressures referred to above became less of a compelling factor and the nuclear family emerged. Some commentators use the term dispersed extended family due to the fact that a nuclear family is now able to keep in functional contact with other family members through the medium of telephone, fast easy travel and now email(Shaw M et al. 2002) Other factors that have changed and that are relevant to our considerations here are the relationships between parents and their children. In the past it was comparatively common to find that parents had children for economic reasons and were typically very authoritarian. The advent of social prosperity and the social support mechanisms available to UK households now mean that the economic necessity for having children is no longer viable. Parent / child relationships are said to be more loving and warmer and children are typically allowed a longer period of childhood in modern day life. There is also a considerable body of evidence to show that children are dependent on their parents for much longer than they used to be.(Wilkinson R et al. 1998)We should not suggest that this comparatively rosy assessment of the nuclear family is the only consequence of social evolution. We can point to evidence that the traditional order of life events marriage, sex and children is becoming increasingly reordered. Marriage is progressively less likely to come first and progressively more likely not to happen at all. In the last three decades the levels of cohabitation has trebled and the number of babies born outside marriag e has increased fivefold. In the homogeneous period the number of single parent families has increased by a factor of three. Other significant statistics are that over the last 30 years the divorce rate has doubled which currently has the effect of finding that 50% of children under the age of 16 have had to live through their parents divorce.The midwife is often central to the portal of support systems to the newly pregnant mother and thereby to the family. The possibilities of interaction between the midwife and the family are virtually never-failing and the opportunities for support and guidance at a vulnerable time in life are legion. (Pennebaker J W et al. 2002). We shall therefore use a few examples by way of illustration.One of the prime reasons cited for relationship breakdown is depressive disorder in one or both partners. This is a well recognised sequel of childbirth and the midwife can clearly play a major role in spotting the early signs, enlisting prompt interventi on and pass support to the whole family unit in such circumstances. (Davidson L 2000)One recent penning examined the role of the midwife in actually preventing (or minimising) the onset and hardness of post natal depression with the simple expedient of holding debriefing sessions. (Small R et al. 2000). The aim was to allow the mother to verbalise her experiences and to gain support and empathy from the midwife. The paper was both long and involved but, in essence, it examined the practice of debriefing, which has been successfully employed in other fields of healthcare as a means of trim down the burden of psychological morbidity, in its application to the field of midwifery. The authors point to the fact that there has only been one other qualitative trial in this area in the field of reproductive medicine and that was after spontaneous abortion when it was found to have a marked beneficial effect. (Bland J M et al. 2000)This token paper emphasises the role that the midwife c an play in providing support. The significance is that the debriefing process, as such, does not measurably reduce the incidence of enate depression but that the support that was provided was found to reduce the psychological distress felt by the mothers. The downside of such an intervention is that it can be seen as causing self-examination and medicalising of the patients symptomatology. Empathetic handling and a sympathetic approach would clearly be part of the midwifes clinical acumen (Lavender T et al. 1998) and nearly all of the women who underwent the debriefing sessions said that they found then helpful.In terms of nonplusing and fostering the loving relationships that were commented on earlier, one could postulate that the role of the midwife in the promotion of breast provide activities is fundamentally important. The literature does not show any good evidence base for this hypothesis, mainly because of the fact that it would be both hard to quantify and measure, but th e trial from Graffy (J et al. 2004) does support the fact that positive help and advice from healthcare professionals in the immediate postnatal period helps to promote maternal bonding which, in turn is associated with and increase in bonding in later life (Hamlyn B et al. 2000).Curiously enough the trial did not find that the intervention significantly increased the rate of breast feeding, which may be a reflection of the fact that the modern mother in the UK is bombarded with promotional messages about breast feeding from many different sources and the intervention of the midwife is not fundamentally critical to achieving this goal. The mothers interviewed afterwards who were successful in their attempts at breast feeding commented on the fact that they felt emotionally satisfied with a greater frequency than those who were not able to do so.From the point of view of our considerations here we should note that there were a significant number of women (26% in this trial) who posit ively refused any help or support from any of the healthcare professionals, and this group may well benefit from careful handling and empathetic intervention in the pregnancy when the midwife is the main healthcare professional in contact with the expectant mother.The midwife has a number of constraints upon her professional involvement and, generally by virtue of time constraints she has little time to act as a councillor to the familys problems. We should therefore consider the effect of the modern concept of the seamless interface of care and multidisciplinary team working. (Kvamme O J et al. 2001). If the midwife is working in the hospital setting and becomes aware of family difficulties she should consider it part of her professional remit to pass on her concerns and knowledge to other appropriate professionals in the healthcare team whether that is at the level of the primary feather healthcare team or to a specific councillor or other related agency. Clearly this is easier if the midwife is already working in the community setting (Haggerty J L et al. 2003) as both continuity and coordination are more easily controlledThe thrust of this essay is to suggest that a role of the midwife is to support the newborn child as it begins its presumptive relationship with its new family and this can sometimes best be achieved by funding the family unit during and after the birth of the child. In this regard we could finish this examination of the nuclear family with a comment from Pearl S. Buck who criticized the current system on part of emotional security aspects. He said The lack of emotional security of our young people is due, I believe, to their isolation from the larger family unit. No two people no mere father and mother as I have often said, are enough to provide emotional security for a child. He needs to feel himself one in a world of kinfolk, persons of variety in age and temperament, and yet allied to himself by an indissoluble bond which he can not break if he could, for nature has welded him into it before he was born. (ODQ 2004)References Acton H 1999Nancy Mitford A Biography (Paperback) Macmillan capital of the United Kingdom 1999Bengtson V L 2001Journal of Marriage and Family Feb 2001 63 , 1Bland J M , J. Lumley, and R. 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