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Behavior Problems Of Inner City School Children

Behavior Problems Of Inner City School Children



Reasons for Antisocial behaviors and academic problems in Inner-city children slide share.

Reasons for Antisocial behaviors and academic problems in Inner-city children slide share.



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  • This slide presentation presents reasons and some solutions for antisocial behavior in Inner-City School children.
  • Prosocial behavior is an important skill that many inner-city children do not acquire at home. Prosocial behaviors are any actions or behaviors that will benefit others and not just one’s own. This also means that a child that exhibits prosocial behavior cares about other’s feelings and their needs. “Nowhere are the effects of acting-out behavior more illustrated than among at-risk, inner-city youth”(Brantley et al, 1996).Acting out behavior and school achievement have a close relationship.
  • “The many crises faced, the all too frequent need to self-nurture because of absent parents, perilous environments requiring development of survival techniques, and a shortage of characteristics of a healthy childhood (for example, play, laughter, wonderment, pleasurable experiences, and feelings of security, love, and worth) give rise to an atypical childhood for many poor youths in the inner cities” (Hughes, 1998). The matter of fact is that many inner-city children have to almost raise themselves. They lack phonological and vocabulary skills because they do not have parents that work on these skills with them.
  • Too many inner-city children, verbal arguments and physical fights are a normal part of life, but for the classroom it is considered unacceptable behavior. Lowering this type of behavior is an important part of developing prosocial behavior, just like the development of problem solving skills. In a sense, preventing verbal arguments and physical fights is definitely a form of positive problem solving skills. Decreasing verbal and physically arguments in the classroom will allow the teacher to concentrate on teaching the children and increase their academic knowledge.
  • “Increased parentschoolinvolvement and more active types of parentinvolvementwere both associated with more positive development in all Vineland domains and greater mastery of early basic schoolskills in all subject areas” (Marcon, 1999). Any type of school involvement with parents, even if it is communication between school and parents is a positive step towards the children’s’ success.
  • Studies have found that economic stress can be a very big contributor to how parents will approach parenting. It makes sense that working three jobs and being gone all the time to make money somehow is more important to them to keep a roof over their children’s heads then to play learning games with them. They do not have much time to do so in the first place and might even see it as a waste of time. “Based on a review of the literature on the effects of poverty and economic loss on parenting behavior and family processes, argued that economic hardship renders parents less capable of employing consistent, supportive, and involved parenting, and more vulnerable to the effects of stressful life events” (Wall & Holden, 1994).
  • Another research question may be what exactly puts inner-city children at risk? Specifically what types of families are at bigger risks? Families that have only one parent working, both parents at home on welfare, inner city children raised by grandparents, children that have a father or mother incarcerated, children that experience drug usage, alcoholism , or gangs..etc. Once the biggest family risk is found out, then it can be worked on and the children can receive specialized help. What is the best way to help children that grow up in this environment and family circles? It is obvious that the life of the children itself cannot be changed due to economic circumstances alone. However, it needs to be figured out what can be done to improve academic success and parent involvement, so these children will take more chances on their own education then their parents have.
  • In summary, much more specific research needs to be done revolving the subject of inner-city children and how they can achieve academic success. I feel it is important to address and teach these children that they will have more opportunities if they have more academic success. They almost need a self esteem lesson as well because most of them do not feel that they will amount to anything and that their life will just be like their parents of family members. They need to learn and see that there is a whole world out there. If they learn to set goals and follow them they will also achieve more in their lives. To learn to be prosocial, they have to first feel positive about themselves and school as well. That needs to be thought of as well in research.

Behavior Problems Of Inner City School Children Behavior Problems Of Inner City School Children Presentation Transcript

  • Behavior Problems of Inner-City School Children
    The lack of Prosocial behavior in Inner-City children and reasons
  • Prosocial Behavior
    Is an important skill needed for academic success
    Many Inner-City Children lack prosocial behavior
    Survival Skills are learned instead of prosocial behavior
    Prosocial behaviors are actions or behaviors that benefit others not just one’s own
  • Reasons for Antisocial Behavior
  • How Antisocial Behavior starts
    Children raise themselves and have to learn to survive
    Little playful interaction with family members
    Therefore less experience and chances to build vocabulary and phonological skills
    This leads to academic problems already in preschool
  • More Reasons
    Watching verbal arguments and physical fight are normal part of growing up
    Learning to defend oneself becomes more important
    No positive problem solving skills developed
    Survival instincts and antisocial behavior normal in the environment that they grow up in
  • Parents and School Involvement
  • Parents and School Involvement
    Decreased school involvement of parents of inner-city children leads to low academic performance
    “These findings suggest that higher levels of contact between home and school may represent a positive, countervailing influence for a population of children at increased risk for school difficulties due to socioeconomic factors” (Marcon, 1999).
  • Socioeconomic Factors
    Economic stress influences parenting styles
    Usually less capable of consistent positive supportive parenting
    More stressed and tense and no time for play
  • Research to be done regarding the problem
    What prevention methods work for which problems?
    How to help parents with economic problems to free time to spend with children
    How to educate parents on working with children on vocabulary and phonological skills
    How to involve inner-city parents with schools
  • Summary
  • More specific research is needed on how inner-city children can achieve academic success
    Antisocial behavior needs to be turned into prosocial behavior
    Parent involvement is vital part of academic success
    Research needs to be geared specifically towards inner-city children and the particular problems they face each day
  • References
    Brantley, L., S. et al. (1996). Transforming acting-out behavior: A group counseling
    program for inner-city elementary school pupils. Elementary School Guidance
    and Counseling, 31, 96-105. Retrieved November 05, 2009 from the
    EbscoHost Database.
    Hughes, M. (1998). Turning points in the lives of young inner-city men foregoing
    destructive criminal behaviors: A qualitative study. Social Work Research,
    22,143-151. Retrieved November 05, 2009 from the EbscoHost Database.
    Marcon, R., A. (1999). Positive relationships between parent school involvement and
    public school inner-city preschoolers' development and academic performance.
    School Psychology Review, 28, 395-412. Retrieved November 05, 2009 from the
    EbscoHost Database.
    Wall, J., E. & Holden, E., W. (1994). Aggressive, assertive, and submissive behaviors 
    in disadvantaged, inner-city preschool children. Journal of Clinical Child
    Psychology, 23, 382-390. Retrieved November 05, 2009 from the
    EbscoHost Database.