3. The Nature of Behavior
Behavior of any kind is the
result of a variety of influences upon
a person during his years of
development. His conduct is his way
of reacting to these influences and
experiences, and it denotes an
attempt to make satisfactory
adjustment.

4. The aim of the guidance
service is helping to prevent
frustrations of appropriately coping
with them, the helping each child
make the maximum use of his
energies and potentialities to
adjust better despite frustrations.

6. 1.Overly Aggressive
Child

7. Symptoms:
1.Breaking,tearing or destroying property
2.Causing unnecessary and excessive
disturbances;
3.Attacking other children;
4.Interrupting others in a loud, boisterous voice:
5.Resisting authority; and
6.Expressing a quarrelsome attitude

8. Causes:
1.General feelings of insecurity stemming from and
inadequate home, school failure, or lack of
acceptance by other pupils.
2.Fear of failure or of displeasing parents or
teachers.
Lack of attention love and considerations by
parents and other adults.
4.Rigid,demanding,diciplinary controls or
inconsistencies in disciplinary measures.
5.An absence of controls with too much
responsibility placed on the child for the
management of his conduct.

9. Approaches/Treatment
1.Bolstering his self esteem through showing
his special attention and by complementing him
on his work.
2.Providing experiences through which he can
achieve and gain recognition.
3.Increasing his opportunities for physical
activity where hostile feelings may be
dissipated.

10. 4.Showing him personal attention and interest
and encouraging him as he show progress.
5.Being friendly, relaxed and patient, and
displaying a sense of humor as well as a sincere
interest in his welfare
.
6.Providing for group counseling or discussion
sessions in which problems and feelings may be
aired.

12. Symptoms:
1.Attacking other children, generally smaller
than himself, by pushing, tripping, or hitting and
annoying others in a variety of ways.
2.Engaging in a verbal attacks by calling
names, poking fun, criticizing and arguing.
3.Expressing belligerence an defensiveness in
aloud ,boisterous ,agitated voice.

13. Causes:
1.Deprivation of the psychological needs of
love and attention or in adequacies in fulfilling
his physical needs.
2.A strong need for identification with another
person ,resulting in his identifying with
someone whose behavior is inappropriate as
a model.
3.An aggressive ,domineering ,demanding
teacher whose unrealistic expectations bring
frustration and anxiety to the student.

14. 4.Undesirable home conditions which may
include financial problems, low educational
and social status, and lack of parental
supervision.
5.Lack of friends ,inadequate social skills, and
lack of ability to interact favorably with peers.
6.A bullying family member, teachers or peer
who creates a situation in which the child feels
the need to get even.
7.Academic failures which bring frustrations,
anger and an attitude of futility.

15. Approaches/Treatment
1.Correcting or improving the undesirable
conditions in his life which are precipitating
the problem.
2.Assisting him in finding suitable friends and
people with whom he might associate or
identify.
3.Providing for conferences through the
guidance service with teachers and other
adults who may be contributing to the
problem through unreasonable demands.

16. 4.Encouraging the parents to show an
interest in the child and aiding them in
improving conditions which may be
precipitating the problem.
5.Giving him instruction in social skills and
creating opportunities for him to work with,
and assume responsibilities in group
projects.
6.Correcting any situation in which he is
being bullied by another person.

17. 7.Providing classroom enrichment
experiences by which he can gain a feeling of
success.
8.Modifying the school program to enable him
to fulfill his needs more satisfactorily and
always keeping demands and expectations
realistic in terms of his capabilities.

19. Symptoms
1.Reluctance to take part in class recitations and
failure to complete assignments although he is
intellectually capable of doing the work.
2.Preference for working alone and his quiet,
bashful, well-behaved manner in the presence of
others.
3.Avoidance of physical activity which includes
contact or competition with others and a
reluctance to defend himself against abuse or
attacks.

20. 4.Tendency toward nervous habits
such as twisting his clothes,
squirming, or biting his fingernails.
5.Discomfiture when teased or
engages in an argument, which he
tries to avoid.
6.Preoccupied with his thought and
personal activities with an apparent
lack of awareness of activity and
people around him.

21. Causes
1.Physical immaturity, handicaps or deficiencies and
limited athletic skill.
2.Low academic ability or limitations in study habits or
facilities for effective study.
3.Inadequate special skills and low interest in school.
4.Parental over-protection or domination or insufficient
love and attention.
5.Unrealistic standards on the part of the school or his
family.
6.An unfavorable position in comparison to siblings whose
successes may magnify his inadequacies.
7.Previous experiences which have proved unpleasant
and embarrassing.

22. Approaches
1.Arranging for activities where strength or skills
are unessential for success.
2.Modifying the level of expectations established by
the school and making it possible for him to
succeed.
3.Encouraging him to participate in activities in
which he can perform adequately and aiding him in
the development of social skills.

23. 4.Conferring with his parents and deciding
upon which tasks he can perform adequately
and aiding him in his development.
5.Investigating and modifying disciplinary
procedures in order to make certain that they
are appropriate and consistently applied.
6.Winning his confidence through a friendly,
personal approach.

24. “Watch your thoughts, they become
words.
Watch your words ,they become your
actions.
Watch your actions ,they become
habits
Watch your habits, they become tour
character.
And your character becomes you.
Character makes a MAN’’.
Sen.Leticia R.
Shahani

26. Symptoms:
1.Loiters around classrooms, lockers, or desks, or
who casually looks at another student’s work during
tests or personal assignments.
2.Has an excessive amount of candy or other items
in his possession and is generous in his sharing
with others.
3.Resort to untruths in explaining his behavior or
possessions.
4.Gives the appearance of being apprehensive,
nervous and on guard.

27. 5.Is over solicitous and unduly anxious to
please and may either verbalize in excess
or withdraw.
6.Resorts to various devices for
ascertaining the location of money or
other items in the classroom.
7.Uses notes, marks on his desk, or other
devices as aids in school work and may
attempt to add points to the score given
his work.

28. Causes:
1.An actual need for certain items in order to
maintain himself properly within a class or to meet
physical needs.
2.Unfavorable home conditions where a
youngster’s physical or psychological needs are not
met.
3.Inadequate social skills, low academic ability, lack
of interest in school, and inability to compete
successfully.
4.Undue stress upon grades by the school or family,
or rigid, demanding grading system.
5.Loneliness, feelings of inadequacy and inferiority,
and lack of status with peers.

29. Approaches
1.Making certain his basic needs for survival ad
comfort are met.
2.Visiting the home and in various ways
encouraging the parents to express their affection
and appreciation for the child, and demonstrating
a genuine interest in him at school.
3.Providing special attention in the classroom and
through counseling, and helping him develop his
talents, abilities, and social skills.
4.Providing opportunities for him to assume
responsibility make decisions and become less
dependent upon others.

30. 5.Initiating demonstrations, role-playing, and
dramatizations which emphasize the importance
of honesty and encouraging activities which will
raise the child’s self-esteem and build self-
confidence.
6.Encouraging maximum efforts without undue
stress upon grades and incorporating some
flexibility in the grading system to permit the
granting of satisfactory marks for sincere,
maximum effort.

31. 7.Encouraging participation in extra-curricular
activities in which he may gain some ego-
strengthening experiences and in which he can
realize some success.
8.Permitting and encouraging the free expression
of the imagination in which a child can be
creative and uninhibited, with no need always to
separate the mythological from the facts.
9.Providing group work experiences in school
and the opportunities for the students to
cooperate, share, and assists rather than to
compete.

33. Symptoms:
1.Excessive squirming, purposeless, movements,
nervous hand movements, twisting clothes, thumb
sucking and biting objects.
2.Short attention span with a tendency to abandon a
task before its completion.
3.Excessive movement about the room to sharpen a
pencil or dispose of waste paper and frequent
requests to leave the room.
4.Easily aroused anger, becoming upset over minor
incidents, often being on the defensive and
sometimes being cruel, destructive and
unmanageable.

34. 5.Uncontrollable muscle movement, facial tics,
muscle rigidity, and abnormal bodily movements.
6.Unpredictable and sporadic performance with
achievement generally below the level of
capability.
7.Occasional temper tantrums with extremes in
moods, becoming highly elated or depressed
with no apparent cause.

35. Causes:
1.Unfavorable family relationship, including neglect
rejection ,arguments and frictions.
2.An absence of controls at home or school, or
inconsistencies in discipline.
3.Severe, unreasonable, or harsh treatment and unrealistic
demands and pressures.
4.Frequent failures in school, limited social skills and
anxieties associated with a low level of success.
5.Frustration due to failure of the school to challenge the
bright child adequately or to provide appropriate experience
for him.
6.Confusion and uncertainty due to conflicting standards of
conduct and morality within the child’s environment.

36. Approaches/Treatment
1.Take the initiative in alleviating, undesirable
home conditions through parent
conferences, study groups and home visits.
2.Keep disciplinary and control measures
reasonably consistent and appropriate and avoid
extremes of harsh treatment.
3.Provide adequate controls and assist the child to
control his emotions and manage his behavior.

37. 4. Modify the expectations of the school to make
it possible for the child to succeed with a
minimum of anxiety and provide counseling
through which he may gain confidence.
5.Provide for enrichment experiences in which
the child is adequately challenged and given the
opportunity to experience the thrill of success.
6. Make known to each child acceptable moral
standards sand codes of conduct to serve as
guides in his thinking and behavior.

38. Causes of Misbehavior
1. General insecurity of the times
2. Home condition
3. The School
4. Economic status
5. Racial status or regionalism

40. The Functions of Guidance with
Behavior Problems:
1. Appraisal of aptitudes and
personality
2. Evaluation of behavior
3. Establishment of a framework
for specialized services
4 . Conduct of research activities