1) The document discusses using Transactional Analysis (TA) to improve student behavior by helping teachers better understand students' perspectives and reactions.
2) TA views a person's behavior as influenced by their past experiences and interactions, represented as different "ego states" (parent, adult, child).
3) The document argues conventional behavior management approaches sometimes fall short and TA can provide new insights by analyzing communications between teachers and students. Case studies are presented to show how TA has helped address challenging student behaviors.
The document discusses various theories and mechanisms related to attitude formation and change. It describes four main ways attitudes can be formed: mere exposure, associative learning, self-perception, and functional reasons. Attitude change can occur through self-perception, learning theory, cognitive dissonance, and persuasion. The theory of planned behavior model proposes that attitudes, subjective norms, and perceived behavioral control influence behavioral intentions and actual behaviors.
This document provides an overview of learning and its relationship to maturation, attention, and interest. It begins with definitions of learning and discusses its key characteristics. It describes two broad categories of factors that influence learning: internal/personal factors and external/environmental factors. It then examines three specific factors - maturation, attention, and interest - and their relationship to learning. Maturation refers to natural developmental processes, while learning involves changes due to experience/training. The document discusses the interrelationship between learning and maturation and their implications for education. It defines attention and describes its characteristics and selective nature. Finally, it explores how attention relates to effective learning.
This grant proposal outlines a study to examine the relationship between elementary school students' perceived self-competence, intrinsic motivation, and academic achievement. The study would observe 120 first grade students once a week for an academic year and assess their self-efficacy, motivation, and performance over time. It aims to explore whether competence and motivation influence each other bidirectionally and their individual and combined effects on achievement. The study also seeks to examine potential differences related to gender, race, and socioeconomic status.
This document discusses the concepts of psychology, development, and learning. It defines psychology as the study of the soul and traces its origins and evolution. It outlines several areas of psychology like general psychology, abnormal psychology, and developmental psychology. It then focuses on developmental psychology and explains key concepts like growth, development, stages of development from infancy to old age, factors influencing development, individual differences, and implications for teaching and learning.
Notes on Learning in Organisation behavior (Notes for BBA/B.com Students)Yamini Kahaliya
this document contains notes on Leaning in organisation behavior
Learning can be defined as the permanent change in behavior due to direct and indirect experience.
it covers following points :-
1. Meaning
2. Nature of Learning
3. Factors Affecting Learning
4. How Learning Occurs?
5. Learning & Organizational Behavior
The document discusses motivation from a psychological perspective. It defines motivation as a feature that arouses individuals to act towards goals and sustain goal-directed behaviors. Motivation has roots in physiological, behavioral, cognitive, and social areas, and can originate from basic needs or inner drives. Theories of motivation discussed include drive reduction, drive induction, hedonism, incentive theory, and humanism. Motivation is important in education as it can direct behavior towards goals, increase effort and persistence, and improve performance. Motivation is key to success as it helps people get started, keep moving forward despite obstacles, do more than necessary, and make the journey towards success an enjoyable one.
Edward Thorndike developed theories of learning through his experiments using puzzle boxes on cats. He found that cats learned to escape the boxes through trial and error, improving their escape times with each successive trial. This led Thorndike to propose the law of effect - that behaviors followed by satisfying consequences become stronger, and behaviors followed by unpleasant consequences become weaker. His work laid the foundation for behaviorism and operant conditioning theories of learning through consequences.
Foundations of Education: Biological-Psychological Foundations of Education [...Roy Capangpangan
A brief presentation of discussion for Foundations of Education: Biological-Psychological Foundations of Education. The presentation discuss about The Learning Process & Theories of Learning.
The document discusses various theories and mechanisms related to attitude formation and change. It describes four main ways attitudes can be formed: mere exposure, associative learning, self-perception, and functional reasons. Attitude change can occur through self-perception, learning theory, cognitive dissonance, and persuasion. The theory of planned behavior model proposes that attitudes, subjective norms, and perceived behavioral control influence behavioral intentions and actual behaviors.
This document provides an overview of learning and its relationship to maturation, attention, and interest. It begins with definitions of learning and discusses its key characteristics. It describes two broad categories of factors that influence learning: internal/personal factors and external/environmental factors. It then examines three specific factors - maturation, attention, and interest - and their relationship to learning. Maturation refers to natural developmental processes, while learning involves changes due to experience/training. The document discusses the interrelationship between learning and maturation and their implications for education. It defines attention and describes its characteristics and selective nature. Finally, it explores how attention relates to effective learning.
This grant proposal outlines a study to examine the relationship between elementary school students' perceived self-competence, intrinsic motivation, and academic achievement. The study would observe 120 first grade students once a week for an academic year and assess their self-efficacy, motivation, and performance over time. It aims to explore whether competence and motivation influence each other bidirectionally and their individual and combined effects on achievement. The study also seeks to examine potential differences related to gender, race, and socioeconomic status.
This document discusses the concepts of psychology, development, and learning. It defines psychology as the study of the soul and traces its origins and evolution. It outlines several areas of psychology like general psychology, abnormal psychology, and developmental psychology. It then focuses on developmental psychology and explains key concepts like growth, development, stages of development from infancy to old age, factors influencing development, individual differences, and implications for teaching and learning.
Notes on Learning in Organisation behavior (Notes for BBA/B.com Students)Yamini Kahaliya
this document contains notes on Leaning in organisation behavior
Learning can be defined as the permanent change in behavior due to direct and indirect experience.
it covers following points :-
1. Meaning
2. Nature of Learning
3. Factors Affecting Learning
4. How Learning Occurs?
5. Learning & Organizational Behavior
The document discusses motivation from a psychological perspective. It defines motivation as a feature that arouses individuals to act towards goals and sustain goal-directed behaviors. Motivation has roots in physiological, behavioral, cognitive, and social areas, and can originate from basic needs or inner drives. Theories of motivation discussed include drive reduction, drive induction, hedonism, incentive theory, and humanism. Motivation is important in education as it can direct behavior towards goals, increase effort and persistence, and improve performance. Motivation is key to success as it helps people get started, keep moving forward despite obstacles, do more than necessary, and make the journey towards success an enjoyable one.
Edward Thorndike developed theories of learning through his experiments using puzzle boxes on cats. He found that cats learned to escape the boxes through trial and error, improving their escape times with each successive trial. This led Thorndike to propose the law of effect - that behaviors followed by satisfying consequences become stronger, and behaviors followed by unpleasant consequences become weaker. His work laid the foundation for behaviorism and operant conditioning theories of learning through consequences.
Foundations of Education: Biological-Psychological Foundations of Education [...Roy Capangpangan
A brief presentation of discussion for Foundations of Education: Biological-Psychological Foundations of Education. The presentation discuss about The Learning Process & Theories of Learning.
The three major theoretical schools of learningahorne3
The document summarizes three major theories of learning: behaviorism, cognitivism, and humanism. Behaviorism focuses on stimulus-response connections and conditioning. Cognitivism examines how people process and think about information. The humanistic theory emphasizes meeting basic human needs and having freedom and interest in what is being learned.
Strategic family therapy developed from combining elements of several theories including those of Erickson, the MRI group, Minuchin, Bateson, and Jackson. The therapist takes an active, directive role in planning interventions to change problematic feedback loops and achieve second-order change by modifying family rules. Core concepts include viewing problems as maintained through misguided solutions, conceptualizing symptoms as voluntary, and using techniques like tasks, paradoxes, and reframing. The goal is to motivate families to alter signature behavioral patterns associated with identified problems.
A Comparative Study of Students Engaged in General versus Professional Course...paperpublications3
People vary significantly in the type of events they experience as stress and the way they respond to these events. The
experiences and their perceptions mostly depend on individual personality, which is very unique and personal to each &
every one. We experience an abundance of different kinds of emotions which are sometimes positive like satisfaction,
contentment, joy and, many a times negative. Negative emotional experiences and thoughts compromise our physical,
social, and psychological wellbeing along with detrimental effects on intellectual functioning. As our experiences vary
with our temperaments, it is likely that our tendency to experience positive emotions or negative emotions will remain
fairly stable over our lifespan. To put it differently, our tendency to be positive or negative over a wide range of situations
reflects the personality makeup.
The document discusses several articles about social and emotional learning. It suggests that creating a supportive environment where students feel comfortable is important for learning. Specific strategies recommended include starting each day with morning meetings, encouraging journal writing and creativity, emphasizing responsibility, and using literature. Building relationships and making students feel part of a community can help enhance social and emotional skills.
Educational psychology describes and explains the learning experience of an individual from birth through old age. It is the science of education that applies principles of psychology to understand how people learn. Educational psychology helps teachers understand student development, abilities and limitations, as well as the learning process. It provides knowledge and skills for teachers to effectively educate students and produce desirable changes for their overall development. The subject matter of educational psychology revolves around the learner, their learning experiences, processes and environment, as well as the teacher. It employs scientific methods to study behavior in educational settings.
Adolescents coping understanding the role of gender and academic competenceAlexander Decker
This document summarizes a study that examined the effect of gender and academic competence on coping strategies in adolescents. The study used a 2x2 factorial design to compare 120 academically competent adolescents securing 80% or more marks to 120 academically less competent adolescents securing 50% or less marks. Both groups included 60 boys and 60 girls. Measures of coping strategies found that academically competent adolescents used more problem-focused coping strategies while less competent adolescents used more emotion-focused strategies. Additionally, boys generally used more problem-focused coping while girls used more emotion-focused coping. The study aimed to understand the roles of academic competence and gender in influencing the coping strategies used by adolescents.
Motivation is defined as the driving force that initiates and directs behavior. It comes from internal needs and desires like biological needs for food and water or psychosocial needs for love and belonging. Motivation theories propose that humans are motivated to reduce drives or attain incentives. Key theories include drive theory which states behaviors are motivated by physiological drives, and incentive theory where external rewards motivate behavior. Maslow's hierarchy of needs proposes humans are motivated to fulfill basic needs before pursuing higher level needs like self-actualization. Understanding human motivation helps nurses recognize patient needs and build relationships to promote healing.
Problems of Aggressive Behaviour among Primary School Childreniosrjce
This paper identifies the issue of pupils’ indiscipline as manifested in some anti-social behaviour
among which aggression is one, especially in the primary school for a long time. This paper focuses on the
nature of aggression, causation of this detrimental behaviour (aggression). It also touches on the effects of
aggression, discussion on the process of controlling it among the individual children in both school and the
home and finally concluded with specific recommendations by the authors.
1. Adjustment is the psychological process by which an individual manages or copes with various demands from their environment and circumstances.
2. Psychologists study adjustment in different areas including emotional, occupational, school, and social adjustment.
3. Social adjustment involves coping with new social standards and values and getting along with members of society. Without proper social adjustment, individuals cannot meet basic needs and will feel isolated.
School avoidance behavior can be either proactive or reactive. Reactive avoidance is a response to threats to a student's sense of self-determination, competence, or relatedness at school. Proactive avoidance occurs when other activities outside of school better fulfill the student's psychological needs. Interventions should involve assessing the motivation for avoidance, making changes to address the underlying causes, and establishing alternative ways for the student to feel motivated during the crucial transition period back to school. The goal is to enhance intrinsic motivation by reducing threats and establishing a welcoming environment with accommodations and advocacy.
Effect of School Affective Environment on Psychosocial Wellbeing between Pupi...AJHSSR Journal
The study examined and compared the effect of school affective environment on psychosocial
well-being between pupils in public and private primary schools. The study was conducted in Kiambu County
and targeted a school population of 260,459 comprising of headteachers, teachers and pupils. Causal-
Comparative research design was employed. A sample size of 384 was drawn from accessible population using
stratified, simple random and purposive procedures. The computer program-the Statistical Package for Social
Sciences (SPSS) version 21.0 was used to analyze the data. Descriptive statistics were presented in tables and
measures of central tendency that established differences between public and private schools in terms of
psychological interventions during and after classroom tuition. The findings of the study revealed that there was
no significant difference between private and public primary schools. Public and Private school affective
environment had equal and positive impact on psychosocial well-being of pupils. The study recommended that
the Ministry of Education should strengthen guidance and counseling services in primary schools by training
more teacher counselors to cope rising pupil population, changing societal norms and lifestyles that could
negatively affect pupils psychologically.
- There is a close relationship between a person's needs, goals, and their motivational process. A need is something desired or required for well-being, while a goal is anything that contributes to satisfying a need.
- Human needs can be classified in various ways, such as physical/emotional security, mastery, and status, or in a hierarchy from physiological to self-actualization.
- Much of human behavior is multimotivated, determined by multiple needs operating simultaneously. Classroom motivation helps students perceive, accept, and desire educational goals.
- There are two types of motivation - intrinsic from within a person, and extrinsic using incentives like grades or privileges. Teachers should help develop appropriate aspirations and
This document discusses several key concepts in educational psychology and cognitive development. It covers cognitive learning processes like cognitive development, growth mindset, prior knowledge, and limits of stage theories. It also discusses facilitating context, practice, feedback, self-regulation, and fostering creativity in students. Other sections cover intrinsic motivation, mastery goals, performance goals, teacher expectations, goal setting, social contexts, interpersonal relationships, emotional dimensions, classroom conduct, expectation and support, formative and summative assessment, understanding growth and development, theories of development like Freud, Piaget, Erikson, Kohlberg, Vygotsky, and individual differences.
Three major theoretical schools of learningTinisha Shaw
There are three major theoretical schools of learning: behaviorism, cognitive psychology, and humanistic psychology. Behaviorism emphasizes conditioning behavior through reinforcement and punishment. Cognitive psychology focuses on how people process information and structure knowledge. Humanistic psychology stresses meeting students' basic needs and allowing free learning. Together these theories recognize the importance of environmental stimuli and reinforcement in the learning process, while acknowledging individual differences that can be addressed through customized stimulus. Elements of all three theories have influenced the American education system with varying levels of success.
Attachment is a pattern of relationships that influences how children process information and respond to danger. There are various assessments of attachment at different developmental stages from infancy to adulthood. The Dynamic Maturational Model describes different memory systems involved in attachment, learning, and behavior. Schools can support children's sense of belonging and reshape insecure attachment patterns by nurturing relationships that promote learning and behavior, especially for vulnerable children. Meeting a spectrum of needs can improve learning outcomes and behavior. Secure attachment to teachers is linked to higher academic achievement, while insecure attachment is associated with challenges like lower emotional regulation and higher rates of issues like ADHD.
Structural family therapy aims to change problematic family dynamics by altering the family structure. The therapist maps the family structure, including subsystems, boundaries, and hierarchy. Therapeutic interventions include enactments to observe family interactions and restructure boundaries and power dynamics within sessions. The goals are to establish clear generational and social roles and balance enmeshed or disengaged relationships. As the family structure changes through new interaction patterns, individual symptoms are expected to reduce. The therapist takes a directive role to transform the family structure through action-oriented strategies.
Learning involves relatively permanent changes in behavior or capacity that result from experience. There are two main theories of learning: association/stimulus-response theories which view learning as the strengthening of connections between stimuli and responses, and cognitive theories which focus on internal cognitive processes rather than external stimuli. Famous association theorists include Thorndike, Pavlov, and Skinner, while cognitive theorists include Köhler and Bandura. Key concepts in learning theories are conditioning, reinforcement, extinction, generalization, discrimination, and observational/social learning.
Este documento presenta las reglas y forma de evaluación para la materia de Química II. Los estudiantes necesitan obtener al menos 18 puntos para aprobar la materia. La evaluación incluye exámenes escritos (30%), exposiciones (20%), proyectos (20%), tareas (10%), participación (10%) y laboratorio (10%). Los estudiantes deben asistir al 80% de las clases y llevar una libreta de notas completa para tener derecho a ser evaluados.
This short document promotes creating presentations using Haiku Deck, an online presentation tool. It features a stock photo and encourages the reader to get started making their own Haiku Deck presentation by sharing it on SlideShare. In just one sentence, it pitches the idea of using Haiku Deck to easily create and share online presentations.
The three major theoretical schools of learningahorne3
The document summarizes three major theories of learning: behaviorism, cognitivism, and humanism. Behaviorism focuses on stimulus-response connections and conditioning. Cognitivism examines how people process and think about information. The humanistic theory emphasizes meeting basic human needs and having freedom and interest in what is being learned.
Strategic family therapy developed from combining elements of several theories including those of Erickson, the MRI group, Minuchin, Bateson, and Jackson. The therapist takes an active, directive role in planning interventions to change problematic feedback loops and achieve second-order change by modifying family rules. Core concepts include viewing problems as maintained through misguided solutions, conceptualizing symptoms as voluntary, and using techniques like tasks, paradoxes, and reframing. The goal is to motivate families to alter signature behavioral patterns associated with identified problems.
A Comparative Study of Students Engaged in General versus Professional Course...paperpublications3
People vary significantly in the type of events they experience as stress and the way they respond to these events. The
experiences and their perceptions mostly depend on individual personality, which is very unique and personal to each &
every one. We experience an abundance of different kinds of emotions which are sometimes positive like satisfaction,
contentment, joy and, many a times negative. Negative emotional experiences and thoughts compromise our physical,
social, and psychological wellbeing along with detrimental effects on intellectual functioning. As our experiences vary
with our temperaments, it is likely that our tendency to experience positive emotions or negative emotions will remain
fairly stable over our lifespan. To put it differently, our tendency to be positive or negative over a wide range of situations
reflects the personality makeup.
The document discusses several articles about social and emotional learning. It suggests that creating a supportive environment where students feel comfortable is important for learning. Specific strategies recommended include starting each day with morning meetings, encouraging journal writing and creativity, emphasizing responsibility, and using literature. Building relationships and making students feel part of a community can help enhance social and emotional skills.
Educational psychology describes and explains the learning experience of an individual from birth through old age. It is the science of education that applies principles of psychology to understand how people learn. Educational psychology helps teachers understand student development, abilities and limitations, as well as the learning process. It provides knowledge and skills for teachers to effectively educate students and produce desirable changes for their overall development. The subject matter of educational psychology revolves around the learner, their learning experiences, processes and environment, as well as the teacher. It employs scientific methods to study behavior in educational settings.
Adolescents coping understanding the role of gender and academic competenceAlexander Decker
This document summarizes a study that examined the effect of gender and academic competence on coping strategies in adolescents. The study used a 2x2 factorial design to compare 120 academically competent adolescents securing 80% or more marks to 120 academically less competent adolescents securing 50% or less marks. Both groups included 60 boys and 60 girls. Measures of coping strategies found that academically competent adolescents used more problem-focused coping strategies while less competent adolescents used more emotion-focused strategies. Additionally, boys generally used more problem-focused coping while girls used more emotion-focused coping. The study aimed to understand the roles of academic competence and gender in influencing the coping strategies used by adolescents.
Motivation is defined as the driving force that initiates and directs behavior. It comes from internal needs and desires like biological needs for food and water or psychosocial needs for love and belonging. Motivation theories propose that humans are motivated to reduce drives or attain incentives. Key theories include drive theory which states behaviors are motivated by physiological drives, and incentive theory where external rewards motivate behavior. Maslow's hierarchy of needs proposes humans are motivated to fulfill basic needs before pursuing higher level needs like self-actualization. Understanding human motivation helps nurses recognize patient needs and build relationships to promote healing.
Problems of Aggressive Behaviour among Primary School Childreniosrjce
This paper identifies the issue of pupils’ indiscipline as manifested in some anti-social behaviour
among which aggression is one, especially in the primary school for a long time. This paper focuses on the
nature of aggression, causation of this detrimental behaviour (aggression). It also touches on the effects of
aggression, discussion on the process of controlling it among the individual children in both school and the
home and finally concluded with specific recommendations by the authors.
1. Adjustment is the psychological process by which an individual manages or copes with various demands from their environment and circumstances.
2. Psychologists study adjustment in different areas including emotional, occupational, school, and social adjustment.
3. Social adjustment involves coping with new social standards and values and getting along with members of society. Without proper social adjustment, individuals cannot meet basic needs and will feel isolated.
School avoidance behavior can be either proactive or reactive. Reactive avoidance is a response to threats to a student's sense of self-determination, competence, or relatedness at school. Proactive avoidance occurs when other activities outside of school better fulfill the student's psychological needs. Interventions should involve assessing the motivation for avoidance, making changes to address the underlying causes, and establishing alternative ways for the student to feel motivated during the crucial transition period back to school. The goal is to enhance intrinsic motivation by reducing threats and establishing a welcoming environment with accommodations and advocacy.
Effect of School Affective Environment on Psychosocial Wellbeing between Pupi...AJHSSR Journal
The study examined and compared the effect of school affective environment on psychosocial
well-being between pupils in public and private primary schools. The study was conducted in Kiambu County
and targeted a school population of 260,459 comprising of headteachers, teachers and pupils. Causal-
Comparative research design was employed. A sample size of 384 was drawn from accessible population using
stratified, simple random and purposive procedures. The computer program-the Statistical Package for Social
Sciences (SPSS) version 21.0 was used to analyze the data. Descriptive statistics were presented in tables and
measures of central tendency that established differences between public and private schools in terms of
psychological interventions during and after classroom tuition. The findings of the study revealed that there was
no significant difference between private and public primary schools. Public and Private school affective
environment had equal and positive impact on psychosocial well-being of pupils. The study recommended that
the Ministry of Education should strengthen guidance and counseling services in primary schools by training
more teacher counselors to cope rising pupil population, changing societal norms and lifestyles that could
negatively affect pupils psychologically.
- There is a close relationship between a person's needs, goals, and their motivational process. A need is something desired or required for well-being, while a goal is anything that contributes to satisfying a need.
- Human needs can be classified in various ways, such as physical/emotional security, mastery, and status, or in a hierarchy from physiological to self-actualization.
- Much of human behavior is multimotivated, determined by multiple needs operating simultaneously. Classroom motivation helps students perceive, accept, and desire educational goals.
- There are two types of motivation - intrinsic from within a person, and extrinsic using incentives like grades or privileges. Teachers should help develop appropriate aspirations and
This document discusses several key concepts in educational psychology and cognitive development. It covers cognitive learning processes like cognitive development, growth mindset, prior knowledge, and limits of stage theories. It also discusses facilitating context, practice, feedback, self-regulation, and fostering creativity in students. Other sections cover intrinsic motivation, mastery goals, performance goals, teacher expectations, goal setting, social contexts, interpersonal relationships, emotional dimensions, classroom conduct, expectation and support, formative and summative assessment, understanding growth and development, theories of development like Freud, Piaget, Erikson, Kohlberg, Vygotsky, and individual differences.
Three major theoretical schools of learningTinisha Shaw
There are three major theoretical schools of learning: behaviorism, cognitive psychology, and humanistic psychology. Behaviorism emphasizes conditioning behavior through reinforcement and punishment. Cognitive psychology focuses on how people process information and structure knowledge. Humanistic psychology stresses meeting students' basic needs and allowing free learning. Together these theories recognize the importance of environmental stimuli and reinforcement in the learning process, while acknowledging individual differences that can be addressed through customized stimulus. Elements of all three theories have influenced the American education system with varying levels of success.
Attachment is a pattern of relationships that influences how children process information and respond to danger. There are various assessments of attachment at different developmental stages from infancy to adulthood. The Dynamic Maturational Model describes different memory systems involved in attachment, learning, and behavior. Schools can support children's sense of belonging and reshape insecure attachment patterns by nurturing relationships that promote learning and behavior, especially for vulnerable children. Meeting a spectrum of needs can improve learning outcomes and behavior. Secure attachment to teachers is linked to higher academic achievement, while insecure attachment is associated with challenges like lower emotional regulation and higher rates of issues like ADHD.
Structural family therapy aims to change problematic family dynamics by altering the family structure. The therapist maps the family structure, including subsystems, boundaries, and hierarchy. Therapeutic interventions include enactments to observe family interactions and restructure boundaries and power dynamics within sessions. The goals are to establish clear generational and social roles and balance enmeshed or disengaged relationships. As the family structure changes through new interaction patterns, individual symptoms are expected to reduce. The therapist takes a directive role to transform the family structure through action-oriented strategies.
Learning involves relatively permanent changes in behavior or capacity that result from experience. There are two main theories of learning: association/stimulus-response theories which view learning as the strengthening of connections between stimuli and responses, and cognitive theories which focus on internal cognitive processes rather than external stimuli. Famous association theorists include Thorndike, Pavlov, and Skinner, while cognitive theorists include Köhler and Bandura. Key concepts in learning theories are conditioning, reinforcement, extinction, generalization, discrimination, and observational/social learning.
Este documento presenta las reglas y forma de evaluación para la materia de Química II. Los estudiantes necesitan obtener al menos 18 puntos para aprobar la materia. La evaluación incluye exámenes escritos (30%), exposiciones (20%), proyectos (20%), tareas (10%), participación (10%) y laboratorio (10%). Los estudiantes deben asistir al 80% de las clases y llevar una libreta de notas completa para tener derecho a ser evaluados.
This short document promotes creating presentations using Haiku Deck, an online presentation tool. It features a stock photo and encourages the reader to get started making their own Haiku Deck presentation by sharing it on SlideShare. In just one sentence, it pitches the idea of using Haiku Deck to easily create and share online presentations.
O poema apresenta conselhos sobre como viver a vida da melhor forma possível, valorizando as pequenas coisas e aproveitando cada momento. Aconselha a explorar e sonhar, mas sem tentar controlar ou possuir o que não podemos. Também fala sobre amar e cuidar dos outros.
Somos Especialistas en sistemas de riego tecnificado en sus campos de cultivo o jardinería. nos puede encontrar ubicados en Loma Bonita, Oaxaca, México. y servimos en todo el sureste del país, incluyendo Veracruz. Oaxaca, Chiapas y Tabasco.
Digital Natives are people who grew up with technology and are comfortable using different types of digital media to share information and communicate constantly, especially for entertainment. They learn by sharing information within digital communities, editing and contributing to blogs and media, and enjoying collaborative projects. Teachers must bridge the digital divide by continuing to learn more technology to meet the needs of Digital Natives in their classes.
Manish Kr. Choudhary is seeking a position as a Safety Officer with over 6 years of experience in that role. He has a Diploma in Mechanical Engineering and qualifications in Industrial Safety and Fire Safety. His previous roles include serving as Safety Officer and Safety Supervisor on projects for various companies. He is responsible for all aspects of safety at project sites such as conducting training, inspections, developing safety plans, and ensuring compliance with international standards.
StreetLeverage - 2016 CIT Conference ReflectionsBrandon Arthur
StreetLeverage is grateful for the passion, courage, and dedication of all those who shared their work and perspective during the 2016 CIT Conference. More at: http://www.streetleverage.com/2016-cit-conference-coverage/
This document discusses antiphospholipid syndrome (APS), also known as Hughes syndrome. It is an autoimmune disorder associated with acquired thrombophilia. The key points are:
- APS was first described by Graham Hughes in 1983 and is characterized by arterial or venous thrombosis and/or pregnancy morbidity in the presence of antiphospholipid antibodies.
- International criteria were established in Sapporo in 1998 and revised in Sydney in 2006 to better define the clinical and laboratory criteria for diagnosing APS.
- APS can cause a variety of clinical complications including thrombosis, pregnancy loss, heart valve disease, and neurological symptoms. Recurrent pregnancy loss is a hallmark of obstetric APS.
Happiness+Culture Lab: Catalysts for Business GrowthAnthony Ware
Zen Doughboy Lab: Happiness+Culture - Catalysts for Business Growth
Happiness and culture are two of the underrated resources and catalysts of small businesses and major corporations. As a result, an estimated $500B is lost each year. In addition, there's a qualitative impact on business leaders, employees and their families.
According to Gallup, 70%+ of the workforce in the U.S. are disengaged or unhappy at work. The happiness and culture of an organization can be a competitive advantage or put you out of business. During this talk, you will be led through an experiential Happiness+Culture Lab to help you become more aware of your company culture and how to leverage it to increase productivity, employee engagement, and sales while decreasing turnover and absenteeism.
The happiness and culture of your business should be a priority like your financial statements. You'll leave with practical actions to take back with you to your business and use immediately. It's time to return humanity back to business.
Martin lawsuit guitar and Yasuma guitar Gudeer Kitty
In the late 1960s, Martin Guitar sued Yasuma Guitar for producing low-priced versions of Martin guitars. As a result, Yasuma was expelled from their country in the early 1970s. Yasuma guitars with the Happy Lacky logo are now rare collectors' items sought after by guitar collectors due to their association with Martin Guitar and the supplier that produced them for the Japanese market as affordable alternatives to Martin guitars.
The document summarizes four article reviews written by students about articles on behavioral interventions for children with autism spectrum disorder. The first review discusses how behavior intervention plans are used to address the relationship between learning and behavior for students requiring individualized support. The second review describes how early intensive behavioral intervention and caregiver training can improve language, adaptive, and social skills in children with ASD. The third review explains that behavior plans target problem behaviors through positive reinforcement and establishing rules. The last review discusses how applied behavior analysis teaches skills and reduces problematic behaviors through reinforcement of small, systematically taught skills.
The document discusses how psychology influences curriculum development in several ways. It describes various psychological theories that provide a basis for curriculum, including behaviorism, cognitive development theories, and humanistic theories. Factors like the age, mental and physical development, interests, and needs of learners are discussed as influencing curriculum. The document also examines different learning theories and how they guide curriculum content and experiences. Overall, psychology is positioned as playing a vital role in curriculum development by providing concepts and theories that shape how learning and learners are understood.
Running Head LIFE SPAN PARENTING PROJECT1LIFE SPAN PARENTING.docxwlynn1
Running Head: LIFE SPAN PARENTING PROJECT 1
LIFE SPAN PARENTING PROJECT 2
Student's name: Emmanuel Domenech
Professor's name: Dr. Suzi Hundemer
Class: BEHS 343
Topic: Chapter 2: Theoretical Perspectives on Parenting (trait theory) Chapter 3: Approaches to parenting research(Group counseling and psychotherapy with children and adolescents)
Institution: University of Maryland University College
Date: June 9, 2019
Life Span Parenting Project
Children ought to be evaluated when it comes to their entire environment with the inclusion of whatever negative or positive parental influences that could exist, this is according to Group counseling and psychotherapy with children and adolescents. I have learned that one of the most refreshing impacts concerning parents is because mainly we work with their kids who are reaching the adolescent stage in regions of their personal/social, academic success, career development, and realm. Their work comprises of working in intervention and prevention (Denno et al., 2015). Counselors help students like who undergo rough times, for instance, in adolescent and help them in enlightening their skills of resilience to be equipped better in case of hitting tough times in the future.
The adolescent stage is characterized by uneven and dramatic integration of changes that are developmental into the day to day lives of young persons. Simultaneously, teenagers experience growing independence from their families, mood swings, and at times, rapidly increasing sexuality. The tasks of talking to them usually start within the units of the family. Often, as guardians, we tend to view our teens as fragile thus visit our pediatricians or doctors since we see them as people whom to seek advice from regarding both behavioral and physiologic issues (Shechtman, 2017). The ongoing relationship with the pediatrician and the family gives for enough prospects to offer support and guidance that is anticipated as our kids get into and move through the stage of adolescence.
Determinants of Parenting
As we all know, the parent-child relationship has a massive influence on most aspects of the development of a child. When behaviors, parenting skills, and optimal capabilities have a positive effect on the school achievement or self-esteem of a child, there is positive behavior and development on the kids.
Fig: Family-Based Therapy
Some other treatment programs that can be used to work in families include family therapy, family-centered therapy, or family-based therapy. These programs change from one to the other. These are effective when it comes to family counseling and help in coming to terms with the stage or any disorder that could arise in the process.
As far as I am concerned, therapy is vital when looking at parenting approaches. This is because when an individual is a child, through adolescent to when they mature to being adults, they require guideline on being better per.
1. Emotions have a significant impact on learning as they act as an "on/off switch" for learning. Negative emotions like anxiety can impair memory and learning while positive emotions support learning.
2. Parents play a key role in shaping their children's emotional habits, which then impact academic performance and social connections. Principles like reinforcing effort, sparking curiosity, and monitoring growth can help parents foster optimism and positive emotions.
3. Teachers' social-emotional competencies are important for reducing burnout and improving student outcomes. Skills like managing emotions, building relationships, and handling challenges compassionately support teacher well-being and create optimal learning environments.
This document provides a summary of readings related to how movement and wellness support learning for adult learners. It discusses how exercise and physical activity can improve readiness to learn by positively impacting neurotransmitters, brain cell development and neural connectivity. The summary highlights several key resources that were reviewed, including books and articles discussing the cognitive benefits of exercise and the importance of addressing stress for adult learners. The document aims to better understand how to integrate wellness strategies and create a whole-person approach to teaching.
Creating Developmentally and Culturally Responsive LessonsCruzIbarra161
Creating Developmentally and Culturally Responsive Lessons
1
Session Goals
Review key aspects of Piaget’s and Vygotsky’s theories
Discuss how beliefs and biases inform instructional practices
Describe Culturally Responsive Teaching (CRT) and discuss research findings related to CRT
Discuss the process of becoming culturally responsive
Discuss culturally responsive instructional strategies
Teacher performance assessment systems such as the Danielson Framework for Teaching (Danielson, 2013) highlight the need for teachers to demonstrate deep and comprehensive knowledge of their students.
Such an understanding on the part of teachers has been demonstrated to have a positive impact on student learning and behavior (Durlak, 2011).
a 2010 report published by the National Council for Accreditation of Teacher Education (NCATE) notes that “children learn best when educators are skilled in applying developmental principles effectively to maximize student academic, social, and emotional development.” (p. 15).
The report further notes that “teacher knowledge of the social, emotional, and cognitive domains, coupled with the ability to effectively apply strategies based on developmental principles, translates to increased student engagement and improved learning outcomes” (NCATE, 2010, p. 2).
National Institute of Child Health and Human Development (2007) identified key principles that they view as collectively serving to improve teaching practice by broadening teachers’ understanding of children. Among them are 1) teaching requires not only a knowledge of content, but an understanding of children (individually, culturally, and developmentally), 2) teachers must understand how children are influenced by environments outside of school, and 3) teachers must understand how socioemotional development influences learning.
2
Constructivist Theory
Cognitive Constructivism (Piaget’s Cognitive Developmental Theory )
Social Constructivism (Vygotsky’s Sociocultural Theory)
3
Cognitive Constructivism-
Piaget’s Cognitive Developmental Theory (1896-1980)
There are two major aspects to his theory: the process of coming to know and the stages we move through as we gradually acquire this ability.
4
The Process of Coming to Know- Adaptation
Adaptation (which consists of assimilation, accommodation and equilibration) is driven by a biological drive to obtain balance between schemes and the environment (equilibration).
Adaptation, cognitive growth, and discovery
5
Stages Of Development
Sensorimotor stage (birth – 2)
Preoperational stage (2 – 7)
Concrete operational stage (7 – 11)
Formal Operations (11-15 to death)
6
Piaget’s Theory: Implications for Teachers (Slavin, 2005)
A focus on the process of children’s thinking, not just its products
Recognition of the crucial role of children’s ...
Children with internalizing disorders like anxiety and withdrawal tend to not be disruptive in the classroom. They have problems with excessive internal control and may be rigid. Learned helplessness, where children believe nothing they do can change bad outcomes, can result in poor performance after failure due to low self-esteem. Emotional and behavioral disorders impact all aspects of information processing for children from memory to decision making. Effective interventions include positive behavior support, social skills training, self-monitoring strategies, and behavior contracts directed by students. Schools should provide universal, targeted, and intensive supports through the RTI model.
The document discusses different types and theories of learning. It begins by defining learning as a relatively permanent change in behavior due to past experiences. It then discusses classical conditioning by Ivan Pavlov and operant conditioning by B.F. Skinner as theories of learning. It explains the concepts of reinforcement, punishment, and shaping behavior. The document also provides an example of using time outs instead of punishment for children. Overall, the document provides an overview of behavioral learning theories and concepts such as classical conditioning, operant conditioning, reinforcement, and punishment.
Running head DEVELOPMENTAL MILESTONESAnnotated Bibl.docxsusanschei
Running head: DEVELOPMENTAL MILESTONES
Annotated Bibliography
Alexes Smith
Reading & Writing in Psychology
Spelman College
References
1. Charles, P., Gorman-Smith, D., & Jones, A. (2016). Designing an intervention to promote child development among fathers with antisocial behavior. Research On Social Work Practice, 26(1), 20-27. doi:10.1177/1049731515580440
The present study explains the psychosocial and behavioral health amongst children whose fathers are incarcerated or fathers who demonstrate antisocial behaviors. This study was also conducted to help promote father involvement. Mothers may try and foster the father figure but a child may stiff be affected emotionally, especially if there are any family members evolved in filling that void for the child. Children like myself, often rebel and have difficulties coping with the absence of their fathers or the often revolving door done by some fathers (incarcerated fathers/ antisocial). I agree with some topics discussed in this article, which said that children often are less open to rebuilding relationships with absent fathers. This study is relevant to the course because it relates to social development and how parent involvement parallels with positive/ negative behaviors. This article does not explain step parents and foster dads and how a child’s behavior may still be impacted. I can incorporate this article in my final paper by observing the parent interactions at my agency and seeing how a child behaves if he has his/ her father present.
2. Danzig, A. P., Dyson, M. W., Olino, T. M., Laptook, R. S., & Klein, D. N. (2015). Positive parenting interacts with child temperament and negative parenting to predict children's socially appropriate behavior. Journal Of Social And Clinical Psychology, 34(5), 411-435. doi:10.1521/jscp.2015.34.5.411
The theory of this article is that positive parenting may effect a child’s temperament, while negative parenting may have an effect on children socially, whether parents know it or not. Essentially, the parenting effects (i.e. negative or positive) correspond with a child’s disposition, starting mainly at early school ages. According to these researchers, the act of knowing/ displaying appropriate behaviors socially, can later determine a child’s success and adaptability. This researcher’s found that parenting is definitely essential to a child’s social development. Also, parent behaviors (i.e. supportiveness, aggressive, stresses, emotional styles etc.) can later determine “positive” or “negative” parenting. This article is relevant to the course material because it relates to social development on children and its influences. This article is also similar to my personal beliefs of parents and how they influence their children unknowingly. For example, parents who do not tell their children they love them often or compliment them may impact a child negatively, where the child may grow to be less affectionate in friendships or in ...
This document discusses the coping mechanisms of children with parents who work overseas in public elementary schools in Batangas City, Philippines. It begins by introducing the problem, noting that these children may experience academic, social, or emotional difficulties due to the absence of their parents. The study aims to identify the coping mechanisms used by these children and problems they encounter. It also seeks to determine if there are relationships between teacher and student responses, and provide suggestions for teachers to help students facing challenges. The document scopes the study to intermediate students and teachers in public elementary schools in West District, Batangas City. It argues the research will benefit schools, teachers, counselors, parents, students, and future researchers by increasing understanding of students' experiences
46 Reprinted from Young Children • July 2011Behaviors That.docxalinainglis
46 Reprinted from Young Children • July 2011
Behaviors That Still Challenge Children and Adults
Developing Young Children’s
Self-Regulation through
Everyday Experiences
®
1, 2, 3
As university faculty, I
often collaborate with teachers
when young children experi-
ence learning or behavior chal-
lenges. Every child is different.
Some have difficulty express-
ing their ideas verbally. Some
struggle to get along with peers
or follow classroom routines. In
each case, however, one thing
is the same: improved learning
and behavior requires strong
self-regulation skills.
According to Ellen Galinsky,
president and co-founder of the
Families and Work Institute and
author of Mind in the Making,
regulating one’s thinking, emo-
tions, and behavior is critical
for success in school, work, and life (2010). A child who
stops playing and begins cleaning up when asked or spon-
taneously shares a toy with a classmate, has regulated
thoughts, emotions, and behavior (Bronson 2000).
From infancy, humans automatically look in the direction
of a new or loud sound. Many other regulatory functions
become automatic, but only after a period of intentional
use. On the other hand, intentional practice is required
to learn how to regulate and coordinate the balance and
motor movements needed to ride a bike. Typically, once
one learns, the skill becomes automatic.
The process of moving from
intentional to automatic regula-
tion is called internalization. Some
regulated functions, such as
greeting others appropriately
or following a sequence
to solve a math problem,
always require intentional
effort. It is not surprising
then that research has found
that young children who engage
in intentional self-regulation learn
more and go further in their educa-
tion (Blair & Diamond 2008).
Children develop foundational
skills for self-regulation in the
first five years of life (Blair 2002;
Galinsky 2010), which means
early childhood teachers play an
important role in helping young children regulate thinking
and behavior. Fortunately, teaching self-regulation does
not require a separate curriculum. The most powerful way
teachers can help children learn self-regulation is by mod-
eling and scaffolding it during ordinary activities. In this
article I define self-regulation and discuss how it develops.
I then describe an interaction I observed in a kindergarten
classroom and explain how the teacher used an everyday
experience to strengthen children’s self-regulation.
What is self-regulation?
Self-regulation refers to several complicated processes that
allow children to appropriately respond to their environment
(Bronson 2000). In many ways, human self-regulation is
like a thermostat. A thermostat senses and measures tem-
perature, and compares its reading to a preset threshold
(Derryberry & Reed 1996). When the reading passes the
threshold, the thermostat turns either a heating or cooling
system on or off. Similarly, c.
The document discusses research on resilience in maltreated children. It explores how gene-environment interactions can help explain differences in outcomes for maltreated children. Specifically, it examines how variations in the gene that regulates serotonin levels interacted with experiences of maltreatment or healthy child-rearing. While maltreatment generally led to lower resilience, children with one genotype fared better than others depending on their environment. The research suggests genetics and environment combine to shape children's development in complex ways. Practitioners are encouraged to consider this research and apply it by fostering stable relationships and environments for children in their care.
This document discusses the concept of self-concept and its importance in education and psychology. It states that self-concept is developed through socialization, parenting, and experiences in school. A person's self-concept influences their behavior, motivation, and academic performance. The document also explores how self-concept has multiple components including physical, academic, social, and transpersonal aspects. It emphasizes that self-concept can be modified through self-reflection and changing one's views of themselves. Overall, the document analyzes how a person's self-concept is integral to their learning and behavior.
You seem sad today.
Student: No, I'm not.
Assistant: Okay, you seem worried then. What's on your mind?
This labeling technique invites the child to correct us if we
are wrong, and it encourages the student to open up and
talk about what is really bothering him.
BENIGN CONFRONTATION
With benign confrontation, we gently challenge the
student’s perception of the problem in a caring,
non-threatening manner. We do not accuse or
blame, but rather, we point out discrepancies in a
friendly, non-judgmental way. For example:
“I notice you say you want to do well in school, but
Organizational Behavior: Learning and its theoriesShreya Bhargava
Presentation for Management students to understand the basic concept of learning, its theories, cycle and how to understand and change employee undesirable behavior
Colleagues Responses
Colleagues responses
Assignment 4 8080 Part 2
. Interact with 3 colleagues and respond to them by sharing additional insights, comparing experiences, and posing questions that further promote dialogue. (Post to each colleague in 150 words.)
Colleague 1 response:
Posted by DeQuanda Cummings
Optimizing Brain Development
The first few years of a child’s life are critical for healthy brain development. Brain development begins during the prenatal period and continues through early childhood. Although the brain continues to develop into adulthood, the first eight years builds the foundation for learning and success (CDC, 2021). Brain development depends on many factors such as, prenatal care, experiences, and exposures to toxins and infections. “Nurturing and responsive care for the child’s body and mind is the key to supporting healthy brain development” (CDC, 2021). Positive and negative experiences help shape a child’s brain.
How the brain grows is highly affected by the child’/ s experiences with people and the world. Children depend on interactions with parents and their caregivers to be responsive to their needs. Children thrive in environments where they can explore and play in a safe environment. Their needs ought to be met and not neglected. They do not need to be exposed to stress. As a parent and/or caregiver to support healthy brain development you can constantly talk to the child, read to your child, meet their needs, and offer them a safe place to explore and play. Speaking and reading to children increase their language and communication skills. “Nurturing a child by understanding their needs and responding sensitively helps to protect children’s brains from stress” (CDC, 2021). Exposure to stress can negatively affect brain development. When children are at risk, it can cause them a delay in accomplishing developmental milestones. They will distrust people if their needs are not constantly being met.
This topic is important to me because in the school that I work at we have a high population of students who needs are not being met. When they get into the classroom, before I can teach them anything I have to meet their needs whether it be feeding them or giving them extra attention. I have even gone as far to buy clothes and shoes for students. This affected the students’ learning. They were usually the ones that were below grade level in the classroom. When having conversations with the parents, they want better for their children but did have the resources or just did not know.
I will need support from pediatricians, early childhood educators, and counselors to help inform parents and caregivers about the importance of brain development and optimizing brain development.
Reference
CDC. (2021, February 22). Early Brain Development and Health. Centers for Disease Control and Prevention. https://www.cdc.gov/ncbddd/childdeve ...
1
Positive Social Change
Name: Christabel Ekechukwu
Institution: Walden University
Date: 11/05/2016
Walden makes the implication that in order for social change to exist, there must be pragmatic efforts to cause the intended change, whether by taking action as an individual or as group. Therefore, in the effort to create environment and living conditions that produce a society of happy, healthy people, actions must support and reinforce environmental health and enable people to adopt and maintain healthy relationship with their environment for the sake of happiness and well-being of others and the sustainability of the environment. As a conservation psychologist, I endeavor to promote positive social change through encouraging a healthy and sustainable relationship between human and nature.
Typically, comprehending and promoting the linkage between humans and the natural world greatly boost sustainable behaviors such as recycling and hence, reinforcing on environmental development and sustainability. Ideally, I chose the role of the conservation psychologist due to the fact that, people are interwoven and inseparable with the natural ecosystem. It is imperative to understand the way people experience, think about, and relate with nature in order to promote environmental sustainability and human well-being.
In my course of advocating for healthy environment and human well-being, I do not concentrate on creating small behavior changes rather, I desire for people to re-evaluate, rethink and prioritize their relationship with nature. I educate people to develop positive attitude towards environment. They need to affirm their identities and push for protection of nature and be the steward own valued places. People need to be courageous to correct their own values, systems and lifestyle through self-validation and system justification by advocating for conservation of environment, and encouraging people to participate actively, I help them understand the complex sources of environmental attitudes and behavior. Paradoxically, encouraging human well-being and ignoring on the threats to the natural environment, lead to depletion of resources, which later people complain of the adverse effects. In this regard, I encourage people to establish a connection with the environment to represent a positive image of oneself. For instance, tendering a beautiful.
At an individual level, a person has to develop profound connections with natural environment. Of course, an individual loves some natural entity like a tree, an animal or a lake. This implies that the human connection to nature is an integral part of human existence. When a person has strong connection to the environment, he/she will be able to champion for it preservation and will not be bound by structured public policies that propagate indiscriminate exploitation of natural resources (Clayton, and Myers, 2015; Roth and Sweatt, 2011). Indeed, social structure often determine how ...
There are various collaborative approaches that can be used in education, but their effectiveness depends on factors like leadership, time constraints, budgets, willingness of participants, and personal observations. One approach is school collaboration time, where teachers meet to discuss strategies, assessments, and student progress. Data shows that collaboration is key to implementing changes and raising student achievement. Administrators must allow effective collaboration during the school day to foster stronger teacher understanding and connections with students. The essay evaluates the relative effectiveness of different collaborative approaches in education.
1. TRANSACTIONAL ANALYSIS AND IMPROVING BEHAVIOR 2013/14
LEVEL 4 CERTIFICATE IN EDUCATION AND TRAINING - OPTIONAL UNIT
Page1
Introduction
Behavior is defined as the way in which an animal or person behaves in
response to a particular situation or stimulus, or the way in which one
acts or conducts oneself, especially towards others. As Human
behavior is believed to be influenced by the endocrine system and the
nervous system, it is most commonly believed that complexity in the
behavior of an organism is correlated to the complexity of its nervous
system. Generally, organisms with more complex nervous systems, such
as human beings, have a greater capacity to learn new responses and
thus adjust their behavior.
Given the varied socio-economic and emotionally challenging
environments that many students have to cope with, it is vital for
teachers to understand the major negative impact these environments
have on the brain's nervous system and the subsequent emotional
reactions that become an automatic response to perceived threats
against their already weakened ego states. (See sidebar). Parents and
teachers play a key role in guiding young peoples' behavior. If our aim is
to minimize the childlike responses in our young people and guide them
to adjust their behavior, teachers need to learn better methods of
managing behavior that enable young people to learn new, more
appropriate ways of responding and adjusting their behavior whilst
maintaining their self-worth and respect.
Educational institutions are under increasing pressure to consider
issues of student behavior especially in light of major policy shifts
towards social inclusion (DfEE 1999). The shift towards inclusion is
questionably undermined by the long-standing student achievement
agenda where the emphasis has been on, among other agendas,
increasing academic standards. With so much conflict within
government guidance and the ever competing legislative priorities the
outcomes of improving behavior are quite limited. Teachers are left
with the situation of either the students are to blame for difficult
behavior or the teachers themselves are somehow to blame - clearly
this is both negative and unsustainable. It all comes down to
perspective. It is very rare that either both teachers and students fail.
What seems to be failing both teachers and students are the methods
used to deal with the challenges of student behavior.
EGO STATES
This paper does not specifically go into detail
about the three ego states but I have briefly
mentioned them here as an overview.
Transactional Analysis became the method of
examining the transaction wherein: 'I do
something to you, and you do something back'.
Berne said that each person is made up of three
alter ego states:
Parent
Adult
Child
These terms have different definitions than in
normal language.
Parent
This is our ingrained voice of authority, absorbed
conditioning, learning and attitudes from when
we were young. We were conditioned by our real
parents, teachers, older people, next door
neighbors, aunts and uncles, Father Christmas
and Jack Frost. Our Parent is made up of a huge
number of hidden and overt recorded playbacks.
Typically embodied by phrases and attitudes
starting with 'how to', 'under no circumstances',
'always' and 'never forget', 'don't lie, cheat, steal',
etc, etc. Our parent is formed by external events
and influences upon us as we grow through early
childhood. We can change it, but this is easier
said than done.
Child
Our internal reaction and feelings to external
events form the 'Child'. This is the seeing,
hearing, feeling, and emotional body of data
within each of us. When anger or despair
dominates reason, the Child is in control. Like our
Parent we can change it, but it is no easier.
Adult
Our 'Adult' is our ability to think and determine
action for ourselves, based on received data. The
adult in us begins to form at around ten months
old, and is the means by which we keep our
Parent and Child under control. If we are to
change our Parent or Child we must do so
through our adult.
In other words:
Parent is our 'Taught' concept of life
Adult is our 'Thought' concept of life
Child is our 'Felt' concept of life
2. TRANSACTIONAL ANALYSIS AND IMPROVING BEHAVIOR 2013/14
LEVEL 4 CERTIFICATE IN EDUCATION AND TRAINING - OPTIONAL UNIT
Page2
This is because the general method used to understand and deal with 'problem' students is
based on the cognitive/behavioral theory which is still the standard, default mode for many
educational establishments. (Barrow, Bradford, Newton, P.94) There is therefore an
increasing number of students that are labelled as 'beyond' or for whom the standard
approach of managing behavior simply does not work. This is certainly the case with some of
the students that I teach at DV8, for which I will present examples later in this paper;
techniques for dealing with difficult behaviour that I have successfully used in schools
overseas have, at times, left me frustrated and with the tendency to blame the students. As a
teacher, it became apparent early on in the academic year that I needed to look more
critically at the techniques, theory, and practice that I was using. My personal interest in
Transactional Analysis (TA) in my own life has led me to further research this field in order to
better meet the students' individual needs. This paper will therefore focus on how TA can be
used to improve interactions, particularly between teacher - students, to help improve
overall behavior. Using the analogy of a tree, we will come to understand how the roots of a
person's past has a direct link to their present attitude and behavior. Case studies are
provided and analyzed to provide a clearer understanding of the positive effects of using TA.
Transactional modes and strokes are discussed to highlight the importance of maintaining
positive interactions with students and why some find it challenging to accept praise.
The conventional approaches in working with student behaviour, such as providing warmth
and structure, the use of consequences to discourage unwanted behaviour, continue to be
effective in recognizing the impact of thinking in changing ones behaviour. But as my
experience at Dv8 has highlighted, these conventional methods do at times fall short of
success and we thus need to remind ourselves that relying on a single perspective limits our
effective work with such students. Introducing new concepts drawn from (TA) can create
different insights into challenging behavior. TA can be effective at assisting teachers to
unravel the complex ways that humans communicate and thus helping us move forward. It is
an approach that makes an effective impact on how teachers respond to the complexities of
managing conflict and building students' confidence in responding appropriately to these
challenging behaviors.
3. TRANSACTIONAL ANALYSIS AND IMPROVING BEHAVIOR 2013/14
LEVEL 4 CERTIFICATE IN EDUCATION AND TRAINING - OPTIONAL UNIT
Page3
The Tree of TA
A simple analogy that helps to describe TA is a tree.
Like any tree it has roots which go deep into the
ground: in this case the ground of psychodynamic
theory (see sidebar), linking a person's current
attitudes and behavior to the effects of childhood
experiences and interactions with others, whether
positive or negative. Eric Berne, the originator of
TA, preferred to describe TA as a 'social
psychology' and/or 'social psychiatry'; a method of
observing a person's behavior to understand their
thinking and feelings, and insight into, 'what makes
people tick'. (Berne 1950)
A tree also has a trunk. This gives a tree its shape and structure, and through which nutrients
pass from the ground to the leaves, flowers, and fruits. The products of photosynthesis in the
leaves return to nourish all parts of the tree enabling it to grow healthy, strong, and vigorous.
The trunk of the tree in TA is a humanistic viewpoint that upholds that every individual is
fundamentally valuable, important, and worthy of respect. This has become known as 'I'm
OK, you're OK' or that 'I respect and accept myself and you, and trust that you will do the
same to me'. If teachers understand the subtext of this belief, then we will behave in a
manner that communicates to our students 'as if' we and they are OK, we then invite a more
positive element to our interactions. We send the message that given the opportunity and
appropriate support, our students can think for themselves, make decisions, solve problems,
grow, and most importantly rise above the negative impact of their upbringing. Students
may, and often do, behave in 'not-OK' ways, as the case studies starting on page 4 will
evidence; this behavior is the direct result of using ineffective strategies of communication
and interaction, which, with an OK-OK approach and the right information, can be changed.
The hope and optimism of this approach is manifested in its accessibility. The language Berne
demanded had to be understandable to an...8 year old child (Karpman 2006 - Lost in
Translation Vol. 36, No. 4). He opposed professional elitism and the use of complex language.
*Psychodynamics
Also known as dynamic psychology, in its broadest
sense, is an approach to psychology that
emphasizes systematic study of the psychological
forces that underlie human behavior, feelings, and
emotions and how they might relate to early
experience. It is especially interested in the
dynamic relations between conscious motivation
and unconscious motivation. - Wikipedia
4. TRANSACTIONAL ANALYSIS AND IMPROVING BEHAVIOR 2013/14
LEVEL 4 CERTIFICATE IN EDUCATION AND TRAINING - OPTIONAL UNIT
Page4
The life and health of a tree can be
seen in what it produces - its foliage,
flowers, and fruit. The saying that 'a
good tree cannot produce bad fruit
and a bad tree cannot produce good
fruit' points to the connection
between our inward condition and
our outward behavior. The roots and
the tree are there to make these
possible. Products of the TA tree
include observable change in thinking,
feeling, and behavior. It is important
to understand what happens when we
get drawn into conflict in order to
examine how conflict can be avoided.
Case Study
As a recent (May 2014) example** highlights: two students arrived late at DV8 and classes
had already commenced. Entry to the building is normally gained by ringing the intercom
and a member of staff pressing the door release button from the office. On this particular
afternoon there was no one in the office. The students rang the bell constantly and banged
and pulled on the door disturbing a class that was near the front door. This went on for a few
minutes as no one came and answered the door. The teacher in the downstairs class had by
now reached her limit and went to the front door in a highly agitated frame of mind. On
opening the door, the students were confronted with a teacher that was hostile and
confrontational. One of the students told the teacher to 'f*%* off'. Both individuals were
clearly in a not OK - not OK mode of communication.
The teacher reported the situation to the office. The student went up to his class in a highly
emotional and aggressive state for which the class teacher had to manage to prevent him
disrupting the rest of the class and before settling him down to his exam practise. At the end
of the session, the teacher from downstairs went up to the student's class and asked him to
come down and speak with her. The student, refusing to even turn around and look at her,
said that he wasn't going to have a discussion with her. The teacher tried to explain that she
wanted to apologize and rectify the situation. This had no impact on the student and the
teacher went and reported this to the office. In the meantime, the student left the college.
** Examples used in this paper are solely for analytical purposes.
5. TRANSACTIONAL ANALYSIS AND IMPROVING BEHAVIOR 2013/14
LEVEL 4 CERTIFICATE IN EDUCATION AND TRAINING - OPTIONAL UNIT
Page5
This situation created disruption for two classes and its teachers and a lot of time and energy
was expended in making a number of phone calls to the student with no response and
contacting the father, resulting in the father becoming involved and being informed that his
son could not return to college until he apologized to the teacher whom he swore at. In the
end the student did call back and apologize but was that because he wanted to or was
cajoled by his father? And at what cost to his self-esteem and self-
worth?
Transactional Modes
Avoiding conflict saves time in the end, even if initially time needs to
be invested to find more effective ways of dealing with difficulties.
When we don't take the time, we can create even more stressful
situations. As the example mentioned above clearly shows, if we don't
take the time to communicate effectively with students we will end up
in conflict and the consequence is that we have to spend more time
sorting it out. It is often the teacher that ends up feeling the victim
whilst thinking the student is being unreasonable or aggressive.
It is important to identify which transactional mode* (See sidebar) we
use with students and which ones they are operating in. In the
example above the teacher is coming from Parent mode and quite an
aggressive or critical one. The student's response is coming from the
Child, and a rebel one at that - the other student did not respond in
such a verbal manner and went straight to class without further
incident and thus was operating in Adapted Child, you either do as you
are asked or you rebel. So in the situation above the first student is
very much rebelling.
As the teacher had already allowed herself to get agitated at the
student because of his behavior, she was drawn into the conflict by
reacting in a negative Critical Parent mode. The transaction was
started by the student in Rebel Child who then hooked the teacher's
Critical Parent. One has to ask who was in control after all?
*Transactional Modes
Parent - Parent is commonly
represented as a circle with four
quadrants:
Nurturing - Nurturing (positive) and
Spoiling (negative).
Controlling - Structuring (positive)
and Critical (negative).
Adult - Adult remains as a single
entity, representing an
'accounting' function or mode,
which can draw on the resources
of both Parent and Child.
Child - Child is commonly
represented as circle with four
quadrants:
Adapted - Co-operative (positive)
and Compliant/Resistant
(negative).
Free - Spontaneous (positive) and
Immature (negative).
6. TRANSACTIONAL ANALYSIS AND IMPROVING BEHAVIOR 2013/14
LEVEL 4 CERTIFICATE IN EDUCATION AND TRAINING - OPTIONAL UNIT
Page6
As the teacher was in the classroom closest to the door, she could have briefly interrupted
her lesson sooner to let the students in when it was obvious that there was no one in the
office to do this. This would have put an immediate stop to the inappropriate consistent
ringing and pulling on the door. The teacher could have reasoned that they are late and that
there may be a valid reason for this, let them in, and approach the offending student later to
deal with his inappropriate behaviour.
The teacher could also have let them in and chosen to ignore the behavior perceiving that
the student may have been attempting to draw someone into a conflict. This response
would have come from Logical Adult using thinking in the here and now. It must be
mentioned that when a decision is made to ignore certain behavior it is not the case of
letting the student off the hook, but of taking the decision to tackle that particular unwanted
behavior at a different time or in a more appropriate way. The consequence of completely
ignoring unwanted behavior could possibly result in even more disruptive behavior in the
future.
As shown, the negative outcome of the situation could have been prevented by using a more
effective communication approach, one that maintained the student's value, importance,
and that, despite the unwanted behavior, he was still worthy of respect. The student was
clearly in Rebel Child mode as was evidenced by the constant bell ringing and pulling the
door. To be met by a confrontational teacher in Critical Adult mode, the student in Rebel
Child responded accordingly - was he also experiencing this type of communication at home
to respond as quickly and instinctually as this? By using a less antagonistic method of
communication - from Parent mode, for example by simply letting the student in but asking
him to report to her class after session, she would have minimized the disruption to classes
and the amount of time and number of staff members needed to deal with this incident. At a
more appropriate time and location, the teacher could have been able to speak to the
student, i.e. 'Are you OK?' and explain, or better still, get the student himself to analyze why
his behaviour was unacceptable - Natural Child. In this way, the student would have been
given the opportunity to think about the situation, learn how to regulate his behavior in the
future, and his self-worth as a developing young adult would have been strengthened.
Involving the parent sent the message that the student did not have the capacity to think for
himself, make the correct decision, solve the problem, and grow from the experience.
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Case Study
Another example that happened at DV8 earlier in the year was when a student arrived late to
class in a highly aggressive and agitated state. As the lesson had already started, and given
the fact that most of the other students can be quite reactive to negative stimuli, this had the
potential of totally disrupting the learning environment. The teacher simply said 'It's good to
see you. As I have already started the class please sit down quietly and I will come over and
see you in a little while'. The teacher continued to get the other students set up so that they
could get on with their tasks. The late student made a critical comment using swear words.
The teacher asked him to regulate his language and that if something was seriously bothering
him it would be best for him to take some time out or speak to someone in the office. Before
the teacher had the opportunity to speak with the student face to face, he became even
more disruptive to the point of swearing at the teacher. The Teacher, in a matter-of-fact
manner, tells the student that he has crossed the line and needs to leave the classroom and
report to the manager's office. The teacher stands quite still all the while looking at the
student until the student stands up and leaves the classroom without further incident.
A well-functioning Adult will consistently integrate relevant information from their Parent
and Child with that from the environment and respond appropriately in the here and now,
not based on emotional reactions linked to previous events, by choosing and using a positive
mode that has a good chance of being effective in the circumstances - The teacher in this
situation quickly took into the account the students emotional state and switched
appropriately to Nurturing Parent. Even though the student remained in Rebellious Child, he
complied and sat down. Had this situation been approached from a negative, Critical Parent
and his lateness questioned or some critical comment made such as 'you're always late,
what's your excuse this time, or 'nice that you've finally made it to class' (which in reality
would have been factual), the situation would have quickly deteriorated, the student's
response in Rebellious Child a lot more hostile leading to uncomplimentary transactions of
verbal attacks by the student and teacher, and the very real possibility of the teacher being
harmed physically.
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The teacher had to switch to Structuring Adult when the student began to use inappropriate
language in his classroom including toward the teacher. The student was unable to switch to
Natural Child, given the extenuating personal circumstances that he was dealing with, and
therefore not able to change his unwanted behavior at that time. The response of the
teacher was not about giving in to the student's unwanted behavior but instead of offering
an alternative response that enables the teacher to continue pursuing the core task of
teaching the class. It is also a response that will be seen by the rest of the class as the
teacher dealing with that student. It is important not to be seen as giving in. Boundaries are
essential for all of us, especially the established class rules, and there needs to be identified
consequences for actions. The teacher was simply following through on the consequences of
behavior that crossed those boundaries. And this was done in a non-confrontational way,
which is generally more effective because over time it is less stressful and quicker.
The Game of TA
In a lot of classrooms, conflicts can be likened to a game of tennis with the verbal ball being
bounced between Critical Parent and Rebel Child. The words and gestures may change and
the stakes continue, but the type of transaction remains constant. In the situation above, the
teacher quickly stopped the communication by using a different type of transaction, that
known as crossed transaction - (Steiner - Scripts People Live P.34) this results in stopping the
communication in some way, and something different will happen. In this case the teacher
asked the student to leave the classroom and report to the office. Because the teacher
remained non-confrontational and non-critical (in Adult mode) the student thankfully
switches to Natural Child, is able to make a decision based on available evidence of the
teacher's words and body language, realizes his behaviour is unacceptable and leaves the
classroom. The student even switched to Adult mode within the hour after the incident and
apologized to the teacher. The ensuing conversation again saw a change of modes: Teacher
in Nurturing Parent speaking to Student in Natural Child by empathizing with his situation. All
because teachers are in a position or responsibility it does not mean that they have to
operate only from Parent as my experience above shows. Responsibility and well-being is
often confused with control and power.
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* Name has been changed.
Negative Invitations
Another way of avoiding conflict is by not being drawn into a negative invitation. This year
has been challenging in dealing with disaffected students but it has greatly improved my skills
in dealing with conflict. As a case study, Elliot* is a student who comes from a very
challenging background and is used to being in Child and therefore tends to communicate to
others from there, and most usually from Rebel or Critical Child. The automatic reaction he
attracts is Critical Parent from other teachers. In this way they possibly reinforce the ways of
communication that he has become accustomed to. He is very good at being critical and finds
it hard to communicate from Adult as he has had little practice at using Adult: nor has he
seen it in the people closest to him. Even though I only have Elliot once a week for eighty
minutes, there have been times when, given the help to practise it and develop it, he has
been able to operate in Adult with some very encouraging results: the excellent presentation
that he prepared and conducted which resulted in him passing the Speaking and Listening
section of the Functional Skills English examination is just one example. Elliot needs to be
provided with more opportunities to develop his Adult skills, but is, unfortunately, often
denied these as he has often been seen as 'not able' or teachers, myself included, are drawn
into his negative invitations. He needs a great deal of practice in using his Adult and this
needs to become part of the College culture if Elliott, and other students, is to learn to use
and develop it.
Ways in which a TA culture would give Elliot, and other students, the help he requires I would
identify as follows:
Give him choices about consequences related to his actions.
Target the behavior not the student - I have made it a point to let students like Elliott
know that they are 'OK' for example by simple wishing them a good morning and by
not holding unwanted behavior or situations against him. Deal with them and move
on.
Use of effective questioning - it takes a great deal of effort but engaging Elliot such as
after we watched a video presentation saw a completely different side to his ability
to think critically and offer insightful comments.
Develop leadership roles.
Give him responsibility.
Listen to him.
Use time to reflect and then repair - having time out to think about how he is going
to resolve a situation can be effective after a confrontation.
Mentoring or life coaching - show him what it means to operate from Adult - he may
find it hard when he is not reacted to in a critical way for his behavior difficulties, but
it will give him the opportunity to talk about this and learn more appropriate
responses.
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A healthy educational establishment demonstrates all egostates and positive modes at a
personal and organizational level and thus gives students time to safely explore and develop
and revise each for themselves. If we want to resolve conflict, we need to change what we
do. This is either by crossing the transaction and thus inviting a different response and to
deal with students from a positive and not a negative position.
Strokes and Life Positions
The TA term for recognition is 'strokes'; one stroke is a unit of recognition which can be
either positive or negative, and either verbal - 'How are you today?' 'Don't talk to me'; non-
verbal - a smile, a frown; or written - a report, a letter of complaint. Strokes can also be
about what we do - 'this is good work, this is useless, do it again!
As a teacher, it is important for me to understand that my students' behavior is a direct result
of the people with whom they adapted to when they were younger. They gain information
about who they are and their worth from information that is constantly received and
processed through multiple modalities; parents, media, films, care-givers, and the like.
Children though create an image of themselves based on inadequate knowledge and
immature thinking. If the only strokes they received were mainly critical and negative -
negative injunctions, they can mistakenly come to the conclusion that 'I'm unlovable', 'I need
to be tough to survive', 'people like me never amount to anything', 'I'm useless', and so
decide that there 'is no point trying', 'I need to do everything perfect so that I don't get
criticized', or that 'I need to work hard so that people praise me'. These are 'life scripts' that
they have accepted as fact. As they grow up and act out their beliefs and decisions, their
behavior directly correlates to whatever 'life script' they have adopted. They think that this is
just the way the world is; yet they remain unaware that they have constructed this 'story'
themselves - it's not real.
Many of my students' dominant attitude or 'life position' is I'm OK, you're not OK', 'I'm not
OK, you're OK, or 'I'm not OK and you're not OK either'. A few of the student's life position is
'I'm OK, you're OK. One of these life positions will be the main theme of their script, and
strokes, or the recognition and attention they receive, both help to form their script and
determine what sort of strokes they will aim to get. Julie Hay (1993) describes these four
positions as 'windows on the world'; each one giving students a unique perspective as they
look out of that 'window', and thus they interpret everything that happens to fit that
perspective.
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Initial assessments could take on a much deeper perspective in aiming to understanding
each student's life position; depending on what 'window' they are looking out of will
determine how they respond to praise, criticism, or their level of participation in class or
college activities. This could be achieved by conducting a personality profile test specifically
designed to gauge their responses in various situations. This level of understanding would
have proven useful during the third observation (See Teacher File) in that even though the
lesson in theory was, for the most part, sound, the students were each interpreting the
lesson and the challenging environment from their different, albeit critical and negative,
perspectives. This would have prevented my frustration and internal emotional reaction of
'why do I bother putting all this effort into teaching students who can't be bothered anyway?'
I thus slipped into a 'I'm not OK and their not OK either' position.
That said, there has been encouraging results from researching this information in helping
me improve the teacher-student relationship, especially with one of the students who can be
rather critical and objectionable at the slightest thing. For example: students were working
on creating a CV. We had just completed research on three different types of CVs. Three
groups had created separate posters with information and a sample CV of their particular CV
type. These were presented and displayed, I asked the students to write down what CV type
would best suit their current needs and to refer to the posters to help make their decision.
Afterwards, we would discuss their decision before gathering the required information to
create their individual CV. The student in question began to raise objections in regards to the
content of the CV depends on the type of job he was applying for and to counter question
what I was saying - in short, what seemed liked making a mountain out of a molehill from a
simple request of just choosing a CV style. A transactional 'tennis match' was in play. Having
realized that I had been drawn into a negative invitation, I chose to switch to Logical Adult
and cross-transaction by acknowledging his questions as valid and appreciating the fact that
he is clearly a person that likes to have all the facts before proceeding with a task (you're OK)
but at this particular moment, having the basic information such as skills, work history,
qualifications, etc with a professional format would suffice for the purpose of achieving the
task. Any changes that needed to be made, depending on the type of work he was going for,
could be done on a needs basis or addressed in the cover letter. The game therefore stopped
(I'm OK and you're OK from both perspectives) and he proceeded with the task. This change
of transaction had a much more positive outcome. Instead of challenging and discrediting the
student's point of view (I'm OK and you're not OK), it was a clear example of maintaining the
student's value, importance, and that he was still worthy of respect.
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Understanding my student's life position is also important in recognizing that not all students
respond well to rewards. Some students who have had a history of experiencing mostly
negative strokes are made very uncomfortable by an overdose of positives and often react in
a way that will restore the internal balance. This is one area from my research that I will
improve on in the future. 'OK' or 'good' - in comparison to 'brilliant' or 'fantastic' in regards to
a student's piece of work would suffice with some of my students until they can learn to
accept higher strokes without the need to restore their internal balance of receiving negative
strokes through unwanted behavior.
Our need for strokes is so great that some people will do anything to attain them. If it's not
acceptance then they will go for approval. If approval cannot be obtained then a person will
settle for disapproval or even outright rejection rather than being ignored. This would explain
the objectionable attitude that I received from the student in the example above, or why
students frequently arrive late and then receive comments from teachers in Critical Parent.
These familiar strokes are easy to get and from the student's perspective, at least they are
being noticed even if it is negative.
Research by Angela Devin in Criminal Classes (1997) asks the question: What was it about
those young people who had the same socio-economic backgrounds, negative home
circumstances and environment and yet one ended up in prison the other did not? What
made the difference? The answer is - a significant adult, often a teacher. This enforces the
fact for me to never underestimate the effect and influence that I can have on my students
and to work hard at understanding more fully how strokes work, and the varied needs and
reactions of each student. Why is this important? Recent research shows that young people
who are attributed with positive and desirable characteristics develop them! (Dieser 1997) In
my setting for example: 'you are working quietly and on target, thank you' will have much
more effect than 'be quiet, you should be working on your own'.
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The evidence from the examples above show that Critical
Parent instructions and negative stokes are not effective.
Structuring and Nurturing Parent and Adult positives work
better. The expression, 'you reap what you sow' fits
equally well here - (See Figure 1.) If I want my students to
receive positive stokes I need to give more attention to
cooperative behavior, authentic feelings, and individual
thinking rather than attention to resistance, rule breaking,
and mistakes.
Understanding how strokes work, and the varied needs and reaction of students is an area
that I wish to develop more. Especially in dealing with challenging students - Rebel Child. I
think back to the times when, one student in particular, frequently commented on when
something was not to his liking and made sure, by using foul language, that everyone knew
about it: his attempt at being heard, and yet I didn't fully acknowledge the energy and the
need to invite a shift into cooperation.
Finally, data from a massive thirteen year survey of teachers and parents that ended in 1989
(Journal of Psychiatry) show that on average, children are growing more lonely and
depressed, more angry and unruly, more nervous and prone to worry, more impulsive and
aggressive. The situation has not improved in the past twenty five years! Based on this
evidence, I do not believe that a teacher's sole responsibility is to raise student's academic
achievement. Academic abilities are largely irrelevant if students do not have the ability to
regulate their emotions and reactions to the events and people in their lives. We therefore
also need to provide them with more hopeful opportunities for the future, to help them learn
new skills and personal qualities, such as initiative and empathy, adaptability and
persuasiveness, learn from their mistakes in a nurturing environment, and decide to be 'good
enough'!
Michael Edwards
Figure 1.