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31	Responding to problem behaviors at school: A psychosocial approach Wyatt, Christopher Don 01 January 1999 (has links) No description available. Behavior disorders in children Teachers of problem children Discipline of children Interaction analysis in education Mental health services -- Students School Psychology Social Work
32	The historical significance of professional contributions of a leader in the field of emotional and behavioral disorders in special education: A qualitative case study of Richard J. Whelan. Smythe, Carolyn N. 05 1900 (has links) Historical documentation of the impact of PL 88-164 on the field of emotional and behavioral disorders (E/BD) and the development and implementation of teacher-training programs for children and youth identified as E/BD is limited. This study was designed to document the historical significance and professional contributions of Dr. Richard J. Whelan, Professor Emeritus, University of Kansas and his work in the development of teacher preparation training programs in the field of E/BD in institutions of higher education (IHE). The second purpose of this study was to document the legislative and program initiatives that have impacted the services, education, teaching, and research initiatives in the field of E/BD as interpreted by Dr. Whelan. The final purpose of this study was to examine the views of Dr. Whelan regarding the need for future developments in the field of E/BD. Legislative and policy efforts continue to change the climate in which children are educated. The field of special education relies on the efficacy of the training programs in IHE to provide appropriate teaching and research efforts in a manner that is consistent with the current needs of students with E/BD, their families, and the schools in which they seek to be educated. As this study revealed, understanding the history of the field, the foundational framework from which research and evidence-based practices have emerged, is paramount to forward movement in the field and necessary to the measurement of effective interventions and strategies in support of the students, their families, and those who choose this field as their lifework. It is the foundation from which educational theory is developed, researched, revised, and reflected. Historical teacher training special education qualitative disorders leadership Whelan, Richard J., 1931- Special education -- United States. education behavioral
33	Behaviour problems in the classroom : a model for teachers to assist learners with unmet emotional needs Weeks, Franscina Hester 11 1900 (has links) Tbis study has as primary objective the development of an appropriate model to assist ' teachers, in South Africa, to be able to understand and assist learners with behaviour problems. The need for the study has its genesis within the current difficulties teachers experience in dealing with behaviour problems in the classroom and the fact that increasing numbers of children are involved. A key facet of the research is its accent on the unmet emotional needs of learners that function as a behavioural determinant. The study is analytical descriptive in nature and as such is based on two fundamental dimensions:- to acquire a sound theoretical understanding of the concepts, causative 'factors and underlying behaviour problems and the most appropriate means to deal therewith and substantiating the insights acquired by means of interviews with teachers, school principals, and other significant role players. An earnest attempt was made to analyse behaviour problems in terms of the various theoretical frameworks presented within contemporary literature. The ecological systems model was found to be the most appropriate for the development of the . referenced model. This stands in sharp contrast to the traditional medical model which in many instances still forms the basis of current theory and practice. Learners with emotional problems experience behaviour problems which serve as barriers to effective learning. Little attention however, has been attributed to putting appropriate systems in place to assist these learners. A key consideration embodied within the new Education Policy (NCS DOCUMENT 1997:1 0) is the issue of meeting the needs of all learners so that they are able to actualise their potential - this includes their emotional needs. The findings of this study need to be seen within the light of meeting this objective. In order to address the unmet emotional needs of learner, teachers must attend to the cognitive mind maps which embody internalized feelings and cognition. A model for understanding the cognitive maps has been developed as part of this study and serves as introduction to the model developed to assist learners wi~h behaviour problems. The study provides a new perspective directed at understanding instead of managing behaviour problems. / Educational Studies / D. Ed. (Special Needs Education) Behaviour problems Behaviour disorders Conduct disorders Maladjusted behaviour Emotional needs Needs of children Unmet emotional needs of children Affective education Psychological needs The need for new experiences The need for responsibility The needs for praise and recognition The need for love and security Self-concept Self-image Self-confidence Feelings about the self Cognitive map Cognitive development Internalisations Internalisation model Internalised messages Emotional milestones Emotional developmental milestones 371.93 Problem children Teachers of problem children Behavior modification Classroom management Behavior disorders in children Child development Child psychology
34	Behaviour problems in the classroom : a model for teachers to assist learners with unmet emotional needs Weeks, Franscina Hester 11 1900 (has links) Tbis study has as primary objective the development of an appropriate model to assist ' teachers, in South Africa, to be able to understand and assist learners with behaviour problems. The need for the study has its genesis within the current difficulties teachers experience in dealing with behaviour problems in the classroom and the fact that increasing numbers of children are involved. A key facet of the research is its accent on the unmet emotional needs of learners that function as a behavioural determinant. The study is analytical descriptive in nature and as such is based on two fundamental dimensions:- to acquire a sound theoretical understanding of the concepts, causative 'factors and underlying behaviour problems and the most appropriate means to deal therewith and substantiating the insights acquired by means of interviews with teachers, school principals, and other significant role players. An earnest attempt was made to analyse behaviour problems in terms of the various theoretical frameworks presented within contemporary literature. The ecological systems model was found to be the most appropriate for the development of the . referenced model. This stands in sharp contrast to the traditional medical model which in many instances still forms the basis of current theory and practice. Learners with emotional problems experience behaviour problems which serve as barriers to effective learning. Little attention however, has been attributed to putting appropriate systems in place to assist these learners. A key consideration embodied within the new Education Policy (NCS DOCUMENT 1997:1 0) is the issue of meeting the needs of all learners so that they are able to actualise their potential - this includes their emotional needs. The findings of this study need to be seen within the light of meeting this objective. In order to address the unmet emotional needs of learner, teachers must attend to the cognitive mind maps which embody internalized feelings and cognition. A model for understanding the cognitive maps has been developed as part of this study and serves as introduction to the model developed to assist learners wi~h behaviour problems. The study provides a new perspective directed at understanding instead of managing behaviour problems. / Educational Studies / D. Ed. (Special Needs Education) Behaviour problems Behaviour disorders Conduct disorders Maladjusted behaviour Emotional needs Needs of children Unmet emotional needs of children Affective education Psychological needs The need for new experiences The need for responsibility The needs for praise and recognition The need for love and security Self-concept Self-image Self-confidence Feelings about the self Cognitive map Cognitive development Internalisations Internalisation model Internalised messages Emotional milestones Emotional developmental milestones 371.93 Problem children Teachers of problem children Behavior modification Classroom management Behavior disorders in children Child development Child psychology

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