A Research On Group Oriented Intervention

Findings from a recent Ofsted report have shown that low-level disruption in the classroom is causing pupils to potentially lose up to one hour of learning each day, and that this may have a detrimental impact on their life chances (Ofsted, 2014). Difficulties managing behavior is a commonly reported source of stress and burnout among teachers, and is resulting in a substantial number leaving the profession within 5 years (Ford et al, 2012). Disruptive behaviour is not only stressful for teachers, but it can be unsettling for pupils, can hinder pupils enjoyment of school and can prevent pupils from fulfilling their potential (Gorard, 2010). Although there has never been a time when all pupils behaved well, all of the time (Viser, 2005), it is important that teachers have a good understanding of the challenges they may face in the classroom, and are equipped with effective strategies to help them manage classroom behaviour. After all, effective behaviour management and discipline in schools is a crucial to ensuring academic success and a positive and safe learning environment (Luisellia et al, 2005).

Fritz Redl and William Wattenberg are two of the most influential psychologists and educators in the history of psycho education. Their work is centered around understanding youth behaviors and integrating proactive strategies to positively influence group behavior. Together, they altered the way many teachers view their role inside the classroom. Their unique ideas and principles helped open the eyes of many educators to ways of managing classroom behavior while strengthening individuals emotional and psychological development. Together, they created a model for managing classroom behaviors by focusing on the concept of group dynamics.

Students all have their own personalities, which affects their actions within the classroom. Many times, a students’ behavior is caused by outside factors causing them to act out with disruptive behaviors and disciplinary issues. During these times, a teacher must have a behavior management approach to deter similar behaviors in the future. Many first time teachers are unable to handle dealing with the behaviors and leave their jobs making it all the more important to come up with an effective behavior management approach to curtail those worrisome behaviors before it gets to that point (Sugai, 2009). In an effort to thoroughly discuss an efficient behavior management approach, a common disciplinary problem within classroom and the foundation of the issue will be considered. A combination of approaches may be to needed to stop behavioral issues, such as providing motivation and establishing rules and procedures in a clear way will deter behavioral issues. Finally, an in-depth look at the steps needed in order to implement the approach into the classroom.

Many teachers are faced with the difficult task of managing their student’s behavior. Even if we

While Reading the book, Lost at School, written by Ross W. Greene, one can appreciate the clear focus and overall direction for teaching different students with maladaptive behaviors. For teachers, those children present the greatest obstacle in education. A student’s mental health problems allude to the challenges in teaching. It’s hard enough to keep a large group of adolescents on task in the first place, let alone when there may be one or more children with maladaptive behaviors in a single class, who have a hard time regulating their focus levels like the typical student. The number of disruptive students has seemingly increased through the years. Now studies show that, “About 10 percent of the school population—9 to 13 million children—struggle with mental health problems. In a typical classroom of 20, chances are good that one or two students are dealing with serious psychosocial stressors relating to poverty, domestic violence, abuse and neglect, trauma, or a psychiatric disorder. These children represent the most challenging students in our classrooms today.” (Rappaport and Minahan) To combat those alarming statistics, Ross Greene’s informational book talks about how to improve a child’s behavior, while embracing the patience it takes to effectively communicate with such children.

The goal of the intervention is to help college students reduce their alcohol consumption to a healthy level. This intervention will be separated based on the gender in which the client identifies with. The primary reason for holding two different interventions based on gender is because gender norms are significantly correlated to high-risk drinking and men and women face different gender norms. The intervention would be a group intervention; clients will be able to have a sense of social support and identification with other clients in the group with similar experiences. I believe having a group intervention will provide clients will a supportive environment, which will help clients, feel understood. Clients are more likely to open up and

Teachers will develop new skills, receive interventions and broaden their knowledge of behavior interventions and strategies to use in the classroom setting. Research based strategies and interventions will be provided so that participants are able to pick up useful skills to build a successful toolbox of strategies to use for Tier 1 behavior support and interventions.

EBIs to reduce disruptive behavior and increase academic achievement can include trainings and implementation support at the school, class-wide, and individual student-level, and are often either academic or behavioral in nature. Overall, implementation of both universal (i.e. class-wide) and targeted (i.e. student-level) interventions have demonstrated positive impacts on decreasing disruptive behaviors and increasing student academic achievement (Flower, McKenna, Bunuan, Muething, & Vega, 2014; Vannest, Davis, Davis, Mason, & Burke, 2010).Ross, Romer, and Horner (2012) also found that teachers in schools implementing Positive Behavioral Interventions and Supports with high fidelity

Amy Romero is a certified teacher, school counselor, and registered play therapist. She offers support groups for children between the ages of three and eight. This support group help children process their levels of daily stress and anxiety to ensure they are able to alleviate those stressors in a healthy positive manner. She is able to interact with these children via “play” and observe their psychological baseline. Then use that baseline to improve their behavioral, mental, and cognitive development. The session is open to boys and girls in that age group and is located in Lafayette. Succession of this group therapy will result in children having a higher self-concept, self-esteem, ability to display their behaviors/feelings in a healthy

This work will focus on the meaning, the five stages of Tuckman’s theory, the approaches and the uses of group work. Group work refers to a method of social work practice which is concerned with the recognition and use of processes which occur when three or more people work together towards a common purpose (Trevithick, 2005).

Track 1 residency really taught me so much about myself. We had so much time to ask questions about how to counsel people. We did some relaxing exercises, and we had the chance to learn about other people. I learned that it is important to be aware of how you are handling what you are experiencing in that very moment. This was a time to ask questions, and to learn how to ask people questions. In track 2, I hope to further enhance my skills what learning how to use the skills that I already have.

The implications of these results are that we need to provide support to teachers and increase universal practices for all students. The teachers in our study were effective in their use of classroom behavior management. More importantly, previous research has demonstrated that when teachers are effective behavior managers, they experience less burnout, and have students with fewer disruptive behaviors (Ritz, Noltemeyer, Davis, and Green, 2014). However, most teachers do not feel they are effective in working with challenging behavior and request more assistance in this area (personal communication, 2015). Continuation of staff development training for teachers can guide teachers on appropriate practices as well as increasing behavior strategies. In fact, these strategies can be addressed to parents and be applied in the home

This type of motivation is influenced heavily by rewards and external incentives. It also implies the notion that “I have to do something” in order to be compliant with what someone else wants me to do. It is a motivation that is primarily influenced by the hope of attaining tangible items such as prizes, special privileges, or money. Although Drive implies the heavy use of Motivation 2.0 by the corporate world, Pink also draws attention to the fact that schools typically operate under this mode, as well, and that it can have detrimental effects on our students and on learning, in general. Motivation 2.0 is also referred to in the book as the “Carrots and Sticks Approach”, and although it may yield positive results in the short-term, the repeated or incorrect use of extrinsic rewards can actually work against what educators are trying to achieve in terms of truly motivating their students.

Classroom management gives teachers a responsibility in establishing and maintain a classroom environment that students will engage and remain focused on their learning. The topic chosen to analyze the perspectives of both teachers and educational psychologists is class discipline. Discipline focuses on teaching student’s to understand that their negative behaviors and actions have consequences. The interview took place with a pre- kindergarten teacher Martha Melchor from Dalton Elementary in Uvalde, Texas. There are various suggestions educational psychologists provide teachers techniques in areas in which to handle misbehavior. While gathering information from the interview and textbook, the perspective on discipline between teachers and

Disruptive behaviors are conditions that can have a great influence in the teaching environment. Disruptive behaviors unswervingly hinder the ability of the teacher or the capability of a learner to benefit from their classroom experiences. Students attend schools with hopes of being productive citizens of society. I like to think of students as future leaders of tomorrow! For the most part, students attend school because it is the law. A learning environment should have actively engaged students, who are eager to participate and show knowledge is being acquired on a daily basis. However, some students are bored and disengaged with academic struggles, due to non-active lessons. Certain life factors such as family problems, financial difficulties are all factors that distract and contribute to students disruptive behaviors. One of the most detrimental settings for a teacher in a class is classroom management. Classroom management is defined as being "the methods and strategies an educator uses to maintain a classroom environment that is conducive to student success and learning" (McCreary, 2011). Disorderly student conduct is unfavorable to the entire academic process because they impede with the learning process of other classmates and cause teachers not to be able to instruct teachers most effectively.