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Question:
Discuss about the Problem Solving of Behavioral Change of A Student.

 
Answer:
Behavior Change
A Description of Scenario 3 Regarding the Themes.

Intelligence demonstrated by the excellent results displayed by Brook in both class 7 and 8. He also exhibits good cognitive development through his ability to solve problems and decision making in any person (Rogoff, 1990). The theme of good memory is evident in the excellent results that he portrays all through class 7 and 8. Questions in class seven and eight most often do test the memory and in some instances intelligence (Alloway, 2010).

The fact that he was a helpful student in class 7 shows that initially displays a theme of social and well-being. For him to be helpful, he must have interacted with those he was helping hence the aspect of socialization. And the fact that he was helpful to show that he cared about other peoples’ welfare regarding dignity, emotional, mental and physicals aspects.

In class 8 we are told that Brook has become rude. There is an aspect of negative moral development. Initially, Brook did uphold the moral values and would care about other people’s feeling and would rather help maintain a healthy atmosphere. But the fact that in class eight he has been rude violates the moral values he had. Rudeness is not whatsoever associate with a good atmosphere. In fact, it presents a situation that mental and emotional distress to those that he addresses rudely.

The rebellious act he presents in class eight shows a theme of negative influence from family, peer, media, and schooling. Media may have contributed to this behavior through misleading shows and programs (Slater, 1999).  Parents may have come in very handy in case they don’t agree on anything (Kazdin, Esveldt-Dawson, French, & Unis, 1987). Where the family, in fact, don’t make a joint decision through consultations. And the other party feels that his or her role and presence in the house is being ignored and to ‘remind’ the husband or the wife of his or her presence and the need for a joint decision-making they rebel on every decision the other half does make. He would want to remove this steaming pressure inside him, and one of the available ways is through being rebellious to her teachers and fellow students (Abbey, Abramis, & Caplan, 1985). His unruly behavior may have also been causing by his peers. Class eight is an adolescent age and is said to be so sensitive as they always want ‘recognition', or they want ‘a position' in the society (Spear, 2000). By observing his peers’ behavior and through some misleading ‘advice,' he would change and become rebellious. Schooling forms a significant part in this as it is in schools that he finds his age group who influenced him to be rebellious. A situation of finding a ‘positon’ and ‘recognition’ in the school that he attends acts as a driving force to this (Brown, Clasen, & Eicher, 1986).

 
My Response as a Teacher that is Informed by the Themes.

My informed response will heavily rely on five areas; creation of Brook's confidence me, seeking information, problem-solving, encouragement and evaluating the results. Problem-solving entails all the processes of finding the core reasons of a problem and working towards reaching a solution (Bandura, 1977).

Creation of Brook’s confidence in me

As a concerned teacher, my first step in problem solving will be to sit down with Brook and engage him in a conversation. I will start the rapport by informing him how an excellent student he is in academics. This in itself will act as a pace starter for the conversation to make him feel at home with me. Given his good grades and report, I will encourage him to continue with that very spirit of academic excellence.  By so doing he will feel delighted and more willing to open up to me compare (Barlow, Hersen, Barlow, Nock, & Hersen, 2009).

Seeking of Information

The next step will be the introduction of the concerns that I have seen. I will inform him of the changes that I have seen in him. Remind him of how he displayed the value of Social and emotional well-being by helping others when he was in class seven. Then next I would inform him of his behavioral drift, from good to bad in that he recently has become rude and rebellious (Meichenbaum, 1977).

Actual Problem-Solving

In this stage I would incorporate five-stage model that would efficiently solve Brook’s problem and would probably change his recent behavior for a better one;

Understand the Problem

Here I would let the student tell me what he thinks has been the cause of this change of behavior. I would do this by encouraging the student to describe the nature of the problems in his words. I will make the student understand the nature of the problems he has recently shown and how they may change him forever and even alter their goals (D'Zurilla, & Goldfried, 1971).

Describe any Barriers

In this section, I will introduce a few examples of barriers that his new behavior can create for him, for example, a bad recommendation letter from the principle, poor relationship with colleagues and managers in areas of work, loss of the job as a result of excessive rebellions and others. I will encourage the Brook to verbalize these impediments as it is a major step if a change in behavior is ever going to be realized (Getzels, & Jackson, 1962).

Identification of Various Solutions

After Brook has fully internalized the nature and parameters of being rude and rebellious, I will let him suggest a solution, or I could even present a couple of relevant to the problem and let him choose what he feels comfortable and efficient to him. By availing the different problem-solving technique am letting Brook know that his rudeness and rebellious behavior can be solved through various methods and that no single strategy will fully work in addressing these two.

Try out a Solution

When working out through an approach or combine strategy, I would encourage Brook to keep an accurate and up to date record of his decisions, thoughts, and procedure as it is an important part of problem-solving. I would also encourage him to work through a selected strategy until it is clear that they are working and that he has changed. It may need to be modified in case it yields an unexpected result. I would also encourage him to monitor the steps he undertakes as part of the solution. I would do this by telling him not to rush through the selected strategies to achieve the best behavior in him but move carefully and frequently monitor their progress. I would also encourage him to put a problem aside in case it is too difficult to handle and process and then came to it later. Like in the event in the event of rudeness is giving him to much trouble and has an effect on resolving both problems he should first deal with rebelliousness and when he is clean of it then focus on rudeness.

Evaluation of the Results

Here I will encourage Brook and also take part in an assessment of his behavioral results. This will be through the multiple opportunities to assess his behavioral change as a situation to be rude or rebellious present itself. This process involves risk taking, independence, and self-assurance. This last stage will give Brook a clear image whether he is making progress of not (Hayes, Strosahl, & Wilson, 1999).

 
References

Abbey, A., Abramis, D. J., & Caplan, R. D. (1985). Effects of different sources of social support and social conflict on emotional well-being. Basic and Applied Social Psychology, 6(2), 111-129.

Alloway, T. P. (2010). Improving working memory: Supporting students' learning. Sage.

Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological review, 84(2), 191.

Barlow, D. H. N., Hersen, M., Barlow, M. D., Nock, M., & Hersen, M. (2009). Single case experimental designs: Strategies for studying behavior for change (No. Sirsi) i9780205474554).

Brown, B. B., Clasen, D. R., & Eicher, S. A. (1986). Perceptions of peer pressure, peer conformity dispositions, and self-reported behavior among adolescents. Developmental Psychology, 22(4), 521.

D'Zurilla, T. J., & Goldfried, M. R. (1971). Problem-solving and behavior modification. Journal of abnormal psychology, 78(1), 107.

Getzels, J. W., & Jackson, P. W. (1962). Creativity and intelligence: Explorations with gifted students.

Hayes, S. C., Strosahl, K. D., & Wilson, K. G. (1999). Acceptance and commitment therapy: An experiential approach to behavior change. Guilford Press.

Kazdin, A. E., Esveldt-Dawson, K., French, N. H., & Unis, A. S. (1987). Effects of Parent Management Training and Problem‐solving Skills Training Combined in the Treatment of Antisocial Child Behavior. Journal of the American Academy of Child & Adolescent Psychiatry, 26(3), 416-424.

Meichenbaum, D. (1977). Cognitive behavior modification. Cognitive Behaviour Therapy, 6(4), 185-192.

Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. Oxford University Press.

Slater, M. D. (1999). Integrating application of media effects, persuasion, and behavior change theories to communication campaigns: A stages-of-change framework. Health Communication, 11(4), 335-354.

Spear, L. P. (2000). The adolescent brain and age-related behavioral manifestations. Neuroscience & Biobehavioral Reviews, 24(4), 417-463.

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