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Brain Influences Social Behavior

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Chapter 1 How the Brain Influences Social Misbehavior
Behavior Description: Social misbehavior is a negative emotional response to an environmental stimulus. Children often demonstration social misbehavior because their social skills are not yet fully developed. Therefore, the social misbehavior exhibited in children is a consequence of the brain’s partial developed, thus making it incapable of limiting disproportionate emotional stimulus.
How the Brain Influences Social Misbehavior
Description: Chapter 1, Handling Social Misbehavior, describes to the reader how the essential neural networks in the brain promote and inhibit behaviors in growing children. This chapter states that humans are socially encouraged emotional beings who respond …show more content…

A classroom environment is demanding upon students due to the diverse personalities interacting with one another according to an established set of rules. This chapter explains the specific regions of the brain that interpret and react to emotional stimulus. In the preadolescent years, students are engaged in an inner conflict with their emotional systems for control of their behavior. The ability of the teacher to control emotion within the classroom directs the students’ attention, thus driving learning.
Specific Researched Strategy to Use
Description: The book gave many suggestions to use to manage social misbehavior in the classroom. Since I will be teaching 7-12 grade levels, I chose to use a strategy that will be more age appropriate for my students and lead to more appropriate student behavior and achievement. For preadolescents and adolescents, a useful strategy to use would be to have a student/students observe social encounters. Because students of this specific age range are still learning how to process their emotions, a visual representation of correct social behavior …show more content…

Genetic variations, prenatal exposure to cocaine and other drugs, cerebral lesions, and Testosterone are all discussed in detail about their individual effects upon brain functioning. An important factor in impulsive behavior is the correlations between parent-child relationships and testosterone levels resulting in precarious behavior or depression. Although, some children’s impulsive behavior is not a result of any of the causes listed above but rather environmental factors. Behavior is a learned trait, and a parent or teacher can reinforce correct behavior through teaching rules to help children exercise restraint in impulsive emotional responses. In-depth teaching occurs when correct behavior is rewarded and incorrect behavior is reprimanded. The modern family has decreased interactions, thus resulting in the children’s inability to recognize behavioral expectations. Children’s ability to understand and perform to expectations is a result of equal instruction and reinforcement at home and at school. Cognitive and cognitive-behavioral interventions attempt to retrain the brain to use the cortical pathway rather than the thalamic pathway when making affective decisions according to their

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The article “Inside the Teen Brain” by Marty Wolner, states that brain researchers can scan teen’s brain to observe impulsive and egocentric decisions which may sometimes lead to risky behavior. Brain development is more active and dynamic in the teens. Information processed in the limbic system, may result in impulsive, egocentric, and risky behavior. For teenagers this time of their life can be creative and emotional roller coaster ride with thrills and chills, but nerve wracking and terrifying for parents. A teenager can learn to be less impulsive and egocentric and make better decisions by the help of parents.

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Social risk factors are poverty, antisocial peers, peer rejection, and Pre School or school failure experiences. The greater part of young people who affront amid youthfulness halt and there are a little number of them who keep on culpable in adulthood. Parental and family risk factors are also very important in developmental theory. It includes inadequate parenting, sibling influence, child maltreatment or abuse and single parent households. Youngsters are regularly dismisses by their companions for a mixed bag of reasons, yet their own particular forceful conduct has all the earmarks of being a conspicuous reason.

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The Teen Brain The excerpt from “The Teen Brain:Still Under Construction” by NIMH, the author believes the teen brain is still developing hormonal,intellectually, and emotionally which affects teen behavior. To begin, the teen brain has growing hormones which affects their impulsive behavior. Huge horomonal changes play a factor in a teens social life and behavior. “ As with reproductive hormones, stress hormones can have complex effects on the brain, and as a result,behavior.”

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Therefore, we already present two possibly considerably hurdles that fortunately the majority of children manage to overcome smoothly. This is somewhat due to the management of their learning environment and the creation of a warm, positive and encouraging ethos. However, as we know not all children react in the same way to situations and It is clear that when teaching a class of children of any age how disruptive behaviour can negatively impact all involved, leading to the need of a program of positive behaviour strategies that is followed consistently throughout a school.

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This gives opportunities for discussion, reflection and a chance to understand develop empathy for each other. ‘The ultimate objective is to enhance children’s ability to become socially and emotionally competent individuals who succeed in school’. http://incredibleyears.com/team-view/carolyn-webster-stratton/ To give a practical example of one of the key initiatives is to praise good behaviour not matter how small and ignore unacceptable behaviour so long as no harm will come to others. This strategy should always be the starting point of your classroom management. The majority of children will respond to this positive reinforcement and quickly understand how to gain phrase for doing the right thing.

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As a new school year begins, teachers generally create a routine and a set of rules for their class to follow. However some students may simply have trouble obeying these rules and conforming to normal social behaviors. In these instances, it often falls to the paraeducator to correct the student and help them develop their social skills. “Paraeducators must constantly model appropriate social skills.” (Carroll 62)

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more formal methods. Information about the child's interpersonal behavior and learning style and a systematic record of a child's behaviours can be used for planning intervention for the physical and the instructional program. Young children are particularly good subjects for observations because they have not yet learned to mask their feelings, thoughts, and behaviors very well. The "Intimate Space" is a spatially well-defined behavior setting, within which a group of 2-3 children can interact socially. The QUASI- EXPERIMENT helps clarify how minimal changes in the physical environment can effect children's social interaction.

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Changes in the brain transform how people see the world and limits the abilities they can acquire. The first text, “Embarrassed? Blame Your Brain” by Jennifer Connor-Smith, examines the brain being affected by hormones that make teens more sensitive to embarrassment. On the contrary, the second article, “Use It or Lose It: A good brain pruning” by Laura K. Zimmermann, discusses brain pruning, the process that removes connections between neurons that are not used. This pruning occurs during early childhood and in later adolescence.

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People watching is a common pastime in our society, and let’s face it, it is instinctive. Being a keen observer of those around you can give you insight into different behaviors, which can be invaluable in your day to day life. For my social observation assignment, I decided to observe the social norms at the Cherry Creek mall. I was able to view all different types of people from children to elderly adults as they acted and reacted to established and accepted behaviors of society. Children are great subjects to observe because they do the things that adults avoid in public.

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Emotional Students Emotional disorder is connected to several terms including anxiety disorder and many others or unable to build interpersonal relationships or inappropriate behaviors. We are living in the society where many students face these kinds of difficulties and are unable to convey their message to others or may be student is facing the psychiatrist disorder all of these terms are related to the emotional disorders. We must need to tackle these kinds of situations and make them learn how to communicate with others and survive in the world and compete with others and here are the ways to deal these kinds of students. Strategies for implementing rules for emotional students: The first thing comes in your mind to teach the rules of the institution or general elements to make them learn and you must

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This article discusses the definition of emotional behavior disorder, the prevalence of emotional behavior disorder, assessments and identification of EBD, characteristics, and interventions and instruction. Intervention based on behavior principles is the most effective way to responding to EBD, as explained by Hallahan and Kauffman (2009). Lane, K., Barton, S., Nelson, J., & Wehby, J. (2008). Academic performance of students with emotional and behavioral disorders served in a self-contained setting. Journal of Behavioral Education.

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In addition, middle school students are sometimes described as having negative attitudes, are more likely to dislike school, possess a decrease in motivation and are more likely to engage in behavioral misconduct (Raphael & Burke, 2012). The combination of the social and emotional needs of adolescents and the environmental change of middle school can clash and cause academic and social and emotional challenges for students. For example, the design of middle school, such as having multiple teachers can be too impersonal for the developmental needs of some adolescents (Raphael & Burke, 2012). Overall, the developmental change of adolescents and the environmental change of middle school could cause social and emotional challenges for students, therefore, they may need more support in that

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FACTORS CONTRIBUTING TO ALCOHOL AND DRUG USE Parental influence and family backgrounds play a vigorous role of paramount importance in socializing children. According to Dawson & Grant (1998) children of alcoholics are at high risk for developing problems with alcohol and other drugs; they often do poorly at school, live with pervasive tension and stress, have high levels of anxiety and depression and experience coping problems. Apparently, children sometimes grow up in these families with the understanding that such “behavior” is normal. For instance; if one has a parent with an alcohol and drug use disorder greatly increases the chances that an individual will develop one at some point in their life and this individual will live to know that

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Multi-Age grouping is employed-“A Montessori class is composed of students whose ages typically span 3 years” (American Montessori Society, 2016)-to enable students work together. According to Vygostsky’ theory, an advanced peer give a hand to juniors, which facilitates younger students’ learning (Driscoll, 2005, P. 257). Also, Bandura and Huston (1961) illustrated that children have tendencies to imitate the behaviors from models, which indicates that it is easy for children to activate learning or absorb learning strategy from advanced peers. In the same time, teachers should be cautious about it, because aggressive behaviors are also imitable objects for younger children (Bandura, Ross & Ross, 1961). In general, both the students and teachers build up a caring community in Montessori classroom, which enables the children to transfer the respect and obliging attitude to the societal life in their

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In others, neurons form more connections. (Martin, 2000) These brain changes can be long-lasting and can lead to the harmful behaviors seen in people who abuse drugs. Adolescents drug abuse coexist with other mental disorders, such as attention-deficit-hyperactivity disorder, affective disorders,

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