Brain Influences Social Behavior

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

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

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