The Most Effective Intervention Strategies - Research Paper Example

?Review of the plan Reasons why the four strategies were selected The intervention strategies that were selected in Samuel’s case were, a) giving hima creative role in the class room, b) positive reinforcement, c) individual and group counseling and d) changing community atmosphere. It was based on the theoretical premises of counseling that these strategies were selected. The intervention strategy which necessitates giving Samuel a creative role in the class room is an application of the psycho-educational theory which views learning process as convergence of “cognitive (thinking), affective (feelings), and behavioral aspects" (Squidoo, 2011). Piaget (qtd. by Sudbery, 2009), the originator of psycho-educational theory, has shown that the psychological growth of a child is related to the way in which the child reconstructs the unchanging aspects of his/her environment inside his/her mind (14-16). From this theory, Piaget (qtd. by Sudbery, 2009) has derived that the presence of a proper atmosphere along with the nature of the interaction of the child with it are crucial in molding the behavior of the child (15-16). Similarly, Vygotsky (qtd. in Daniels, 1996) has suggested that as a young child lack in verbal and rational skills, it is the emotions that act as the language of a child (p.132). Hence, in an environment of a classroom, all the three acts of cognitive, affective and behavioral aspects of learning converge by the interaction between the environment and the mind of the child. Academic learning and sharing of new information among students and teachers amount to cognitive learning process. Affective and behavioral aspects of learning happen within the interactions between students and teacher and among the students as well. In this way, giving a creative role in the classroom is a strategy based on psycho-educational theory. This is why it has been observed that "teacher-student relationship” is the bonding factor which leads strategies to change the behavior of a child into a desired outcome (squidoo, 2011). The psycho-educational principles are derived from the idea that students, both normal and those having behavioral problems, can learn to behave and act in a positive manner in the classrooms themselves (Squidoo, 2011). It was in coherence with these principles and concept that the first intervention strategy was chosen. The second intervention strategy selected in Samuel’s case has been positive reinforcement, which was derived from psycho-dynamic theory. Bronfenbrenner (qtd. by Sudbery, 2009), by formulating the ecological theory, has given psychodynamics a theoretical framework by which, “interpersonal and sociological influences on development” of a child can be addressed (p.16). Bronfenbrenner (qtd. by Sudbery, 2009) has also stressed that “individual is part of a system” which create the ambience for the psychological development of a human being (p.67). Aylward has suggested that “this model is useful because of its emphasis on the mother-child interaction and the tripartite conceptualization of the personality: id…ego…and superego” (2003, pp.46). The urge to gratify needs from early childhood is the basis of this theory (Aylward 2003, pp.45). Here, it is assumed that childhood experiences are crucial in shaping the future behavior of an individual ((Aylward 2003, pp.45). In Samuel’s case, it evident that he is an intelligent and talented child and he is getting good scores in his studies, at least in many subjects. Even then, Samuel is constantly rebelling with his situation and is acting as if he is unhappy with the state of things in his life. Also, it can be assumed that Samuel, though with his negative behavior, is trying to attract the attention of others towards him, i.e., he is experiencing a relational problem. This is the context in which positive reinforcement can play a role, through the relationship between teacher and the child and also among the children. It is the lack of gratification that is haunting this child and he needs to develop confidence so as to feel gratified. This was the backdrop in which the intervention strategy of positive reinforcement was chosen. Positive reinforcement can be “ (a) edible (candy, gum, ice cream, soda), (b) tangible or manipulative (toy, collectible, computer game), (c) an activity (go to the zoo, playing games, staying up later), or (d) social (praise, hugging)” (Aylward, 2003, pp.54). In Samuel’s case, he can be praised before the class whenever the opportunity comes, i.e., whenever he scores good marks in mathematics and IT. This will make him feel good and self-confident. He can be encouraged to participate in dramas, as encouragement is very important for children to have a self-assurance of their talents. This kind of positive reinforcement has the power to change a child’s behavior from negative to positive. The third intervention strategy that has been chosen for Samuel is individual and group counseling, which is based on cognitive theory. Piaget (qtd. by Sudbery, 2009) has showed the influence of the environment (like a class room, family) on the cognitive development of a child (p.310-314). To improve this ambience to enable Samuel to improve his behavior, formal and informal, single and group, counseling sessions have to be embedded into the daily routine of the teaching process for this child in this mode of intervention. This has to involve Samuel, other students in his class, Samuel’s teachers and his parents and siblings. Ayers, Clarke and Murry (2000) have defined cognitive assessment as “a type of assessment that examines cognitive processes and how they relate or connect to problem behaviors” (pp.26). This kind of an assessment can be made based on the data collected through individual and group counseling. For example, by interviewing Samuel, aspects like, his “level of awareness of the problem behavior”, his “account of the problems” he faces, his “attributional style”(whether he puts the blame on himself or others), and whether he is lacking in “problem-solving skills” can be found out (Ayers, Clarke and Murry, 2000, pp.27). In the same way, his classmates, teachers and parents can be interviewed and data collected. By correlating and comparing these data sets, a solution plan for learning outcome can be designed. The fourth intervention strategy chosen for Samuel has been to bring about changes in the community atmosphere in his immediate surrounding and is derived from the ecological behavioral theory. Bronfenbrenner (qtd. by Sudbery, 2009) had formulated this theory, which says that it is out of the interplay of the individual and the environment that learning outcomes happen which evolve actually based on, “different social processes (which) influence development” (p.145). Aylward (2003) has observed that change is brought about by re-adjusting this interplay, i.e., by educating the teachers, parents and community members on how to behave with this child without discrimination and with positive reinforcement (pp.58). The conceptual premise of this approach is that “the community will have an affect on the child’s behavior, and its influence increases, corresponding to increasing age” (Aylward, 2003, pp.145). It is also a proven fact that “positive community socialization” can act as a “protective factor” that will “tend to lower the probability of disruptive behavior disorders, or the persistence of these disorders” (Aylward, 2003, pp.42). In Samuel’s case, this strategy is very crucial because he has been caught truanting and has been stopped by the police a few times for being out late at night with a gang of older boys. This shows that his interaction with the community is limited to certain anti-social gangs and he is moving in the peripheral space of his community. He has to be enabled to have a wider social contact and to be out among his community members in day-light and for socializing activities. This is why it was felt that the community has a role to play in Samuel’s case, when intervention strategies were selected for him. Learning Outcomes The possible learning outcomes in the case of Samuel could be less disruptive behavior, more concentration in his studies, an increased bonding with his teachers and class mates, better involvement on his side in extra curricular activities, better understanding and communication with his family, creation of a social space for him in the community, refinement of his leadership qualities and canalizing of them in the right direction and anger management. Issues and contexts These learning outcomes can be improved if the intervention process is designed, keeping in mind, the issues and contexts that are likely to affect children’s behavior. The negative factors affecting a child’s behavior are labeling, improper use of language and low expectations. The danger of labeling Samuel as a “bad boy”, is one such context which will have a negative impact on the child’s behavior (Mah 2007, pp.13). Another problem is the language used to describe a child having behavioral problems (Lee, 2010, pp.5). Care has to be taken that such children are mentioned using “inclusive language” (Lee, 2010, pp.54). Language use which involves “patronizing”, “blaming” or “preaching” also has to be avoided (Lee, 2010, pp.92). To keep high expectations regarding the potential of the child and communicating that to him/her in a positive way can enhance the confidence of the child. This is the core idea when it is said, “low expectations of student’s ability can become a self-fulfilling prophecy” (Porter, 2006, pp.275). There are many positive factors as well which can be helpful in improving children’s behavior. These include, factors like, family, early years setting, living atmosphere and social attitudes and value systems (Papatheodorou 2005). All these factors exist either at home or in the community or in both. This is why home and school are considered as the “first and second communities” for children (Mah 2007, pp.10). For children having behavioral disorder, the support from home and community must comprise of, a two-way communication channel between school and home by both formal and informal channels, a long-term and regular intervention to solve the problems inside the family and utilization of proper “community service resources” (Papatheodorou 2005, pp.154). To be aware of and bring about anti-discriminatory practice is another positive aspect that will have an impact on the child’s behavior. Article 2 of the UN Convention on the Rights of the Child says that every government has a responsibility to ensure that its children can live without being discriminated on the basis of factors like race, colour, sex, language, religion, disability etc. (qtd. in Curtis and O’Hagan, 2003, 14-16). Some examples of practices used to support children that are anti-discriminatory can be, giving same opportunities to male and female children, including in the curriculum, respectful remarks to all religions and races, using language that is inclusive while mentioning and talking to children with physical disabilities and establishing mixed-race schools.   Seeking the help of professionals like, educational psychologists, speech therapists can help the effective implementation of intervention strategies. These professionals can work with parents and/or carers to make the implementation foolproof. There can also be other adults who might have a role in supporting children’s behaviour. Mainly, the community members constitute this group. In the class room intervention, small town celebrities from Samuel’s local community can be invited to interact with the students in his class room. This will make Samuel proud and will raise his esteem in the eyes of the other students. Also Samuel can get highly motivated by this person whom he might take up as a role model. By knowing that some body from his own community could make it big, Samuel can emulate the path of success by reflecting upon this person’s success. Samuel can also be invited to a community function where he can be awarded with a token prize for his achievements in subjects in which he tops in his class (IT, Mathematics). This kind of positive reinforcement can be encouraging for him. Autonomy contributes to children’s self-esteem and hence their appropriate behaviour and this can be achieved within a class room setting where Samuel can be given the responsibility of teaching other kids in IT and mathematics. He can also be assigned with independently producing and directing a play or creating IT-enabled learning  aids. In this way, the child can be entrusted with the responsibility of contributing to his own behavior. Plan of Action In Samuel’s case, as suggested by Ayers, Clarke, and Murry (2000), the behavioral management plan can begin with cognitive intervention, in which, individual and group counseling sessions for Samuel, teachers, parents and siblings are carried out. Ayers, Clarke, and Murry (2000) have said that “focus of cognitive intervention is on changing r modifying student’s cognitions…that in turn leads to behavioral changes (pp.32). Once enough personal data is collected by way of this intervention, the class room and community activities for Samuel can be designed based on the inferences made. Rogers has suggested a comprehensive “individual management plan” to be sketched out for helping children who are in a similar situation (Rogers, 2009, pp.49). Mah (2006) has suggested that a regular school-home-community flow of communication has to be maintained (pp.11). For this, regular interactive programmes have to be organized at school, community and home levels. A family get together, a community function in which Samuel can direct a play, a visit and an informal discussion involving a teacher and the family at Samuel’s home, organizing of the enacting of a play in the school with Samuel as the key organizer, etc. can be some options available. Proper monitoring and feed back of all these activities and the recording of the corresponding learning outcomes have to be entrusted with a single teacher who is capable of handling the complexities involved. A regular routine of praising and encouraging Samuel in the class-room has to be practiced by all his teachers so that the school is able to give some positive reinforcement to him. After six months, teachers and professionals should sit together and review this plan and make necessary modifications. The learning outcomes have to be analyzed and the most effective intervention strategies listed out. In the next stage, the intervention can be limited to sustaining these strategies alone. Rogers (2009) has noted that the individual behavioral management plan has to be circular rather than top down (pp.50). Rogers (2009) has also described the plan ideally has to be “negotiated by the teacher, the deputy principal, the student and the parent who all sign an agreement” (pp.51). Also it is important that “whole school support is organized so that the (deputed) teacher is sustained by their colleagues” (Rogers, 2009, pp.50). This kind of a multi-faceted plan, which touches all aspects of the four intervention strategies selected, can work miracles in the behavior of the child. References Ayers, H.; Clarke, D. and Murry, A. (2000) Perspectives on Behaviour- A Practical Guide to Effective Interventions for Teachers, 2nd edition, London: David Fulton Publishers Aylward, G.P. (2003) Practitioner's Guide to Behavioral Problems in Children, Berlin: Springer. Curtis, A and O’Hagan, M. (2003) Care and Education in Early Childhood: A Student's Guide to Theory and Practice, London: Routledge. Daniels, H. (1996) An Introduction to Vygotsky, London: Routledge. Lee, C. (2010) The complete guide to behaviour, London: Sage Mah, R. (2007) Difficult Behaviour in Early Childhood. Positive Discipline for PreK-3 Classrooms and Beyond, Thousand Oaks: Corwin Press Papatheodorou, T. (2005) Behaviour Problems in the Early Years- A guide for Understanding and Support, Oxon: Routledge Falmer. Porter, L (2006) Behaviour in schools, Buckingham: Open University Press Rogers, B (2009) How to Manage Children's Challenging Behaviour, London: SAGE Publications Ltd. Squidoo, (2011) "Psycho-Educational Principles Therapeutic Teachers Use to Reduce Habitually Disruptive Behaviors in the Classroom", Squidoo [online] available at http://www.squidoo.com/psycho-educational-principles-for-disruptive-behaviors Sudbery, J. (2010) Human Growth and Development: An Introduction for Social Workers London: Routledge. Read More