The Causes of Challenging Behavior Essay Example for Free

The Causes of Challenging Behavior Essay Dealing with children with challenging behavior has been a source of major problems amongst educators. The depth of the problem and the difficulty of dealing with students with challenging behavior have caused some schools and other educators to not properly address the trouble, hence resulting for the child’s expulsion or transfer from one school to another (Laursen and Peterson, 2005). This research will then seek to identify the causes and other risk factors that led to the development of Challenging Behavior and other related cognitive and behavioral concerns. Challenging Behavior: A Definition The Center for Evidence Based Practice (2007) defined challenging behavior as â€Å"any repeated pattern of behavior, or perception of behavior that interferes with or is at risk of interfering with optimal learning or engagement in pro-social interactions with peers and adults†. In relation with this, Emerson (1995) has added the role of culture on a development of a so-called â€Å"abnormal behavior†. Also, the element of success in school and other academic related activity was also cited by Grady (2007) as significantly related on the notion of challenging behavior. Environmental Factors One of the primary causes of challenging behavior among children is maternal depression (Douglas, 1989 p. 8). Studies showed that 30% of mothers during the 70’s to the 80’s revealed symptoms of melancholy. More specifically, a link between maternal depression and challenging behaviors of children proved to be one of the very vital risk factors. In addition, the notion of irresponsible parenting was claimed by Douglas (1989) as may be a result of a bad relationship with parents or with significant others. The role of the father in developing the behavior of the child is very crucial as studies showed that those fathers who exhibit characters of â€Å"personal disturbance, aggressive and anti-social behaviors† produced a significant effect on the children (p. 8). In addition, the difficult attitude of the father could also lead to a poor communication process that could further lead to minute cooperation and in the long run, irresponsible parenting. The study of Brown et al (1978) as cited from Douglas (1989) revealed four â€Å"Vulnerability Factors† that could be related to depression. The first factor is perceived as the death of one’s mother before the age of 11; the second factor was with regard to the absence of a â€Å"confiding relationship† with the mother’s significant others. The third was the lack of a professional career that would allow the mother to go to work, relate with other people and experience other things; and finally, those mothers who have three or more children who are all below 14 years old. Brown et al revealed that a significant 42% of â€Å"depression rate† was seen amongst mothers who have children who are all below 6 years of age. Barnes et al (1998) as cited from Michigan Non Profit Association (2002) have identified the role of parental illness as also one of the major determining factors for a child’s development of a challenging behavior. Some of the emotional dispositions of the mother that might have caused such is anxiety, depression and other negative emotional bursts that might have affect on the ability of the latter to take care of their children. In effect of this, a child may experience sadness, fear, loneliness and anger. The aggregation of these negative emotions in addition to the illness that is currently being experienced by the mother adds a lot on the distress and negative behavior that a child might exhibit. Corollary with this is the cause of family separation or divorce (Amato, 2002) (Pagain, 1997) as cited from Michigan Non Profit Association (2002). Amato and Pagain claimed that when compared from children who have a relatively better family setting, a child who has a broken family has more risks of developing challenging behaviors. In relation with this, Richman (1978) as cited from Douglas (1989) claimed that maternal depression is also associated on poor marriage; but virtually found no correlation at all to the role of relatives and friends in the curing of their depression. As such Douglas (1989) argued that it might be the case that the participants who are within the study of Richman have a relatively healthy relationship with their relatives and friends; however, such a relationship still cease to be a factor that could contribute to the well being of the mother until a healthy relationship on the significant other is established (Douglas, 1989, p. 9). The case of the child named June could be significantly related to this problem (Peterson, 2005). June is a 15 year-old female which has been diagnosed with bi-polar disorder and ADHD. In addition with this, she has also been perceived as having a relatively low IQ. June has been experiencing problems in terms of dealing with her peers and also her teachers and school administrators. She has been getting her self into fights, using profanity and frequently shouts at her teachers. On one of the sessions of June to Peterson (2005), she revealed that she recognize the fact that it could be possible that the effect of her mom’s relationship with another man who eventually her step father has also influenced her attitude. In one of the incidents June admitted that her most recent tantrum resulted due to watching a movie that reminded her of the bad incident that happened to her and to her step sister. She claimed that there was this time wherein some men on their place have been using some â€Å"chemicals†. At that time, her step sister became intoxicated and was later on sexually abused by those men. In addition, June herself claimed that she was also raped (Peterson, 2005). The role of marital relationship has been perceived as one of the major factors in shaping child behavior, however McLean (1976) as cited from Douglas (1989, p. 9) argued that there are a relatively few number of parents who are willing to undergo marriage guidance for the sake of their children. In relation with this, the Michigan Non Profit Association (2002) claimed that another reason for the emerging of a child’s challenging behavior could be a result of the relationship between the custodial parent and the child. More specifically, the absence of the custodial parent further makes things more difficult for the child since the latter has usually more attachment to his or her biological mother or father. Other cases such as financial difficulties also emerge on the picture as some parents failed to provide the needs of their children as a result of single parenthood or irresponsibility. The role of environmental stress such as poor housing and poverty has also been asserted by Douglas (1989) and Michigan Non Profit Association (2002) as a contributing factor on challenging behavior. The study made by Richman (1978) as cited from Douglas (1989) revealed the relationship of the type of abode to the development of challenging behavior. Richman claimed that there is a high depression rate that could be seen among children who are living in tower blocks. More specifically, those mothers who reside starting from the fourth floor and higher revealed a relatively high risk factor. The physical conditions of the rooms up stairs have been perceived to be the cause of the problem. Richman (1978) claimed that â€Å"damp housing conditions, lack of electricity or hot water, and overcrowding† (p. 9) also add to the depression that a mother experiences. In addition, majority of the mothers who experience depression are those who are with pre-school children who are unsupported and who are living in single bedsits (Richman as cited from Douglas 1989). In addition, Richman argued that such a type of disposition has further added on the depression that a mother experiences. However Richman as cited from Douglas (1989) made it clear that the abode per se does not directly influenced the behavior of the child, rather the amount of depression that is being experienced by the parent. If a particular mother perceived that she is being demoralized because of the type of her abode and its conditions, therefore she will certainly feel depressed and pass on this depression to her child. In addition to the amount of depression, a parent may also feel angry about her situation. In effect of this, the mother will slowly cut her relationship with her child, lost her patience easily; scrap her self out of enthusiasm and totally let her self fully bothered with her problems and deprive her child of proper care. In addition, Richman also made a point that some mothers who live in depressed areas do not necessarily exhibit depressing behaviors. He maintained that the treatment of a mother’s problem is completely relative to the perceiver.

The Effective Leaderhsip Roles of Sport Team Captains Essay -- Team Le

Captains of sports teams are given the stereotype that they are the most athletic player on the team, scoring the most goals and handling the ball best. In truth, captains have a lot of work they have to do that doesn’t even involve playing the sport. Captains are the most looked at player of the game; other players, younger kids and coaches look to them to set examples. They have to set examples in every aspect of the game; athleticism might be part of their job but it is not limited to it. The captain of any sports team must set the leadership standard for commitment, confidence, intelligence, and attitude.   Ã‚  Ã‚  Ã‚  Ã‚   Any captain of a sports team must be committed and dedicated to their team. A captain must ensure that they are present and on time for every practice and game which he or she is intended to be at. Captains have many roles during practices, they are the first one there helping set up drills and organizing the practice. They need to make sure everyone is on the playing area on time and leading the warm-ups. The captain must lead by example by showing that he or she is there to practice or play his or her best and that everyone should give it their all, all the time (Mosher, 1981). They need to show that nothing else matters when that are playing or practicing; everyone’s mind should be strictly focused on the coach if he or she is talking, or the play they are working on, or the game they are in. The captain must be a strong leader and show dedication towards his or her sport.   Ã‚  Ã‚  Ã‚  Ã‚  As well as being dedicated to be at all the team’s events, the captain must have the commitment to know all the plays and roles of all the positions. He or she is the key person that everyone looks up to; if someone is confused about a play, they must be able to go to his or her captain and find the answer they are looking for. The captain must be available before and after the practice to answer any questions put forward by his or her team mates (Brearley, 2000). The captain should be like an instruction manual for anyone who needs it, he or she will help show and tell others how to do a job.   Ã‚  Ã‚  Ã‚  Ã‚  Another major role for the captain is to be committed to talk to the players and the coaches and be the link between them. The captain must ensure that there is a constant flow of communication between the players and coaching staff. To accomplish this, the captai... ...during the game the captain should be involved for support or stopping depending on the situation. In small hockey towns, for example, all the young children in the town look up to the captain of the local hockey team. If the captain is seen doing something wrong, it is looked negatively upon; he or she must keep a positive status for themselves and for the team. The captain must have the intelligence to dissect problems that have to do with his or her team.   Ã‚  Ã‚  Ã‚  Ã‚   The captain has the potential to effect more results than the assistant coach and/or even the head coach. Captains leave effects on others on every level and interact with everyone; they have the capability of influencing the coach and teaching other players. Captains must ensure that they never step out of line and must keep his or her team in order. They have to have his or her mind on the sport constantly, and always be aware of what they are doing. Captains will always have a lot on their shoulders and coaches should look for more in a captain than just athletic ability. They should also look for commitment, confidence, and intelligence to ensure they choose the best person to lead their team to the championship.

Is Macbeth a Tragedy?

A tragedy is often thought of as a sad, pitiful event. The factors used to label an event as tragic are the consequences and the lasting effects. For example, the consequences of one or more deaths can be seen as a tragedy. And tragedies are often remembered long after the event, clearly impacting the future for those involved. Many people interpret events such as a natural disaster, a death of a loved one, or a permanent disability as tragic. However, others say that this definition of a tragedy is incorrect and is misused in modern conversation. The people who think this way use the word tragedy to define literature.The literary definition of the word requires more careful consideration of the character and the overall effect of the play. In this literary sense, tragedy is defined by following four characteristics: first, the story must arouse pity and fear in the audience and/or reader; second, the story must call into question the man’s relationship with God; third, the tr agic figure must be capable of great suffering, be highly sensitive, and possess a tragic flaw which leads to his/her own destruction; and fourth, in the end, the character becomes aware that his own flaw has doomed him, but he is powerless to prevent his inevitable destruction.These characteristics have been used by many people to determine whether pieces of literature are considered a tragedy. For example, using these characteristics, the play Macbeth by William Shakespeare is considered a tragedy. Macbeth is a tragedy because the play has all the characteristics in the literary definition of a tragedy. Macbeth definitely arouses pity and fear in the audience/reader. The very first scene in the play instills fear in us audience members. The play opens in a wild and lonely place in medieval Scotland.Three witches enter, and in their cackling voices, they prophesize about the events that will happen in the future. For example, the witches predict that they will meet with the protago nist Macbeth â€Å"when the hurlyburly’s done, when the battle’s lost and won† (1. 1. 3-4). The witches are speaking of the civil war, which they say will end that day. They also say they will meet with Macbeth, one of the generals. These supernatural happenings start the play off with eeriness, stirring up fear in the audience. Additionally, pity is roused in the audience. The author creates sympathy for Macbeth by giving him a good quality: his courage.In the beginning of the play, Macbeth is portrayed as a brave and loyal soldier who fights for his king and his country. Macbeth has â€Å"unseamed [a traitor of the king] from the nave to the chops and fixed his head upon [the] battlements† (1. 2. 24-25). When the king, named Duncan, hears this news, he describes Macbeth as a â€Å"valiant cousin! [and] worthy gentleman! † (1. 2. 26). We start to pity Macbeth from the moment he meets the witches. Once the witches have prophesized that Macbeth will become Thane of Glamis, Thane of Cawdor, and King of Scotland, Macbeth begins to have dark thoughts of killing the king.However, the thought of killing the king is abhorrent to him, and the â€Å"horrid image doth unfix [his] hair and make [his] seated heart knock at [his] ribs† (1. 3. 156-157). This shows that Macbeth is very reluctant to take any action towards him becoming king. We audience members feel sorry for Macbeth as he is tempted by the prospect of becoming king but at the price of murdering a man that had been very good and generous to him. We pity Macbeth as he struggles with his morals and his conscience saying that â€Å"as [he] is [Duncan’s] kinsman and his subject, strong both against the deed; then, as his host, [he] should†¦not bear the knife† (1. . 14-17). However, in the end, Macbeth’s â€Å"vaulting ambition, which o’erleaps itself and falls on the other† (1. 7. 28-29) wins and he gives in to his evil urges. So wi th Lady Macbeth’s urging, Macbeth murders Duncan. Before the murder, Macbeth has such a troubled conscience that he hallucinates. He sees â€Å"a dagger†¦before [him], the handle toward [his] hand† (2. 1. 42-43) leading him to Duncan. We audience members also pity Macbeth because after he does the deed, he thoroughly regrets it. He shows this by saying if he had â€Å"died and hour before this chance, [he would have] lived a blessed time† (2. . 103-104). Without a doubt, the play arouses fear and pity in the audience. In addition to arousing pity and fear in the audience, the play calls into question man’s relationship with God. At the start of the play, Macbeth’s relationship with God is good. Macbeth fought nobly and courageously for a good cause, defeating the traitor to the king. Similarly, at the end of the play, Young Siward also fights nobly and dies for a good cause, defeating Macbeth. For this reason, Young Siward is described as â₠¬Å"God’s soldier† (5. 8. 55). Therefore, Macbeth could also be described as â€Å"God’s soldier† (5. . 55) up until he murders Duncan. As the King of Scotland, Duncan can be viewed as God. By killing Duncan, Macbeth has killed God. As a result, Macbeth has become the opposite of God, the devil. From this point on, Macbeth’s relationship with God is bad. At the scene of the murder, Macbeth could not say â€Å"Amen. † After committing a terrible crime, he â€Å"had most need of blessing, and ‘Amen’ stuck in [his] throat† (2. 2. 47-48). These events show that Macbeth’s relationship with God is questionable, which is one of the characteristics of a tragedy in literature.Another characteristic of a literary tragedy is that the tragic figure must be capable of great suffering. The tragic figure in this play is Macbeth. Macbeth certainly suffers from his conscience and guilt throughout the play. After murdering Duncan, Mac beth is so remorseful that he states that if he were â€Å"to know [his] deed, ‘twere best not know [him]self† (2. 2. 95). This means that in order for Macbeth to come to terms with what he has done, he must forget about his conscience. However, Macbeth cannot forget about his conscience and suffers from it. For example, Macbeth believes that â€Å"to be thus is nothing, but to be safely thus† (3. . 52-53). He feels that being king is worthless unless his position as king is safe. Macbeth is afraid that his position is not safe, but is endangered by Banquo, whose kingly qualities make him a threat. Thus, Macbeth murders Banquo. Nevertheless, Macbeth continues to suffer from his conscience. When he learns that Banquo’s son Fleance has escaped from the murderers, he now becomes â€Å"cabined, cribbed, confined, bound in to saucy doubts and fears† (3. 4. 31-32). This is because the witches predicted that Banquo’s son would be a king in the futur e, which would put Macbeth’s position as king at risk.Macbeth’s guilt prevents him from fully enjoying his ill-gotten position as king. For example, Macbeth is visited by the ghost of Banquo. Suffering from guilt, Macbeth nearly reveals the truth that he killed Duncan. Afraid her husband will reveal too much, Lady Macbeth tells the guests that Macbeth often has these fits. When the guests start to ask questions, Lady Macbeth tells them Macbeth â€Å"grows worse and worse; question enrages him. At once, good night†¦go at once† (3. 4. 146-150). These examples of Macbeth suffering from his conscience show that Macbeth is capable of great suffering.Besides being capable of great suffering, the tragic figure must be highly sensitive. Macbeth, as the tragic figure, is portrayed as a sensitive character. From the beginning of the play, Macbeth has been sensitive. Just the horrid notion of murdering Duncan â€Å"unfix[es] [Macbeth’s] hair and make[s] [his] seated heart knock at [his] ribs† (1. 3. 156-157). Macbeth becomes even more sensitive after his terrible crime of killing the king. When Lady Macbeth orders Macbeth to take the bloodied daggers back to Duncan’s room, Macbeth replies, â€Å"I’ll go no more.I am afraid to think what I have done; Look on’t again I dare not† (2. 2. 69-71). Also after the murder, Macbeth has become sensitive to every little sound. When someone is knocking at the gate, Macbeth wonders â€Å"whence is that knocking? † and realizes that â€Å"every noise appals [him]† (2. 2. 78-79). In addition to being frightened by sounds, Macbeth is also frightened by sights. For example, when Macbeth sees Banquo’s ghost, he becomes so terrified that his â€Å"cheeks [are] blanched with fear† (3. 4. 143-144). Each of these occasions demonstrates the sensitivity of Macbeth.Macbeth, the tragic figure, also possesses a tragic flaw which leads to his own destruct ion. Macbeth’s fatal flaw is his trust and confidence in the words of the witches. After the witches tell Macbeth that he will become Thane of Glamis, Thane of Cawdor, and King of Scotland, Macbeth begins to lust for power. If he had not heard the witches’ prophesy, his â€Å"vaulting ambition† would not have â€Å"prick[ed] the sides of [his] intent† (1. 7. 27-28). Without his ambition, Macbeth would have had no reason to murder Duncan because Duncan â€Å"hath borne his faculties so meek, hath been so clear in his great office† (1. . 18-19). Macbeth reminds himself that Duncan is such a good person and has never abused his royal powers so there is no possible reason for his murder except for Macbeth’s own driving ambition. Macbeth is ambitious and wants to become more powerful. Thus, he kills Duncan and takes the crown for himself. Next, Macbeth murders Banquo and attempts to murder Fleance because he trusts the witches’ words that Banquo â€Å"shalt get kings† (1. 3. 74), meaning that Banquo’s son Fleance will be the king in the future. The witches also tell Macbeth that â€Å"none of woman born shall harm [him]† (4. 1. 1-92) and he will never be vanquished â€Å"until Great Birnam Wood to high Dusinane Hill shall come against him† (4. 1. 107-108). Macbeth’s flaw in believing these words leads to his downfall. Macbeth, power-hungry and overconfident, considers himself invincible. However, the witches’ words have cause Macbeth to become too overconfident and he is taken by surprise when a man named Macduff, born by Caesarean section, leads soldiers disguised as â€Å"a moving grove† (5. 5. 42) to Dunsinane. Because Macbeth believed the witches in that he was invincible, he did not expect the words to have a double meaning.Consequently, Macbeth is killed by Macduff who was â€Å"from his mother’s womb untimely ripped† (5. 8. 19-20). Without a doubt, Macbeth’s trust in the words of the witches has led to his ambition and overconfidence, which, in turn, led to his own destruction. Macbeth definitely becomes aware that this flaw has doomed him, but he is powerless to prevent his inevitable destruction. He first becomes aware that his trust in witches’ words has doomed him when a messenger reports that a moving wood is coming to Dunsinane. Macbeth begins â€Å"to doubt the equivocation of the fiend† (5. . 48) and fears that the witches have tricked him. He also realizes that he is powerless to prevent his inevitable destruction. This is shown when Macbeth says â€Å"there is no flying hence nor tarrying here† (5. 5. 53) and decides to face death â€Å"with harness on [his] back† (5. 5. 57). Macbeth also become further aware of his doom when he comes across a man named Macduff who was â€Å"from his mother’s womb untimely ripped† (5. 8. 19-20) by a Caesarean section. He realizes that the â€Å"juggling fiends† have tricked him â€Å"in a double sense† (5. 8. 23-24).Macbeth’s trust in the witches leads him to believe that he is invincible, but when he discovers that the witches are not to be trusted, there is nothing he can do to prevent his destruction. Even though Macbeth knows all hope is gone, he decides to fight to the death and â€Å"will try the last† (5. 8. 37). In the end, Macbeth has been killed, and the rightful heir to the throne takes his place. These occurrences fulfill the last requirement for the play Macbeth to be a tragedy. As a result of all the characteristics being met, there is no question that Macbeth is a tragedy.The play arouses pity and fear in the audience and calls into question man’s relationship with God. The tragic figure Macbeth is capable of great suffering, is highly sensitive, and possesses a tragic flaw which leads to his destruction. And in the end, Macbeth becomes aware that his flaw has do omed him, but he is powerless to prevent his unavoidable destruction. Due to the characteristics described previously, Macbeth is definitely a tragedy. Even modern day conversationalists, who misuse the word tragedy, would have to agree that Macbeth is undeniably a literary tragedy!

Benefits Of Technology Being Used By Children Within...

So far I have looked mostly at the benefits of technology being used by children within education and how it can help on several platforms and levels, but what about the negatives? Is the age of the screen more of a hindrance to our productivity and does this distract us from our learning?†¨In the 19th century when the system was designed, learning and schooling were the most interesting thing children did, there was very little distractions outside of learning besides friends and chores. Nowadays children are bombarded with constant entertainment and distraction from social to gaming and big mix of both in-between. in the book technology, and Culture the authors talk about the fact parents, teachers and researchers are worried about the effects on technology ad why â€Å"there have been adult anxieties about what children see and know through this medium† (various authors-Children, Technology, and Culture:107) So what exactly is it people are worried about? With educatio n in mind, the big problem comes with children’s focus. How can you expect a child to want to stay in school working out of textbooks when they can immerse themselves in games tackling and solving much bigger problems than what a textbook can provide.†¨Ã¢â‚¬ ¨It could be argued that surely gamification is the answer, placing badges, leaderboards and awards into education will give it the drive it needs to stand out and engage children. This is very much the opposite of what has happened to educational software. As GabeShow MoreRelated How Can Assistive Technology Benefit Preschool Special Education Students?1387 Words   |  6 PagesHow Can Assistive Technology Benefit Preschool Special Education Students? The inclusion of special needs children with typically developing peers has become a key service option in preschool special education classrooms (Odom, 2000). Benefits abound, yet inclusion does not present without challenges. 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