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7/28/2019 Presentation Maladjustment (1)
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7/28/2019 Presentation Maladjustment (1)
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MALADJUSTMENT
&
READING
ACHIEVEMENT
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When we speak of maladjusted behavior,
we refer to a psychological disorder that
exhibits a habitual pattern of behaviorswhich are detrimental to the individual.
Roberts and Devonish (2013)
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Robert Laslett, (Educating MaladjustedChildren 1977 ) states that maladjusted
children are those in which failure in
learning and in socially approvedsituations is more probable than success.
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Individual behaviors are maladaptive
only if they occur as part of a consistent
pattern. All children break the rules fromtime to time. The maladjusted child does
so consistently, much to his detriment.
Youth development: A case study (n.d.) retrieved on February 28,2013 fromhttp://collections.infocollections.org/ukedu/en/d/Jr0074e/4.4.html#Jr0074e.4.4
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Hereditary Factors
The individual may inherit incapacities and
incapabilities making the individuals feel depressed,
inferior or causing one hurdle or the other in the way ofproper satisfaction of his basic needs.
Physiological or Physical Factors
In many cases, physiological or physical factors likepoor health, lack of vitality, physical deformities,
physical ailments, chronic diseases and bodily defects
may drift one towards maladjustment.
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Nature of the Individual
The child may have:
unreaslistic aims, frustrations and desperation.
Environmental Factors
Improper behaviour of the parents and other adults
around them.
Negative attitude from teachers and peers, defective
curriculum and methods of teaching.
S.K. Sangal, Essentials of Educational Psychology
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is frequent or habitual;
is ultimately harmful to the individual, environment, orother persons;
Impedes adaptation and healthy development.
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At home or school disciplinary actions are usually noteffective at curtailing their negative behaviors. They
continue to misbehave in spite of - perhaps because of -
the threat of punishment. It seems they are unable, or
unwilling, to consider the consequences of their
behavior. For this reason, they require extra attention,
either in the form of counseling or behavior
modification.
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Emotional Maladjustment
Social Maladjustment
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Hallah and Kauffman 2006; Jensen, 2005
state that emotional maladjustment is
often characterized by deviant behaviour
with conscious control.
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Hyperactivity -short attention span, impulsiveness.
Aggression/ Self injurious behaviour - acting out,
fighting
Withdrawal-failure to initiate interaction with others,retreat from exchange of social interaction, excessive
fear or anxiety.
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Immaturity- inappropriate crying, temper tantrums,
poor coping skills.
Learning difficulties - academically performing belowgrade level.
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A child who has a persistent pattern of violatingsocietal norms with truancy, substance abuse, a
perpetual struggle with authority, is easily frustrated,
impulsive, and manipulative. Doe v. Board of
Education of the State of Connecticut, (D. Conn. Oct.
24, 1990)
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Their behavior and values are often in conflict withsocietys standards.
They exhibit a consistent pattern of antisocialbehavior without genuine signs of guilt, remorse, or
concern for the feelings of others.
Their antisocial behavior is most frequently seen asresulting from their tendency to place their own needs
above those of all other people and the immediate
gratification that such behavior brings them.
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Classroom management rules and expectations don't
apply to these students.
These students are not in chronic distress (one of thecriteria for emotional disturbance ) although they can
exhibit situational anxiety, depression, or distress in
response to certain isolated events - particularly
facing the consequences of their own actions.
Reinforcement Unlimited: Clinical and Behavoural Consultants, 1996-2011retrieved on March 4, 2013 from http://www.behavior-consultant.com/social.htm.
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Student is easily distracted.
Student is restless and has a short attention
span.
Student is often disruptive and gets intofrequent fights.
Student gets bored easily.
Isolates him/herself and is reluctant toparticipate in learning activities.
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In dealing with negative behaviors, parents andteachers must consider the causes and circumstances of
that behavior, and the individual character of the child.
Most children respond well to a simple punishment .
But maladjusted, learning disabled, and temperamental
children need a more comprehensive approach to
treatment. Rules are rigid; responses must be flexible.
Youth development: A case study (n.d.) retrieved on February 28,2013 from
http://collections.infocollections.org/ukedu/en/d/Jr0074e/4.4.html#Jr0074e.4.4