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Dealing With Difficult Behaviour In Children

Dealing With Difficult Behaviour In Children

Every child will experience impulsive, defiant or disobedient behaviour at some point in their lives. While most of these behaviours are normal, abnormal behaviour can disrupt a child’s daily functioning and should addressed by professionals. Positive behaviours can be encourage by parents using evidence-based strategies. What is the difference between normal behaviour and abnormal behaviour?

Nearly seven percent of Australians between the ages of four and 17 years old experience disruptive behaviour. It is a significant occurrence in nature that persists over time, and it tends to mismatch their developmental stage. If the behaviour is affecting the child’s school functioning or with friends and family, and causing the child distress, these are signs it is more serious. These signs indicate that the behaviour needs to be investigate further and should address by a professional as soon as possible.

Given the wide range of behaviour consider normal at this age, there is some disagreement over whether or not preschool-age children should be diagnose. Most disorders are diagnose in school-aged children between 10-14 years.

Parents Need To Know

It can be difficult to know where to begin when you are seeking help for persistent and severe disruptive behaviour. Avoid Dr. Avoid websites that claim to offer symptom checks, such as Google. They can lead to alarmist results. To be inform about the different behavioural disorders, you should read and research them. However, it is important to only use reliable sources. These include Beyond blue, Reach out, Headspace and Mind Matters.

Some of the resources that teacher educators can refer to are useful, like Response Ability which offers fact sheets and podcasts about various behavioural disorders. After reading the information, if you are still worry, a visit with your GP can be a good place to start. If necessary, the GP will conduct an initial assessment and refer you to another professional.

Referring to a GP is require for access to specialist such as psychiatrists or paediatricians. Although a referral is not necessary to see a psychologist it’s advisable to first visit your GP to determine if this is require. A GP may also recommend a highly recommended person.

The Dangers Of Punishment Behaviour

Meltdowns, defiance, or even being ignore are all normal. They’re most likely just acting their age. Most children are not likely to display disruptive behaviour. It is possible to stop difficult behaviour with some effective, evidence-based strategies.

Research has shown that positive strategies are more effective than punishment and coercion in dealing with difficult behaviour. While you may notice an immediate response to punishment, it only temporarily stops the behaviour. It’s possible that the behaviour will recur in the future.

Consider what happens when you pass a speed camera. What does the majority of people do? Temporally they slow down but then speed up once they pass the camera. There are unintended consequences to punishment, including the possibility of causing damage to relationships. It can cause rebellion, reduce autonomy, and decrease problem-solving abilities.

Strategies That Improve Behaviour

Positive behavioural strategies can not only reduce unwanted behaviours but also promote positive social behaviour and strengthen relationships. Depending on the preferences of the child, some strategies are more effective than others. You can try several strategies. If one strategy doesn’t work for you, move on to the next. You can try another strategy. These strategies are effective

When your child behaves appropriately, show affection and warmth. When praising them, tell them what you like about their behaviour. Example: I like it when you listen attentively, we can do so much more and get to the good stuff faster. Instead of waiting to reward and praise the desired behaviour, do it immediately.

Think about what your child values as a reward to motivate them to do well. What would they choose? A toy, a treat, or a movie? Consider a reward system for challenging behaviour. You can reward your child often throughout the day, catching them doing good things and gradually decreasing how often.

Ownership And Helps

Offering choices gives them ownership and helps them to evaluate the consequences of their decisions. Know when to ignore and when to intervene. It is unrealistic to correct every difficult behaviour, so don’t be afraid to ignore the little things. You can overlook the occasional whining, mess or slow response to requests.

Give clear instructions and establish behaviour expectations. For example, use a talking head at all times or keep your hands and feet off of yourself. Your child’s commitment to following the rules will be increased if you negotiate their expectations. Negotiating rewards for following the rules and consequences if they are not followed can maximize their effectiveness.

Before you leave the house, remind your children of the rules and the rewards that come with following them Listen to your child and take the time to stop what you are doing and listen. Behaviour problems often arise when the child seeks your attention.

Brain In Education Is Meaningless

Brain In Education Is Meaningless

It is possible that you have seen a steady rise in brain based language used in education. You might also have noticed, that this language, besides creating some lucrative learning tools for educators, hasn’t really done much to add any meaningful value to the teaching/learning discourse.

This is because, while they sound impressive, most educational references to brain are lacking in any original, unique, or prescriptive value. These are what we now call neurosophisms.

Neuro is an acronym for neuron or nerve and sophisma, which means clever device, refers to a neurosophism, which is a sophisticated, but flawed application of neuroscientific terminology. Here are some of the most common offences.

We call this the Sleight Of Hand. It is when someone secretly inserts a meaningless neuroscientific term in a phrase to gain prestige and weight. Here’s one example:

Students brains develop the ability to find those activities when they are link to learning activities that provide enjoyable experiences.

Reread The Sentence Brain

Take out the word brains, and reread the sentence. Is the meaning of the sentence changing? Does removing neuroscience from this context result in any loss or gain? Was the addition of neuroscience in this context a way to learn anything about the brain or just decorative?

The Rebadged Car is the next form of neurosophism. This happens when someone takes well-understood information and repackages it using neuroscientific language to try to sell it as something else.

Stress can make it impossible to think, and anxiety can make it difficult to learn. This is one of the fundamental principles of neuroscience.

This sentence implies that teachers knew little about the impact of anxiety and stress on learning before the advent of neuroscience. This relationship has known for decades, if not centuries. It was extensively explore in classrooms and labs during the 1950s.

Bait And Switch Brain

The Bait and Switch is another type of neurosophism that we call the Bait and Switch. This refers to when someone claims that neuroscience is city, but in fact it comes from a different field (typically behavioral). Here’s an example. Brain research has shown that students learn more when they are able to link new concepts with what they already know.

This may seem like the Rebadged Car. However, there is one subtle difference. In this case, the research mention as being done by neuroscientists was actually perform by psychologists, without any neural measures. The basic idea was that readers were promise information on the brain, but instead were given information about behaviour.

The Untouchables is the final type of neurosophism. It’s when someone presents a vague and ill-defined neuroscientific measurement to evaluate an important educational outcome. The true self is clearly one in which neural network growth has been maximize.

Teachers will rarely see students’ brains in action. What are we to make out of propositions that combine a desired educational goal (true students) and an outcome that is difficult for most teachers to measure (neural networks development)? How would teachers ever know if neural development was “maximised”?

How To Recognize A Neurosophism

To protect yourself from meaningless statements, ask these questions the next time you read about neuroscience or education. Can I substitute the word brain with student? If yes, neuroscience is the right place to be. This is a new finding? Is this a new finding? Or is it a long-standing part of successful teaching practices? It doesn’t matter if the former, you can still rely on neuroscience.

Which type of research is being used in support of this point? Neuroscience is not necessary if the answer is either psychological, educational, or behavioural. Is the outcome proposed meaningful and quantifiable? If the answer to that question is no, neuroscience is your best option.

It may seem innocent, or even funny, to use neuroscientific terminology in an errant manner. The consequences can be severe: If we are certain that something is beneficial for student learning and wellbeing, we should name it.

It is more likely that policy-makers and educators will waste their time exploring useless avenues of inquiry and attribute the success of an intervention to something that does not confer that benefit. In this instance, it is generic neuroscience. This is a serious problem for students.

The brain is an amazing topic. There is also a growing interest in the potential implications of neuroscience for education. It’s crucial that we don’t let this excitement cloud our judgment. Eliminating neurosophisms from the conversation will be a good step in the right direction.

Gun Owners Invoke NRA-Style Tropes In Response

Gun Owners Invoke NRA-Style Tropes In Response

Social media was a great platform for gun owners in the aftermath of the Christchurch terrorist attack and subsequent ban on semi-automatic military weapons. Media have looked into the influence of the American National Rifle Association in New Zealand. However, there is a strong home-grown gun culture online.

Protecting Our Gun

A range of New Zealand firearms communities Facebook pages have a variety of comment sections that reveal that many gun users are more extreme than what the gun lobby would like us to believe. Local gun culture has some disturbing norms

Some people posted on Facebook about the shooting to express shock and sadness. Concerned about the impact on firearms users. Some contributors to some sites discussed the livestream of the shooter. A few Kiwi Gun Blog Facebook users were curious about the firearms he use.

One Was Gun Post

He started with a shotgun and then used his AR15 to complete the task. While some contributors mentioned the victims, others emphasized the harm that firearms owners are likely to suffer. It was a very sad day. My condolences to the families. Unfortunately, licenced firearm owners are the only group going down. The sale of semi’s went through the roof just before the ban was announce. You should bury your semi’s before they taken from you.

Others were enthusiastically in agreement. A contributor responded to a post asking if proposed gun laws changes would require that we would need to surrender our ars firearms and replied, lose them in an safe place. Police are another example:

  • They will require a lot search warrants and a team with lots of people.
  • Another addition is the mixing of an American NRA trope and The Lord Of The Rings.
  • They will have my precious from my dead body. They will not get my precious.

It Is A Privilege, But Not A Right Gun

According to some, the second amendment to American Constitution is meant to mean that citizens have a legal right to bear arms. However, in New Zealand, gun ownership is consider a privilege and not a right. The government can ban semi-automatics of high calibre, magazines and related parts and demand that gun owners surrender their weapons.

The Arms Amendment Bill will heard by a parliamentary select committee this week. It is expect that the bill will become law by next week. There are limit exceptions, including those relating to pest control and theatricals. NRA discourses are use on New Zealand firearms websites. This may reveal confusion or a state denial about what is legal in New Zealand.

I prefer to see people who have the right to carry for their own self-defence. This tragedy could have been prevented if a few of these worshippers had carried [carry guns] in their possession. Although it is illegal in New Zealand to possess a firearm for self-defence, contributors often mention the idea.

On the New Zealand Deerstalkers Association’s Facebook page, we found additional NRA tropes. People don’t die from guns. People do. The conspiracy theorists also claimed that the shooting was a false flag event, specifically staged to discredit gun owners.

Firearms Owners Feel Threatened

The gun lobby quickly responded to Jacinda Ardern’s announcement of a ban on semi-automatics just days after the shootings at the mosque. The Council of Licensed Firearms Owners, a firearms umbrella organization, posted a pastiche of Martin Niemoller’s poem on its Facebook page. It depicted firearms owners as having to defend themselves against oppression.

These discourses have surprised new contributors to the pages since the shooting. Unwittingly, one visitor posted that ban all MSSAs military-style semi-automatics, cars must be registered. Licenses are required for drivers why should guns? What civilian uses are MSSAs allowed to have?

Regular commenters did not like the suggestion that guns should only be register if their owners have been licensed. They responded: Stop terrorizing gun owners! Extremists are disgusting. The majority of comments are from men, as can be seen by the names. It is not surprising that 93% of New Zealand’s licensed firearms owners are men. Some pages contain remarks about Ardern and violence misogyny.

Only The Law Can Stop Threats

Although very few contributors actually threaten others, any threats were reject by the law and not because they were based on misogynistic or violent suggestions. Chris Cahill, President of the New Zealand Police Association, referred to radical gun lobby in a post. One commenter said that if they were radical they would be dead already.

These public Facebook pages in New Zealand did not contain any white supremacist sentiments or overt racism. However, there is not much evidence of Maori or other non-white people on these social media pages.

Senior gun lobbyists portray licensed gun owners as responsible and sensible the only valid voice on firearms. These online posts are a reflection of the culture of the group. Their voice has effectively stifled public debate and prevented changes to firearms laws for decades.

Paula Bennett, former police minister and opposition MP, appointed two gun lobby advisors who encouraged Bennett to reject 12 out of 20 recommendations in the 2017 bi-partisan select report on illegal guns.

A Ministry of Education reference group was establish in 2018 to provide guidelines for schools after a public outcry over military personnel bringing their weapons into schools. Initial members of the group were educators, government employees, and representatives from firearms organizations. Hera Cook, a health representative, was challenge and added to the group. She observed how firearms experts convinced the ministry to remove a list of schools that had guns.

The social media posts of gun owners show that not all firearms owners are sensible or reasonable. They respond to a tragedy by insisting on a nonexistent right to own firearms, and to be open to breaking laws that don’t suit them. It is time for ordinary New Zealanders to decide firearms policy.