Presentation Maladjustment (1)

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

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