Abstract: Children's problem behavior is a hot issue concerned by psychologists and educators at home and abroad, and its incidence is still rising year by year. Children's problem behavior not only affects the healthy development of children's body and mind, but also affects the process of quality education in China. In the process of education, educators can only make a reasonable evaluation of children's various behaviors in order to implement the education plan in time. This paper discusses the evaluation criteria, attention problems and countermeasures of children's problem behavior.
Keywords: children; Problem behavior; Evaluation; Countermeasures
1 Overview of Children's "Problem Behavior"
"Problem behavior" is also called behavior problem. Researchers have put forward many concepts from different research angles, involving psychology, education, sociology, medicine and other disciplines. But it can be summarized as: it is acquired, which affects the healthy development of children's physical and mental health and gives family. Acts that cause trouble in school and society. There are also different views on the classification of children's "problem behavior", including dichotomy, trisection, quartering and sevenfold. However, Mr. Zuo's classification is more representative. He divides the problem behaviors into four types: negligence (such as being late and defaulting on homework, etc.); Bad moral character (such as lying, stealing, highway robbery, hooliganism, etc.). ); Aggressive (such as contradicting the teacher, deliberately disturbing the classroom, venting, venting anger, etc.). ) and depression (such as timidity, withdrawal, negativity, self-destruction, etc.). ), due to different ages, children and adolescents have different types of problem behaviors. In childhood (6 years old-1 1 year old), the most problematic behaviors were dereliction of duty (77.5%), followed by bad moral character (12.9%), depression (64%) and aggression (32%). Different classifications have their own characteristics and applicability in specific situations. Moreover, there is also a cross phenomenon between the classifications from different angles, and there is no need for forced unification. In addition, the manifestations of problem behaviors are complex and diverse, and some specific behaviors are difficult to be strictly classified into a certain category, which means that it is difficult for any classification to cover all specific problem behaviors. Therefore, the classification of problem behaviors is only of relative significance. As for which classification is more appropriate, it should also be decided according to the specific research purpose and research situation.
2. Evaluation of children's "problem behavior"
Different researchers have different understandings of the meaning of "problem behavior", so the evaluation criteria for problem behavior are different. Some scholars believe that children's occasional minor behaviors that have little impact on their study and life are not problem behaviors, but only behaviors that often appear in children's behaviors, are relatively stable, have great interference, have a serious impact on learning efficiency, and require patience and long-term education. Some scholars also believe that because behavior itself is a continuum between normal and abnormal development, most children have some problem behaviors to varying degrees.
Although the evaluation criteria for children's "problem behaviors" are not uniform, they can be comprehensively considered from the following aspects:
(1) statistical standard. Among ordinary children, their behavior is statistically normal. On the normal curve, the behavior of children in the middle mostly belongs to the normal range, while those far away from the middle are regarded as abnormal. In other words, a child's behavior, if compared with the normal state of children of the same age, is obviously different from the general behavior of peers, it can be regarded as problem behavior. Obviously, the "problem behavior" here is relative, it is a continuous variable, and the greater the deviation from the mean, the more abnormal it is. Based on statistical data, determine the boundary between normal and abnormal. This judgment method mostly uses psychological test as a tool. For example, Aschenbach Child Behavior Scale (CBCL >；; It is a common scale for screening children's "problem behavior".
(2) Development criteria. Pay attention to the longitudinal investigation and analysis of children's individual behavior development. That is, relative to the child's own behavior development, if there is a long-term retrogression in behavior development, it may indicate the emergence of problem behavior.
(3) Environmental adaptation standards. Under normal circumstances, children's behavior meets the reasonable requirements of family, school and society. If they seriously deviate from the code of conduct, it is problem behavior.
(4) Use relevant rules, systems, regulations, codes and norms to identify and see the degree of "derailment".
3. Children's "problem behavior" assessment should pay attention to the problem.
3. 1 objectivity
The objectivity of children's problem behavior evaluation mainly includes three aspects: (1) the attitude of seeking truth from facts; (2) We must consider the objective conditions of children's life, that is, the social living conditions, educational conditions and biological conditions around children; (3) Any conclusion should be based on sufficient factual materials.
3.2 development
Children are living people with their own laws of physical and mental development, which have great development potential and are in the process of development. Therefore, when evaluating children's problem behaviors, we should look at children from a developmental perspective and a changing perspective, and we should not arbitrarily give children a development conclusion based on our immediate performance.
In terms of perception, children in primary school have no clear purpose when they perceive things, but they are obviously unintentional and emotional, and their perception is poor in persistence. They are not good at analyzing and synthesizing things, often don't know the primary and secondary characteristics of things, and their perception of time and space is still vague. In terms of attention, it is mainly that unintentional attention is dominant, attention is unstable and not lasting, and it is easy to be attracted by some new stimuli. In terms of thinking, it is mainly concrete thinking, and it does not have the ability to think about deep problems. In terms of emotional willpower, the emotional impulse of primary school students is changeable, and the moral emotion is developing, but it is still narrow and vague. Therefore, in primary school children, there are often things such as being late for school, not obeying discipline in class, fighting with the same table for a rubber, stealing from others and so on.
3.3 Pay attention to distinguish between "problem behavior" and "problem children"
Problem children and problem behavior are two different terms in psychology. Problem children refer to children with abnormal physical and mental development and serious defects in moral behavior. Such children have a series of physiology. Psychological symptoms, often unable to communicate with others normally, do not abide by the social norms recognized by the society for normal children, and are significantly different from normal children in dealing with things and learning. If children with occasional problems are not treated in time, there will be two consequences: first, they will become mentally ill, and second, they will form an eccentric personality, unable to communicate with others normally, and have poor social adaptation, and they will easily make deviant actions and embark on the road of anti-society.
Problem behavior is a common phenomenon in children's growth. When referring to problem behavior, we should pay attention to the behavior itself, rather than make an overall evaluation of the perpetrator, that is, we should distinguish the concepts of "problem behavior" and "problem children". For example, problem behavior can exist in poor students or in good students with excellent academic performance. We can't unilaterally think that problem behavior will only appear on poor students.
3.4 Collect information in various ways.
The causes of problem behavior are extremely complicated, which are not only related to children's own quality and psychological state, such as needs, temperament, mood and personality, but also restricted by family, school and social environment, such as family status, friends and social atmosphere. , may become a factor inducing problem behavior. Therefore, the analysis of problem behavior should start from many aspects, collect the reactions of society, parents, teachers and classmates to children's problem behavior, and look at the symptoms, environmental characteristics and manifestations of problem behavior, so as to overcome the one-sidedness of the information obtained.
In addition, the evaluation of problem behavior should consider the regularity of behavior, the stability of performance, the interference to others or oneself and other factors. Those behaviors that are temporary, accidental and corrected in time cannot be classified as problem behaviors, while those behaviors that often appear' stable, have a heavy impact on children's development and need some education to correct can be judged as problem behaviors.
In short, the evaluation of "problem behavior" should be cautious, and it should be clear that the purpose of evaluation is not to label children with some kind of problem behavior, but to implement educational plans in a targeted manner to better promote the healthy development of children.
4 children's "problem behavior" countermeasures
4. 1 behavior correction method
For children's problem behavior, generally pay more attention to the use of behavior correction methods, the most common correction methods in the education process are:
4. 1. 1 Positive reinforcement method is commonly known as reward method. After the child shows a good behavior, he will strengthen the expected behavior through rewards and increase the possibility of such behavior in the future. Positive reinforcement is a method often used by teachers, which can be used to solve various behavioral problems of children, but teachers should pay attention to:
(1) Select and analyze specific behaviors that need to be strengthened, determine which behaviors need to be rewarded, and how to avoid strengthening inappropriate behaviors. For example, in order to get praise, children give their family money to teachers;
(2) According to children's interests. , characteristics and educational situation, appropriate choice and use of reinforcement, which can be things that children like to have, activities that children like to do, or verbal praise, attention and encouragement with social significance;
(3) In time, reinforcement should follow closely the behavior;
4) When the expected behavior is established and consolidated, it is often ignored by teachers to gradually dilute and reduce the external rewards and reinforcement, promote the autonomy and self-control of behavior, and guide others from the external to the internal self-reinforcement.
4. 1.2 negative reinforcement method negative reinforcement refers to reducing or eliminating the stimuli or situations that individuals don't like when they show expected good behavior, so as to promote the appearance of such good behavior in the future. For example, for children who don't finish their homework carefully after returning home, parents can first deprive them of the right to watch their favorite TV programs, and once they can finish their homework carefully, they can be allowed to watch related TV programs.
4. 1.3 Punishment is to reduce or terminate an individual's bad behavior by giving aversion stimulation or reducing or eliminating positive reinforcement. Although punishment may have a negative psychological impact on children and has been criticized by some educators and psychologists, it is still a widely used method in practical education such as parents and teachers. In order to use punishment effectively, we should pay attention to the following points:
(1) The time of punishment is generally considered that the earlier the punishment is implemented, the better. If it is punished long after the child's bad behavior occurs, the effect is relatively poor, and it is necessary to tell the child the reason for being punished;
(2) Consistency and consistency of punishment. If educators are not sure about the same bad behavior of children, they will sometimes be punished, sometimes ignored, and sometimes even condoned; Or there is disagreement among educators (such as teachers and parents in different disciplines), and punishment will be difficult to work;
(3) The relationship between the punisher and children. The closer people are to their children's emotions, the better the effect of punishing them: in this way, children can deeply feel the unhappiness caused by emotional alienation or deprivation, and will recover. The strong desire to restore intimacy is conducive to correcting problem behavior in time; (4) Combination of punishment and positive reinforcement.
In real life, people often equate negative reinforcement with punishment, which is wrong. Therefore, the relationship between positive reinforcement, punishment and negative reinforcement is as follows: positive reinforcement is to promote good behavior with rewards, punishment is to stop or reduce bad behavior with bad stimuli, and negative reinforcement is to promote good behavior with reducing or eliminating bad stimuli.
4. 1.4 Model Law According to the social learning theory, in real life, many behaviors of children can be established or eliminated not by directly strengthening or punishing, but by observing the behaviors of others and their consequences. It is best for teachers to provide students with a learning model or reference by means of live demonstration, participation in demonstration or role-playing according to children's psychological development level, so that students can see different behaviors and their different effects in a certain situation with their own eyes. If some students shrink back because they don't know how to behave in communication, they can be guided by demonstration or role-playing.
4. 1.5 cognitive behavior correction method is to correct the thinking of the problem-maker. , beliefs, attitudes and cognitive styles to change personal behavior. With the gradual improvement of the psychological development level of children and adolescents, cognitive activities, especially social cognitive activities, play an increasingly important role in behavior, and sometimes even play a leading role. Research shows that teenagers with personality problems may have problems in interpreting social communication information, and they are more likely to regard other people's words and deeds as hostility and rejection, so they are more likely to trigger attacks on others. For example, after entering primary school, children have a better understanding of the motives of others' aggressive behavior. When they think the attack is intentional, they are more likely to retaliate with the attack.
4. 1.6 Behavior Contract Law means that children with problematic behaviors reach an agreement with their parents or teachers to promise their basic behavior strategies in order to achieve a certain goal. At the same time, as a tool of correction evaluation, as a psychological correction method to change problem behavior. The specific implementation steps are: (1) target selection; (2) monitoring the target behavior; (3) Changing environmental events; (4) Establish effective monitoring indicators; (5) the effect is consolidated.
4.2 Establish a correct concept of problem behavior
Parents and teachers should not only master the general methods of problem behavior correction, but also establish a correct view of problem behavior, so as to correct students' problem behavior scientifically and effectively. In the past year, foreign scholars put forward. In order to explain students' problem behavior from the perspective of ecosystem. This view holds that students' problem behaviors are not personal shortcomings or deficiencies, and many problem behaviors are the result of interpersonal interaction between school and family. According to this view, in order to reduce students' problem behaviors, we should be good at analyzing and dealing with problems by using ecosystem principles. Specifically, the ecosystem principle mainly includes the following technologies:
(1) recycling technology. That is to say, teachers and parents make a new formulation of children's problem behavior and regard something as negative. Unreasonable behavior is defined as positive and reasonable behavior. If students answer or interrupt teachers and classmates in class without the teacher's consent. In this regard, some teachers and parents don't think that this is students showing off or deliberately making trouble, but restate it as a manifestation of students' strong interest in course learning and positive thinking. If the teacher regards students' rushing to answer questions as a negative questioning behavior, it is easy to feel disgusted and disgusted with students and adopt a critical, accusing, sarcastic and sarcastic attitude. On the contrary, if students' behavior is regarded as positive behavior, it is another way of attitude and education for students.
(2) The connotation technology of positive motivation. In other words, students' behavior motivation is not dominated by some bad or even very bad motives, but by correct and good motives. For example, in the above example of students scrambling to answer questions, teachers can regard students' behavioral motives as showing off and deliberately making trouble, or they can regard students as liking teachers and eager to answer their questions. Experience has proved that parents and teachers think less about negative motivation and more about positive motivation, which is more conducive to their education.
(3) Positive functional connotation technology. This means that students' behaviors should be found in a positive way and the resulting effects should be studied. For example, if we take a positive attitude to understand students' rushing to answer or interrupt, and think that students' behavior can remind teachers that there is still room for improvement in questioning methods, lectures or organization of teaching, and play a role in promoting teachers to improve their questioning methods and teaching methods, teachers will treat students with a positive attitude.
4.3 Change the environment
Scholars at home and abroad believe that children's psychological and behavioral development is influenced by the interaction between congenital factors and acquired environment. Congenital factors, including heredity and mother's pregnancy, determine the child's innate physical and mental development and are uncontrollable factors. Acquired environmental factors refer to the influence of family, school and society who live, study and entertain on children's psychological and behavioral development during their growth and development, and are controllable factors. Therefore, schools, families and society should form an educational network to create a harmonious environment for correcting children's problem behaviors and shaping good behaviors.
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