Respond To Pupils’ Use Of Home Language

Karen is working with a small group of children who have brought a toy in from home and have been asked to talk about it to the rest of the group. Ben is from Wales and has a very broad accent which is different from other children in the group, who are from London. When Ben stands and starts to talk a girl in the group starts laughing with her friend and tries to imitate him. What should Karen do? Why is it important not to ignore the pupils who laugh? Karen should talk to the girls who were laughing and explain that every person is a unique individual and we all have differences.They may not have intended to upset Ben or realise the impact their behaviour could have on him. She should ask the girls how they would feel if somebody laughed at them because of their accent or their appearance or other factor that is beyond their control. Considering the feelings of other people should always be encouraged. It is extremely important not to ignore this behaviour as pupils may think that it is acceptable to do this. Ben could become upset and feel isolated, which could have a serious impact on his self-confidence.His work may also be affected, he may not want to attend school, become withdrawn or even start to display unacceptable behaviour himself. To help promote diversity, Ben should be encouraged to talk to his peers about where he is from. If Ben speaks Welsh, he could teach a few basic words to the class. At Meadow View, some teachers encourage children to answer the register in a different language. A situation like this would be ideal to educate students about Ben’s background and hopefully make him feel included and accepted amongst his classmates.

Child challenging behaviour

This would be done over a few weeks to see if there is a regular pattern or thing that sets this behavior off and to ensure you know what the nouns person needs to help them stop this challenging behavior. Strengths To find out what that something is that sets off the behavior, and to find ways Of dealing with it. TO understand the needs Of the young person and put into place the right support and get the right specialized professional involved and ensure that they work together to create a plan so that the young person behavior develops in a short time as possible.To use good strategies to ensure that the behavior is improved and if the young person is being Hellenizing make sure that there is somebody to help the person working with the young person that they have support to help them and that he gets the right punishments and rewards put into place to make the behavior change. To also ensure the professional work together and follow the rules, guidelines and put a care plan into p lace that all professionals working with the young person are followed. Weaknesses- The young person might not have a pattern of when the trigger sets off the behavior.The young person may not feel able to talk to anybody so professionals can't provide the right purport and care to help make the young person's behavior improve. Approach to the behavior used would be cognitive behavior therapy as it helps to change the way you think, behave and deal with the behavior. It will help the young person look at the negative behavior, the regular patterns that set the behavior off and ways that you can overcome this bad behavior. This could be the way to talk about how the person thinks about themselves, the world and other people and how what you do effect your thoughts and feelings.It helps you learn skills for the rest of your life to cope and deal with difficult situations that you may have be in and may be in again. Cognitive behavior therapy helps to overcome their difficulties throug h changing their thinking, behavior, and emotional responses. It's to try and help a person think more positively however it's not just to make them think positively it's to help them to change the behavior to help them improve how they feel. â€Å"Cognitive behavioral therapy (CB) can help you make sense of overwhelming problems by breaking them down into smaller parts. NASH. ELK) people who can benefit from this are people with anxiety and panic disorder, depression, phobias (including agoraphobia and social phobia), suspicious thoughts, stress, eating disorders, obsessive compulsive disorder, post-traumatic stress disorder, bipolar disorder, psychosis, anger issues, low self esteem and pain and fatigue. (Craven clinic, 201 2) Strengths- This therapy can help the young person let out there feelings and what is going on in their head but mostly to change how they feel to make them become more positive.To ensure the young person has somebody to turn to and trust as if he is challen ging he may feel everybody is against him and to make sure the young person understands what they have done wrong. Weaknesses- The young person might not attend the sessions as he might not want any help so finding other options to support the young person's wishes to help him and his behavior change. Evaluating the problems and turning to different methods of approaching the young person's behavior such as providing active support for the young person, ensuring partnership working or even behavior modifications programs.Methods of intervention used would be applying medication. The young person has ADD and has to take a medication called Rattail, this helps calm them down as the chemicals in this drug effect there brain and the way they think. The young person must be monitored On a regular basis to ensure the medication is helping and if it is not the must assess the situation incase they need a higher dose. Strategies must be put into place to ensure the young person has the righ t help and support to make sure the young person can try and change their behavior to come appropriate.People with ADD can have poor organization skills, trouble to start and finish things, frequent forgetting things such as appointments, frequent interruptions of others, have poor self control, blurt out things that are rude and inappropriate, have addictive tendencies egg: tapping on the table which distracts others, have trouble behaving in socially appropriate ways egg: such as talking to someone when a teacher is talking to them. These could be improved if the young person has a support worker to be with them to tell them what's right and wrong so they know.They also have emotional difficulties such as sense of under achievement, trouble staying motivated, don't deal well with frustration, easily stressed out, irritable, lots of mood swings, hypersensitivity to criticism, short temper and low self esteem this could also be overcome by a councilor or somebody they trust that the y can talk to. (Help guide, 2012) Strengths – The medication can control the young person's behavior to a certain point, ensuring they have the right support put in place helping them get through all the emotions and feelings they may encounter.To ensure the young person has a dedicated worker to talk to about any concerns or worries that they may have. Weaknesses – if the medication does not work then his behavior could maintain at an inappropriate level. The young person would have to be assessed on a regular basis to see how the medication helps and if there is no progress in the behavior assessing if the doctor needs to give the young person a higher dose of the medication and to also make sure the medication doesn't cause any serious problems with the young person's mental, emotional and physical state of mind.

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Dissertation2 - Essay Example A similar pattern of social influence was also reported by those who were identified as in-group members and as protà ©gà ©s. In-group members and mentored individuals reported greater use of expert and referent power than out-group members and non-mentored people. Further, out-group members and non-mentored individuals both reported a greater use of coercive power than did in-group members and protà ©gà ©s. Research interest in mentor/protà ©gà © relationships developed during the 1980s. It arose largely without articulated conceptual links to other topics in social/organizational psychology such as leadership, social influence, pro-social behavior, or social exchange. The first studies of this developmental relationship were descriptive and exploratory, such as Krams early research (2003) which identified two functions that mentors provide their protà ©gà ©s: career and psychosocial. More recent research (Noe, 1998a, 458) has examined the process and outcome of formal assigned mentor-protà ©gà © pairings and, in particular, the difference in outcomes between formal and naturally developing informal mentoring relationships (Chao, Walz, & Gardner, 2002, 619). Noe (1998b, 68) reviewed work on mentoring as it pertains to womens career development. He recommended clarifying the nature of the mentoring construct, suggesting several research questions about the development and effectiveness of these relationships. Noe also stated that "the use of leader-member exchange theory may further understanding of the dynamics involved in the formation of mentorships" (p. 73). Consistent with Noes recommendations, the present study was designed to investigate the convergence of mentoring relationships with another construct in social/organizational psychology: high-quality leader-member exchange (LMX). To explore the convergence of LMX and mentoring, we propose that

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