Theoretical Explanations of Behaviour Disorders
There are a large number of theoretical explanations of the development of behaviour disorders, which come under the broad headings of biophysical, psychodynamic, behavioural, cognitive-behavioural, sociological, and ecological. Each of these points of view covers a variety of theories that are different in a number of ways. They range from the disability perspective (examining causes within the individual), to the deviance perspective (examining external conditions which cause children to deviate from "normal" behaviour), to the alienation perspective (examining external social forces that distort the emotional development of otherwise healthy people) (Newcomer, 1993, p.27-28). Each of the theoretical standpoints will be discussed in order, with emphasis on its educational implications, and evaluation of its usefulness to special education.The biophysical point of view asserts that behavioural disorders are the result of an underlying physical disturbance or disorder (Rosenberg et al, 2004, p.8), and ignores external forces. Biological theories maintain that a pathological condition exists because of deficiencies of the individual (Newcomer, 1993, p.27). Genetic transmission is one major biophysical theory. Genetic transmissi
This holistic point of view is distinctive in that children are not the sole focus of assessment. 44), which means that these theories provide little in the way of classroom strategies for managing behaviour. Behaviourism does not, however, account for dimensions of human experience such as hate, despair and love, and does not incorporate subjective experiences into its explanations of behaviour. The failure of behaviourism to provide "durable behaviour change" has led to many trying the cognitive method, which is more successful in guiding the learner toward "durable and generalised behaviour change" (Rosenberg et al, 2004, p. However, to work, it needs a capacity for reflective thought, verbalisation, meaningful relationship, and motivation to change one's behaviour (Rosenberg et al, 2004, p. which negates school-related events as causal factors" (Newcomer, 1993, p. This method can be used in the classroom, like behaviourism, because of the view that behaviour is learned, and that the problems underlying the maladaptive behaviour are reflected in the child's thinking. a reward) for substitute adaptive behaviours (ie. Because of the physiological nature of the behavioural disorders, the teacher's role becomes relatively unimportant. Freud's psychoanalytic theory is the best-known perspective of the psychodynamic model, with the development of the id, ego, and superego forming a large part of his theory. While the previous two models give educators few options, the behavioural model is more optimistic in that it emphasises "the possibilities for change and growth through environmental manipulation" (Newcomer, 1993, p.
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