As the main focus of this paper is based on the behavior of JA, and his actions of verbal and physical harm to others, we need to determine the reasons for his actions, behavior, and solutions for his well being and for others as well. There may be many reasons for JA to express himself the way he does, but we need to determine what it could be based on his surroundings. This is where the ecological theory comes into play involving JA and his surroundings to the microsystem, mesosystem, and macrosystem. The ecological theory, involving the interaction of individual’s with others, their environment, and cultural background. In this case, the microsystem are the individuals interacting with JA are his teachers and peers. The mesosystem system
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Some may demonstrate positive and negative behaviors. Children’s behaviors may be seen as a form of seeking/asking for help, or acting out to get attention depending on the type of behavior that is shown. When taking into consideration of the behavior JA exhibits is a different observation of positive behaviors a Kindergarten display in class. A young child exhibiting disruptive, overactive, impulsive, and inattentive behaviors is at risk for a number of difficulties in the school environment (McGoey, Schneider, Rezzetano, Prodan, & Tankersley, 2010, p. 247). As stated in the previous statement, that is what is seen when told and observed from my perspective. The behavior and actions of JA’s verbal and physical altercations in his class directed towards his teachers and peers. JA’s behavior showing verification of behavioral theory, which “focuses on the concrete behaviors that can be observed,” and cognitive behavioral theory, that also “focuses on thoughts—primarily our immediate thoughts” (Davis, 2015). The theories of behavioral theory and cognitive behavioral theory are what you can see when observing JA’s behavior in action. The behavioral theory in relation to JA’s behavior when actually hearing the offensive language being said by him, and causing physical harm to peers. When seeing his behavior in action, from my perspective of JA, I believe it is uncontrollable for him to contain himself when around others. His behavior causing him to react in a certain way without thinking first, which is also in relation to cognitive behavioral
Some may demonstrate positive and negative behaviors. Children’s behaviors may be seen as a form of seeking/asking for help, or acting out to get attention depending on the type of behavior that is shown. When taking into consideration of the behavior JA exhibits is a different observation of positive behaviors a Kindergarten display in class. A young child exhibiting disruptive, overactive, impulsive, and inattentive behaviors is at risk for a number of difficulties in the school environment (McGoey, Schneider, Rezzetano, Prodan, & Tankersley, 2010, p. 247). As stated in the previous statement, that is what is seen when told and observed from my perspective. The behavior and actions of JA’s verbal and physical altercations in his class directed towards his teachers and peers. JA’s behavior showing verification of behavioral theory, which “focuses on the concrete behaviors that can be observed,” and cognitive behavioral theory, that also “focuses on thoughts—primarily our immediate thoughts” (Davis, 2015). The theories of behavioral theory and cognitive behavioral theory are what you can see when observing JA’s behavior in action. The behavioral theory in relation to JA’s behavior when actually hearing the offensive language being said by him, and causing physical harm to peers. When seeing his behavior in action, from my perspective of JA, I believe it is uncontrollable for him to contain himself when around others. His behavior causing him to react in a certain way without thinking first, which is also in relation to cognitive behavioral