Perspectives on Behaviour
A Practical Guide to Effective Interventions for Teachers
Seiten
2000
|
2nd edition
David Fulton Publishers Ltd (Verlag)
978-1-85346-672-4 (ISBN)
David Fulton Publishers Ltd (Verlag)
978-1-85346-672-4 (ISBN)
This text outlines eight major perspectives on behaviour and their implications for the classroom: biological, behavioural, cognitive-behavioural, social learning, psychodynamic, humanist, ecosystemic and ecological.
This book is a practical guide to the following eight perspectives on behaviour: biological -?focusing on biological and biochemical processes in accounting for behaviour; behavioural?(or behaviourist) - focusing on overt, observable and measurable behaviours and their reinforcement in accounting for behaviour; cognitive?(or cognitive-behavioural) - focusing on cognitive processes (beliefs, attitudes, expectations and attributions) in accounting for behaviour; combines both the cognitive and the behavioural perspective; social learning?- focusing on observational learning, perceived self-efficacy and expectancies in accounting for behaviour; psychodynamic?- focusing on unconscious conflicts in early childhood as accounting for current behaviour; humanistic?- focusing on low self-esteem and problems in coping with and exploring feelings in accounting for behaviour; ecosystemic?- focusing on positive and negative interactions between teachers and students within the school and those that externally affect the school; these interactions are seen as accounting for behaviour; ecological?- focusing on the influence of systems and the environment in accounting for behaviour. The aim of the book is to enable the reader to develop a structured approach to emotional and behavioural problems by drawing on one or more of the above perspectives.
This book is a practical guide to the following eight perspectives on behaviour: biological -?focusing on biological and biochemical processes in accounting for behaviour; behavioural?(or behaviourist) - focusing on overt, observable and measurable behaviours and their reinforcement in accounting for behaviour; cognitive?(or cognitive-behavioural) - focusing on cognitive processes (beliefs, attitudes, expectations and attributions) in accounting for behaviour; combines both the cognitive and the behavioural perspective; social learning?- focusing on observational learning, perceived self-efficacy and expectancies in accounting for behaviour; psychodynamic?- focusing on unconscious conflicts in early childhood as accounting for current behaviour; humanistic?- focusing on low self-esteem and problems in coping with and exploring feelings in accounting for behaviour; ecosystemic?- focusing on positive and negative interactions between teachers and students within the school and those that externally affect the school; these interactions are seen as accounting for behaviour; ecological?- focusing on the influence of systems and the environment in accounting for behaviour. The aim of the book is to enable the reader to develop a structured approach to emotional and behavioural problems by drawing on one or more of the above perspectives.
Harry Ayers, Don Clarke, Anne Murray
Chapter 1 The biological perspective; Chapter 2 The behavioural perspective; Chapter 3 The cognitive-behavioural perspective; Chapter 4 The social learning perspective; Chapter 5 The psychodynamic perspective; Chapter 6 The humanistic perspective; Chapter 7 The ecosystemic perspective; Chapter 8 The ecological perspective;
| Erscheint lt. Verlag | 23.5.2000 |
|---|---|
| Verlagsort | London |
| Sprache | englisch |
| Maße | 210 x 297 mm |
| Gewicht | 880 g |
| Themenwelt | Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie |
| Sozialwissenschaften ► Pädagogik ► Sonder-, Heil- und Förderpädagogik | |
| ISBN-10 | 1-85346-672-7 / 1853466727 |
| ISBN-13 | 978-1-85346-672-4 / 9781853466724 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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