80416 SOCIAL & ADJUS'T PROB IN CHILDREN & ADOLESCENTS

Year	No.	Offer	Mode	Description			Cred. Pts
97	80416 	S2  	X 	SOCIAL & ADJUST PROBLEMS  	1.00

Contents

• Staffing
• Rationale
• Synopsis
• Objectives
• Topics
• Texts
• Recommended References
• Student Workload
• Assessment Details

STAFFING:

RATIONALE:

Teachers  consistently  rate  the  management  of  pupil  social   and
behavioural  problems  as  one  of  their  major  concerns.  It  seems
essential  then  that  teachers  be given  the  knowledge  and  skills
necessary  to  effectively deal with these problems  in  a  way  which
promotes  a  positive  teaching  and  learning  environment  for   all
children.

SYNOPSIS:

The  overall aim of this unit is to introduce teachers to  methods  of
dealing  with  children who have social, emotional  and/or  adjustment
problems.  Primary  emphasis will be given to  social  and  adjustment
problems  within the school/classroom context. For this reason,  while
medical  and  psychological  perspectives  will  be  introduced,  most
emphasis  will  be given to sociological, ecological, and  educational
explanations  and  interventions.  The  unit  outlines  the  kinds  of
problems teachers can expect to encounter and elaborates on a range of
strategies, both preventive and remedial, for responding in a positive
and  effective  manner to them. The intent of the unit is  to  provide
teachers  with  basic  information and procedures  for  promoting  the
mental  health  and  social well-being of individual  pupils  and  for
maximising   the  quality  of  the  classroom  social   and   learning
environment.

OBJECTIVES:

Upon completion of this unit, students will be able to:

1. outline and define the major social and adjustment problems
   experienced by primary and secondary age children and youths;
   
2. analyse and interpret social/adjustment problems from key
   perspectives - medical, psychological, sociological,
   ecological and educational;
   
3. relate knowledge about the development of children and
   adolescents to the social and adjustment problems which many
   children and youths experience;
   
4. describe the major approaches to the treatment and prevention
   of childhood and adolescent emotional, social and behavioural
   disorders;
   
5. outline the major classroom behaviour problems presented by
   primary and secondary pupils and identify a range of teacher
   appropriate responses to them.
   

TOPICS:

 Description                                                    Weighting(%)

Definition,   Prevalence  and  History  of   Social   and             10.00
Behavioural Problems in Children.

Screening  Classification and Assessment  of  Social  and             10.00
Behavioural Problems.

Major   Explanations/Causes  of  Social  and  Behavioural             20.00
Problems in Children.

Types of Disordered Behaviour.                                        25.00

Approaches  to the Prevention and Remediation  of  Social             35.00
and Behaviour Problems in Children.

TEXT and MATERIALS to be PURCHASED:

RECOMMENDED REFERENCE MATERIALS:

Cangelosi, J S (1993) Classroom Management Strategies: Gaining &
Maintaining Students' Cooperation. NY: Longman.

Charles, C M, (1992), Building Classroom Discipline, NY: Longman.

Chazan, M, Laing A F, & Davies, D (1994). Emotional & Behavioural
Difficulties in Middel Childhood: Identification, Assessment &
Intervention in School. Longdon: Falmer Press

Galloway, D (1990), Pupil welfare & Counselling: An approach to
personal & social education across the curriculum. London: Longman.

Robertson, J (1992) Effective Classroom Control: Understanding Teacher-
pupil Relationships, London: Hodder & Stoughton.

Rogers, B (1994), The Language of Disciplilne: A Practical Approach to
Effective Classroom Management, Plymouth: Northcote House.

Rosenberg, M.S.,Wilson, R.,Maheady, L.,Sindelar, P.T. (1992) Educating
Students with Behaviour Disorders. Boston: Allyn & Bacon.

Schrumpf, F, Crawford, D, & Chu Usadel, H (1991). Peer Mediation:
Conflict Resolution in Schools, Champaign, I11: Research Press.

Tattum, D (ed) (1993) Understanding & Managing Bullying, Oxford:
Heinemann.

STUDENT WORKLOAD REQUIREMENTS:

	ACTIVITY				HOURS
Directed Study                                	100
Private Study                                 	15
Assessments                                   	50

ASSESSMENT DETAILS:

No  *F/S Marks     Due        Description                              Wtg(%)    LBL
1   S              11/08/97  ASSIGNMENT 1                              20.00     Y
2   S              15/09/97  ASSIGNMENT 2                              40.00     Y
3   S              03/11/97  ASSIGNMENT 3                              40.00     Y