EducationalPsychology,ChallengingBehaviourandtheAt：教育心理学，具有挑战性的行为和在.pptVIP

Educational Psychology, Challenging Behaviour and the Attribution of Blame and Responsibility Andy Miller School of Psychology University of Nottingham 12th March 2007 Learning outcomes Knowledge and understanding of: Possible approaches to ‘causation’ for challenging behaviour Key concepts from systems theory The contribution of attribution theory to professional work in this area Key text Miller, A (2003) Teachers, Parents and Classroom Behaviour. A Psychosocial Approach. Maidenhead. Open University Press. What can psychology offer? Applied behavioural analysis Systems theory Attribution theory Interpersonal (consultative) skills Types of ‘causation’ Predisposing e.g. experiences in early life, uninspiring curriculum planning Precipitating e.g. a chance remark, a dispute among students over equipment Prolonging e.g. reaction of other students, having some temporary need met Perpetuating e.g. change in peer status, change in teacher’s class management style Some properties of systems Some properties of systems parts are connected together in an organised (often very complex) way (e.g.cells in the brain) Some properties of systems parts are connected together in an organised (often very complex) way (e.g.cells in the brain) parts of the system are affected by being within the system (eg heart in the body, child in a family) Some properties of systems parts are connected together in an organised (often very complex) way (e.g.cells in the brain) parts of the system are affected by being within the system (eg heart in the body, child in a family) causation is usually recursive rather than linear Some properties of systems parts are connected together in an organised (often very complex) way (e.g.cells in the brain) parts of the system are affected by being within the system (eg heart in the body, child in a family) causation is usually recursive rather than linear homeostasis Linear causation ? ….. or? Circular (or recursive) causation … an