GROUP-1BEHAVIOUR-MANAGEMENT (1mmmmmmm).pptx

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1. GROUP 1 PRESENTERS: QUEENIE P. CASTRO NATHALIE CALANNO TRUDE FE ROSAL

2. Behavior management

3. Learning Objectives: Recognizing the various factors that influence behavior, such as environment, emotions, and past experiences. Understanding the principles of behaviorism and other relevant psychological theories. Learning a range of strategies and techniques for managing behavior, including positive reinforcement, punishment, extinction, and shaping.

4. Behavior management refers to the strategies, techniques, and approaches used to guide, control, and modify behavior in individuals or groups, typically in educational, therapeutic, or organizational settings. It involves understanding the reasons behind certain behaviors and employing interventions to encourage positive behavior and discourage negative ones.

5. Effective behavior management is crucial in various contexts, including classrooms, workplaces, therapy sessions, and homes, where maintaining order, fostering cooperation, and promoting positive social interactions are essential. It encompasses a range of proactive and reactive strategies designed to create environments conducive to learning, productivity, and emotional well-being.

6. factors that influence behavior, such as environment, emotions, and past experiences.

7. Environment: The surroundings in which a person exists play a significant role in shaping behavior. This includes physical environments like home, school, work, and social environments such as family, friends, and community. Environmental factors can include cultural norms, socioeconomic status, available resources, and exposure to stressors or supportive conditions.

8. Emotions: Emotional states have a profound impact on behavior. Feelings such as happiness, anger, fear, sadness, and excitement can influence decision-making, communication, and interactions with others. Emotional intelligence, the ability to recognize and manage one's own emotions and those of others, is essential for navigating social situations effectively.

9. Past experiences: Previous experiences shape our perceptions, attitudes, and behaviors in the present and future. Positive experiences can reinforce certain behaviors, while negative experiences may lead to avoidance or altered responses. Traumatic experiences, in particular, can have long-lasting effects on behavior and may require specialized interventions for healing and recovery.

10. Biological factors: Biological factors, including genetics, brain chemistry, and neurological functioning, contribute to individual differences in behavior. For example, genetic predispositions can influence temperament and personality traits, while imbalances in neurotransmitters may contribute to mental health disorders.

11. Social influences: Human behavior is strongly influenced by social factors such as peer pressure, social norms, group dynamics, and societal expectations. Conformity, obedience, and social comparison are just a few ways in which individuals are influenced by the people around them

12. Cognitive processes: Our thoughts, beliefs, perceptions, and interpretations of events also play a significant role in shaping behavior. Cognitive processes such as attention, memory, problem-solving, and decision-making influence how we perceive and respond to the world around us.

13. Motivation: Motivation refers to the internal and external factors that drive behavior. This can include basic needs such as hunger and thirst, as well as higher-order goals such as achievement, affiliation, and self-expression. Understanding what motivates individuals can provide valuable insights into their behavior patterns.

14. Understanding the principles of behaviorism and other relevant psychological theories. Presenter: Nathalia Calanno

15. is a school of psychology that focuses on observable behaviors and the effects of environmental stimuli on those behaviors.

16. John B. Watson B.F Skinner Ivan Pavlov Edward Thorndike

17. John B. Watson - Founder of behaviorism, focused on observable behavior, conducted the Little Albert experiment. Shift from introspection to observable behavior in psychology. B.F. Skinner - Developed the theory of operant conditioning, invented the Skinner Box. Expanded the application of behaviorist principles, influential in education and therapy. Ivan Pavlov: Pioneer of classical conditioning. Edward Thorndike: Introduced the Law of Effect, which influenced operant conditioning.

18. According to Behaviorists, we are born as: “blank slates” one’s environment writes on; “vessels” to pour knowledge into “lumps of clay” that can be shaped by one’s environment Believed the environment (extrinsic forces) is the only thing that matters Learning = Behavior change due to experience Doesn’t consider/believe in intrinsic motivation

19. Examples of Behaviorism Classical Conditioning- Ivan Pavlov Operant Conditioning- B.F Skinner

20. CLASSICAL CONDITIONING- Pavlov Learning process that occurs through associations between an environmental stimulus and a naturally occurring stimulus.

21. CLASSICAL CONDITIONING- Pavlov Example: Pavlov’s Dogs experiment. Unconditioned Stimulus (US): Food. Unconditioned Response (UR): Salivation. Conditioned Stimulus (CS): Bell. Conditioned Response (CR) : Salivation in response to the bell.

22. Pavlov's Classical Conditioning Before Conditioning Unconditioned Stimulus Unconditioned Response Neutral Stimulus No Response

23. Pavlov's Classical Conditioning During Conditioning Unconditioned Stimulus Neutral Stimulus Unconditioned Response

24. Pavlov's Classical Conditioning After Conditioning Conditioned Stimulus Conditioned Response

25. Classical Conditioning Explains learning of involuntary emotional &/or physiological responses Happens when two stimuli are presented at the same time ( contiguity ) Being kicked by a horse; associating horse with kick; severe anxiety around horses Important for teachers since school can cause unintentional learning through classical conditioning, especially anxiety Test anxiety, general school anxiety, fear, frustration, humiliation

26. Examples of Classical Conditioning Hearing a teacher, friend, boy/girlfriend say to you, “We need to talk” Upon hearing this phrase your stomach“flutters ” The point is, we learn to associate a stimulus with a response, & eventually our body does this automatically in the presence of the stimulus. Our response is involuntary .

27. Classical Conditioning in the Classroom Playing soothing music, dimming the lights to calm & relax students Helping students associate school with good experiences Unintentional classical conditioning: Anxiety (test, math, public speaking) Humiliation Fear Frustration

28. Operant conditioning- B.F. Skinner (1904-1990) American psychologist, very influential from the 30’s – 60’s Developed Operant Conditioning (Instrumental Conditioning) Famous for the Skinner Box used with pigeons & rats; applied these findings to human learning Interested in education

29. Skinner & Skinner Box Baby Skinner in ‘Baby Tender’

30. Skinner’s Operant Conditioning Believed behavior is sustained only be reinforcement or punishment, not free will Conditioning voluntary & controllable behavior Not the automatic physiological or emotional response of classical conditioning Organisms tend to repeat actions that are reinforced Behavior can be shaped by reinforcement

31. Skinner’s Operant Conditioning Behavior Increases Behavior Decreases Positive Reinforcement Negative Reinforcement Punishment Presence of Pleasant Stimulus Absence of Unpleasant Stimulus Presence of Unpleasant Stimulus or Absence of a Pleasant Stimulus

32. Operant Conditioning Teachers can deliberately use operant conditioning with their students (training) Reward for good behavior; punishment for bad How someone reacts to our behaviors determines whether or not we continue the behavior If we are reinforced for something we will likely do it again We must see the reinforcer as desirable for it to be reinforcing (same for punishment)

33. Applications of Behaviorism Education Therapy Behavior Modification

34. Strategies and Techniques for managing behavior, including positive reinforcement, punishment, extinction, and shaping. Discussant: TRUDE FE A. ROSAL

35. POSITIVE REINFORCEMENT NEGATIVE REINFORCEMENT PUNISHMENT EXTINCTION SHAPING MODELING COGNITIVE BEHAVIORAL TECHNIQUES

36. Positive Reinforcement This involves providing a reward or positive consequence immediately following a desired behavior, making it more likely that the behavior will be repeated. For example, praising a child for completing their homework or giving an employee a bonus for meeting sales targets.

37. Negative Reinforcement This involves removing an aversive stimulus after a desired behavior, thus increasing the likelihood of that behavior occurring again. An example would be turning off a loud alarm after a person fastens their seatbelt in a car.

38. Punishment This involves introducing an aversive consequence or removing a desirable stimulus following an undesirable behavior, with the goal of decreasing the likelihood of that behavior in the future. However, it's important to use punishment carefully to avoid unintended consequences or negative side effects

39. Extinction This involves withholding reinforcement for a previously reinforced behavior, leading to a decrease in the frequency of that behavior. For instance, if a child no longer receives attention for throwing tantrums, they may eventually stop tantrum behaviors.

40. Shaping This involves reinforcing successive approximations of a desired behavior until the desired behavior is fully achieved. This technique is useful when the desired behavior is complex or not initially present. For example, teaching a dog to roll over by first reinforcing small movements towards that behavior.

41. Modeling This involves demonstrating the desired behavior for an individual to imitate. It's particularly effective for teaching new behaviors or skills.

42. Cognitive Behavioral Techniques These involve addressing thoughts and beliefs that contribute to behaviors. Techniques may include cognitive restructuring, problem-solving skills training, and relaxation techniques.

43. When implementing these techniques, it's important to consider individual differences, cultural factors, and ethical considerations. Additionally, a combination of these techniques may be most effective in managing behavior across various contexts.

44. GUIDED QUESTION: "What strategies can be implemented to effectively manage behavioral challenges in diverse workplace environments?"

45. SUMMARY Behavior management refers to the strategies and techniques used to guide, control, and modify behavior in various settings, such as classrooms, workplaces, or homes. Effective behavior management aims to promote positive behaviors while minimizing negative ones through the use of clear expectations, reinforcement, consequences, and supportive environments.

46. References: https://study.com/academy/lesson/behavioral-management-theory-understanding-employee-behavior-motivation.html#:~:text=Some%20examples%20of%20behavioral%20management,more%20accommodating%20to%20their%20needs.

47. END OF DISCUSSION