The nature of behavior

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1. The Nature of Behavior and the Guidance Councilor  

2. The Nature of Behavior Behavior – of any kind is the result of a variety of influence upon a person during his years of development . Person’s Behavior – is to a degree a reflection of his attitudes and values, and it provides the mechanism for self- fulfilment and the realization of ambitions. Some kinds of behavior actually thwart one’s progress rather than aid it; however, the same behavior might serve as an adjustment mechanism of individual.

3. Aim of the Guidance Service Helping to prevent frustration of appropriately coping with them. Helping each child make the maximum use of his energies and potentialities to adjust better despite frustration. The dissipation of energies upon minor stumbling blocks and failure to make efficient use of time and energies constitutes serious deterrents to the progress and productivity of children and youth.

4. All behavior should be purposeful and hold the promise of beneficial results The fact that all behavior is purposeful to the behavior may be accepted as an explanation for the behavior , but it is unacceptable as an excuse or rationalization for inappropriate conduct. It might well be purposeful to the behaver , but there may be inadequacies or deprivations in the life of the person which have precipitated the behavior . These inadequacies should be avoided where possible and deprivations minimized in order for the behavior of each person to be positive and constructive. No one can afford the luxury of the convenience of debilitating time consuming conduct which retards rather than facilitate development and learning.  

5. The school has a great influence of the life of a child and can either contribute to his emotional well-being through appropriate experience and helpful guidance or add to his frustrations and maladjustment . What happen in each case is determine by the quality of the school environment provided of each child, and the willingness and the ability of the school to aid, direct and stimulate each pupil . The school can, through is preoccupation with a variety of problems, easily overlook the plaintive plea of the child who needs help but lack the maturity either to demand it or to know how to use it when it is provided.

6. The school typically expects everyone to conform, but this expectation often has a little meaning for the child who neither has learned conformity nor understands its significance. And conforming behavior may be incongruous to his particular needs. Misconduct may be one possible consequence. A related idea is expressed in this statement: “ The frustration of an existence in which individually is sacrificed on the altar of mass conformity is communicated to children, who may act on their uneasiness in the classroom.” ( W. Felner , “ When Child Are Disturbed. “ Elementary School Journal, Vol 61, p. 254, February 1961 ). Some conformity is indeed essential to the proper management of the classroom, and children welcome limits which aid them in keeping their feelings and conduct under control. Some flexibility is also desirable, to permit individual expression and the release of the emotional tension . The causes underlying misbehaviour may include either an absence of logical limits or a rigid, highly restrictive environment which invites rebellion.

7. PowerPoint Presentation of Prof.ed 113 The Nature of Behavior and the Guidance Councilor Submitted by: Veronica P. Rabanal Section: BEEd – 4A Submitted to: Dr. Jo-Ann Balagtas Catalan