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Posts Tagged ‘behavior’

Fear! It seems to strike you often when your child is in your presence, particularly when you appear in public.  How can everyone else describe your child with words like “quiet, well-mannered, and polite?”  Are they talking about the same child that becomes a terrorist in your presence?  What’s wrong?

The technical term is “situational misbehavior.”  In other words there is something going on that either allows, provokes or evokes, or, in some way, rewards your child’s inappropriate behavior with you.  Since it is not occurring everywhere, it is a parent issue, not a child issue. Much comes down to issues of behavioral management.  Before you beat yourself up with guilt, let’s examine each of these areas.

In some cases you may not be as consistent as your child requires.  Children, even within the same family, are different and often require different degrees of parenting.  Remember that your child will push limits each and every time until firm boundaries are established.  Inadvertently in the past you may have not paid attention to non-compliant behavior until the behaviors became very noticeable.  This gave your child a power base from which to operate.  If this is the case, you will have to fight to regain your parent power.  Hold firm!  As an example, your child may have been called “cute” when he or she placed one hand on a hip and with the other scolded you for something.  Now you are getting that reaction every time you request compliance on anything.  What was once not addressed has now become quite annoying.  Simply repeat yourself in a calm voice no matter how much opposition.  Eventually the behavior will disappear.  Of course, the operative word here is “eventually.”

 The second possibility is you are doing something that provokes or evokes an inappropriate response.

It certainly is not intentional, but results are the same.  This can occur for one of two reasons.  Firstly, your child may be at an age where he or she has significant receptive language, but expressive language does not allow them to adequately communicate wants and needs.  This results in frustration that turns to anger mismanagement that is then externalized by actions rather than words.  The “terrible two’s” is an example of just such a situation.  Secondly, you may be placing your child in a win or lose situation with you, rather than finessing what you want.  The result is your child digs in her/his heels, and you are in for a fight.  Try rephrasing your requests in a manner that allows the child to arrive at an acceptable decision and is not confrontational.  Rather than barking orders at your child, try phrasing things by presenting a fact with a feeling with a need.  Try replacing “Please go pick up your toys” with “There are toys scattered all over (fact) and it must be hard to keep them organized.  It makes me feel uncomfortable to have them all over (feeling).  I really need you to pick them up, and I would be happy to help you with them because I can see how hard it is.”  Warning-don’t try this with a teenager.  You’ll hear, “If you have a problem, then you’ll need to pick them up.”

Without knowing it, you may be rewarding the outbursts.  This is a third possibility. As an example, you may be ready to leave and your child wants a particular toy.  You insist that all of you need to leave immediately.  Your child, sensing your urgency, uses it against you and starts crying or arguing.  You become louder, but the crying turns into a tantrum.  You then get very angry.  Your child counters with a full-fledged temper tantrum.  In chess terms, your king is in check.  Finally, out of desperation, you run to get the toy so that all of you can leave.  You have just rewarded your child’s behavior.  The message you so clearly communicated was that it was not an issue of whether or not you would give in.  It was simply an issue of how uncomfortable your child would have to make you before you gave in.  This little bit of information then gets categorized and stored in a portion of their brain called IWYL.  It stands for “I win, you lose.”  Make sure whatever you are going to be insistent upon is really worth holding firm and you have the time and ability to fight it.  Don’t make idle threats.  After you have made the decision to hold your ground, don’t give in.  You are far more effective going to get that toy to begin with than to fight only to give in to your terrorist’s demands because the terrorist will return, probably at the most inopportune time.  

Of course, there is a fourth possibility.  Maybe your child is just having a bad day. Be patient. Tomorrow is a new day.

©Copyright Yellen & Associates 2009.  All rights reserved.

Overview:

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11 forgotten laws govern human behavior and this theory is a proven one. All the eleven laws are interdependent in nature and they work together shaping our behavior towards life.

Before moving further, let me introduce the 11 forgotten laws:

Law of Attraction
Law of Increase
Law of Supply
Law of Thinking
Law of Receiving
Law of Obedience
Law of Science
Law of Forgiveness
Law of Compensation
Law of Non-Resistance
Law of Sacrifice

Having a look over these eleven forgotten laws may remind you of the film: The Secret. The Secret emphasized on the Law of attraction forgetting the other interdependent clauses, which really made it unfair or unjustifiable. Therefore people started believing in the laws of universe overnight but with some gap of time, its impact started getting fade. This was where the need of other forgotten laws was noticed and Bob Proctor has miraculously come up with the new online self-course detailing the study of 11 forgotten laws.

How eleven forgotten laws govern human behavior?

Someone has rightly said that, Forgiveness is fragrance that the flower gives even after getting crushed.

If you read these laws carefully, you will find one thing in common in them. I am talking about the art of human nature. Forgiveness, love, sacrifice are all the laws that human learns from the universe and one day teaches the same to another person. These laws state that, Whatever you give to others comes back to you sooner or later. With the help of law of attraction, these eleven laws work together for achieving the desired results.

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11 forgotten laws downloadable product is developed by Bob Proctor & Marry Morrissey. It contains 95 lessons that can be run as an audio program on Computer, Laptop or can be transferred to your iPod for flexi learning. The famous book by Classic writer Raymond Holliwell, Working with the Law is explored in these 95 lessons, which emphasis on the importance of eleven forgotten laws. This product accompanies with the series of 12 CD packs that runs for around 7 hours. You will also get some bonus eBooks and guided meditations with the purchase of this product. Finally, this product comes with money back guarantee that ensures no monetary loss or risk while buying it.

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Differential association theory is one of the Chicago School criminological theories that embraced a sociological approach to analyzing criminality. The theory was finalized by University of Chicago sociologist Edwin Sutherland in 1947 as one of the first to take a major turn away from the classical individualist theories of crime and delinquency. The general essence of differential association theory of criminology is that crime is a behavior that is learned through interactions with peers and family, or associations.

The primary aspect of Sutherland’s differential association theory is that delinquency is a learned behavior. Early explanations of crime focused on the individual, exploring such avenues as biological traits, personalities, or the idea of the born criminal. Learning theories like those of the Chicago School sharply broke from such early ideas, embracing the proposal that outside factors have far more dramatic influence over human behavior, specifically crime. According to Bohm, Sutherland’s theory was one of the pioneers of this paradigm shift and continues to serve as one of the most influential criminological theories today.

Differential association theory of criminology focuses on the impact of interpersonal relationships on the development of delinquent tendencies. An individual’s potential for criminality is dependent upon the competition between associations that treat criminal behavior positively and those that treat it as a negative. When favorable definitions of deviance beat out their negative counterparts, the path to crime is opened.

Competing associations lead to a concept Sutherland dubbed “culture conflict,” according to Seigel. When people are exposed to opposing ideas on what is normal or ethical, particularly early in life, the result is an internal conflict that is shaped by their social relations. This conflict lies at the core of differential theory of criminology.

As the determining factor of differential association theory, Sutherland proposed that the decision to turn to criminality is determined by the quality of interactions. Associations vary in quality by their frequency, duration, priority, and intensity. The factor of priority refers to the time in a person’s life at which the interaction occurs. The earlier in life the association occurs, the greater influence it will have on the individual. A criminal lifestyle will result when the quality of ideas justifying crime outweigh those condemning it.

One of the foremost theories of the Chicago School, Edwin Sutherland’s differential association theory of criminology remains one of the most important sociological perspectives on crime. Differential association theory looked beyond the traditional individualistic explanations for crime and examined the place of socialization in human behavior. The influence of peer groups is at the heart of the theory, with competing positive and negative perspectives on delinquency determining a person’s likelihood of turning to crime.

References:

Bohm, R. M. (2001). A Primer on Crime and Delinquency Theory. Wadsworth: Belmont, CA.

Seigel, L. J. (2005). Criminology: The Core, 2nd ed. Wadsworth: Belmont, CA.

Question by Jack J: What other sociological theories can be explained in relation the Mass media and the influence on teens?
I understand the conflict theorists would say but what other theories can be explained. (functionalist, interactionalist) to this issue.

Best answer:

Answer by Alexander Postgate St. Clair
The functionalists would say that the teens actually want all the sex and violence on the television, and that the television provides that good to them.

The interactionist would say that the symbols inherent in the media (breasts, penis, body types, etc.) are breaking the original symbols that the group grew up with. That is how they’d explain that.

What do you think? Answer below!