SAINT MARY’S ANGELS COLLEGE OF PAMPANGA

College of Education

Olongapo-Gapan Road Brgy, Santa Ana Pampanga

CASE STUDY

ON

BEHAVIOR PROBLEM

Submitted by:

Cristine Joyce M. Fuertez

Kim Martin G. Gallegos

Mary Joy L. Guese

Karen D. Kabigting

Yang Mae Jane T. Lapuz

Introduction

Mental, emotional, and behavioral (MEB) disorders—such as depression, conduct disorder,

and substance abuse—among children, youth, and young adults create an enormous burden for them,

their families, and the nation. They threaten the future health and well-being of young people.

Between 14 and 20 percent of young people experience an MEB disorder at a given point in time. A

survey of adults reported that half of all lifetime cases of diagnosable mental illness began by age 14

and three-fourths by age 24 (Kessler, Berglund, et al., 2005). A review of three longitudinal studies

concluded that close to 40 percent of young people have had at least one psychiatric disorder by the

time they are 16 (Jaffee, Harrington, et al., 2005). Furthermore, about one in five (21.3 percent)

adolescents ages 12–17 received treatment or counseling for MEB disorders in 2006 (Substance Abuse

and Mental Health Services Administration, 2007b). Signs of potential MEB disorders are often

apparent at a very young age. Parents often report concerns before age 5, and there are indications

that the expulsion rate of children from preschool for behavioral concerns is higher than similar

expulsion rates of children from grades K-12 (Gilliam and Sharar, 2006). But mental health costs are

often hidden from national accounting methods because a major portion of these costs do not take

place in mental health care settings, accruing instead to such systems as education, justice, and

physical health care. By the same token, the savings that can accrue from prevention are likely to

most benefit these systems.

Background

Behavioral problems don’t have the exact definition. They are behaviors that contradict to specific

age, culture, social values and norms. According to Achenbach et al. behavioral problems can be

categorized into “Internalizing” and “Externalizing”

 Internalizing behavioral problem-behavioral problems that are directed from internal like,

anxiety, sadness, depression, complaining of somatic pains frequently, some specific phobias.

Internalizing behavioral problems are common among girls.

 Externalizing behavioral problem- Behavioral problems that are directed from external and are

expressed in actions like, being angry, violence, overactive, attention problems. These

problems are common boys.

Currently, there is no definition of behavior problems due to lack of clear assessment of the factors
that constitute good mental health, contrasting influences associates by handicapped condition.
In spite of these reasons, educational problem experts came out with more acceptable definition
to give a clearer view of children with behavior problem.

1. According to Ross (1974) – behavior problem is present when a child emits behavior that
deviates from discretionary and relative social norm that it occurs with a under the
circumstances to be either too high or too low.

2. Another definition is closely related to school, environment according to Bower ( 1969) – a

child can be considered a behavior problem if he/she shows:

- an ability by intellectual ; sensory or health factors

- an inability to build or maintain satisfactory interpersonal relationship of peers and

teachers.

- a general pervasive mood of unhappiness or depression.

- tendency to develop physical symptoms, pains or fears associated with personal or school

problems.
 3. Socially maladjusted child according to Smith and Meisworth (1975) - is one with

behavior that violates rules. The behavior may be acceptable within the context of the child’s

immediate social milieu rule-violating behavior (e. g. throwing stones at school windows)

may be rewarded.

4. The emotionally disturbed child as defined by Woody (1969) – is one who cannot or

will not adjust to the socially acceptable norms of behavior and consequently disrupts his

own academic progress, the learning efforts of his classmates and interpersonal

relationships.

5. Juvenile delinquent is a non adult who violates specific legal norms or the norms of a

particular societal institution with sufficient frequency and or seriousness so as to provide a

firm basis for legal action against the behaving individual or group ( Kvarceous and Miller,

1959)

CAUSES OF BEHAVIOR PROBLEMS

 There are many theories and conceptual models developed to explain the nature of behavior
problems. Among the two major factors:
1. BIOLOGICAL FACTORS
This theory explains that some behavior disorders, especially the more severe types are
caused by genetic, constitutional or organic factors. According to Rutter (1905) reviewed the
research in this area and concluded that psychogenic factors usually constitute only a
secondary role in the development of childhood psychosis. Toxic substances affecting the brain
can cause some psychosis. Lead poisoning is a common example of toxic substances causing
permanent behavioral disability. The more aberrant the behavior of the child, the more likely
there is to be some evidences of psychological involvement. Many researchers in the field of
childhood behavior disorders have noted abnormal EEG patterns. Hyper kinetic children show
evidence of neurological difficulties.
2. PSYCHOLOGICAL AND ENVIRONMENT FACTORS
These are psychological disturbances caused by interactions between a child and significant
other in life. The interaction of constitutional and environmental factors is most clearly shown
in the work of Thomas, Chess and Birch (1968) where the authors postulate that children are
born with certain clearly identifiable temperamental characteristics are response approaches
which influence behavior independently of the task being performed. An “interaction effect”
was identified and the authors concluded that a child with any kind of temperament could
develop behavior abnormalities under wrong environmental conditions.
Psychodynamic theories (influence by friends) believed that behavior is predicated upon
past experience and influenced by external forces that infringe on the growing personality of
the young children. They believe in the unconscious that experiences, memories or feelings of
which the subject is unaware nevertheless determine to a large extent the course of daily life.
Rogers (1961-1969) perceived emotional disturbance as a state of incongruence between self
and experiences.
CLASSIFICATION AND CHARACTERISTICS OF CHILDREN WITH
BEHAVIOR PROBLEMS.
SOCIALLY EMOTIONALLY JUVENILE
MALADJUSTED DISTURBED DELIQUENT

1. Conduct Disorders 1.Withdrawal into self, lack 1. Enhanced feeling of

of self – confidence. insecurity and anxiety.
 Disobedient,
disruptive, gets into
lights, bossy and with
temper tantrums.

2. Social Withdrawal 2. Has a complete break with 2. Affectional deprivation.

reality, unreachable.
• Anxiety, depression,
feelings of inferiority,
guilt, shyness and
unhappiness.

3. Immaturity 3. Very low threshold for 3. Helplessness and

frustration or stress. Losses powerlessness.
• Short attention span, self – control with slight
extreme passivity, provocation.
day-dreaming,
preference for
younger playmates
and clumsiness.
 4. Socialized delinquency 4. Talks to himself, the child 4.Fear of failure and defeat.
may believe that he is an
• Truancy, gang
animal or imaginary
membership, theft and
character.
feeling.

5. Acting Out 5. Very tearful. 5. Resentment.

• Manipulative, talks
excessively, displays
attention, getting
behavior and
hyperactivity.

6. Withdrawn Behavior. 6. Self – mutilating (hurting) 6. Resignation.

actions.
7. Depressive trends.

PROPOSED SOLUTION
Base on the case of Floyd, we discovered that he has a behavioral problem. Floyd is a
student of Sta. Monica Elementary School. He is a kind of student wherein he bullied his/her
classmates and also his teachers in a way of physical and verbal abuse. For the case of Floyd to
lessen his uncontrolled behavior or being immaturity in becoming aggressive because he didn’t
know how to handle his feelings in a socially appropriate way. He needs the guide and support of
his parents. Because we discovered that he is lack of love and care from his parents. His parents are
not closed to their child. They didn’t acknowledge his good deeds instead they are focusing or
giving much attention to his immoral act. His parents did not listen to his explanation and reasons
on why he did some immoral act rather his parents punishing him in verbal and physical ways.
RECOMMENDATIONS
For Parents:
To handle the difficulties in the behavior of the child these are the following strategies or ways to
help their child in his/her condition.
 Decide that the behavior is not a problem because it’s appropriate to the child’s age and
stage of development.
 Do what feels right. What you do has to be right for your child, yourself and the family.
 Don’t give up. Once you’ve decided to do something, continue to do it.
 Be consistent.
 Try not to overreact.
 Talk to your child.
 Be positive about the good things.
 Offer rewards.
 Avoid smacking
 Attempt to stop the behavior, either by ignoring it or by punishing it.
 Introduce new behavior that you prefer and reinforce it by rewarding your child.

For Teachers:
Strategies for Teaching Students with Behavior Problems.
All teachers need to learn how to teach students with behavior problems. No matter if the child is
one student in a classroom with a concern or if the classroom is designed for children with these
complex behavioral issues, the methods to teaching and avoiding complications or outbursts are
sometimes the same. When teachers learn how to avoid situations that can push the button on these
children, it is possible to ensure the classroom’s lesson plan is fully explored and all students get
equal attention.
When behavioral problems begin to occur, it’s important for teachers to react in the right way.
Here are some strategies.
 Apologies – help to repair the social conflicts between two individuals. Ensure that apologies
are encouraged by all offending parties.
  Ignore – the teacher ignores the behavior, meaning he or she does not react to it or reinforce
or reward it.
 Reduce privilege access – after defining the privileges that students have, the teacher sets in
place a rule system for taking those away. For example, things like having free time or being
able to talk with friends are removed when rules are broken.
 Praise – praising positive behavior (not just expected behavior) is also way of managing
negative outcomes. When teachers praise students more readily than scold them, the student
learns that to get attention he or she must act positively.

Reference
1. https://blog.sharetolearn.com/classroom-resources/strategies-for-teaching-students-with-behavioral-
problems/?fbclid=IwAR1VfhXS434TbZzx0VfhW-XXrbI3lSTO0x5IxOUtFGdEmqTTjij_kMdH_XE

2. https://www.physio-pedia.com/Behavioral_problems_in_children?
fbclid=IwAR3D3nfcAkVG8R0z9iH1H_bPqLL7yQPs2QDXUdf05-HiMZpUqeFevIDrr9Q

3. https://www.ncbi.nlm.nih.gov/books/NBK32773/?
fbclid=IwAR161GpTTtIbQnhpBM8AJGjSKhNGTA0sPgPE2ZXpKByTtpqFHLZ_Skh2lFs

4. Handbook on special education, A guide for teachers, administrators and service related stuff