Career confidential: Principal ticked off about TikTok challenges

Phyllis Fagell offers advice to educators who are trying to support students who are demonstrating difficult behavior when returning to school after the COVID-19 pandemic. A principal is frustrated at the vandalism occurring at his middle school in response to TikTok challenges and wants to know the most appropriate way to hold students accountable. A teacher is having trouble reaching a student who refuses to engage in class, and his mother and the school social worker are also at a loss for ideas.

The Interpersonal Management of Difficult Behavior

This chapter discusses the ORBIT approach to managing difficult interpersonal behavior. It outlines the history and evolution of theories of interpersonal relating, which informed the ORBIT interpersonal circumplex. The ORBIT circumplex organizes behaviors across two axes: the power axis (ranging from controlling to capitulating behaviors) and the intimacy axis (ranging from cooperative to confrontational behaviors). The model consists of eight octants of behavior based on combinations of these two axes (e.g., controlling, controlling–cooperative, controlling–confrontational). The chapter includes the ORBIT coding framework for identifying each of these groups of behavior and their adaptive and maladaptive variants. Real-world examples of interrogations with convicted terrorist Anders Breivik and Parkland School shooter Nikolas Cruz are used to highlight the complexities of different suspect behaviors and how they would be assessed using the ORBIT interpersonal wheels.

Hubungan Pola Asuh Ibu dengan Perilaku Sulit Makan pada Anak Usia Prasekolah

Difficulty eating behavior can lead to nutritional problems in children, where children who have difficulty eating tend to experience malnutrition to malnutrition. This study aims to determine the relationship between mother's upbringing and eating difficult behavior in preschool children in RW. 002 Kelurahan Sidomulyo Bengkulu City. The method used in this research is the correlational method. The population in this study were all mothers who have children at preschool age. The sampling technique used in this study was accidental sampling of 59 respondents. The data used are primary data and secondary data. Data were analyzed using univariate analysis and bivariate analysis. The results obtained from 59 respondents, there were 52 (88.1%) respondents with good parenting, 49 respondents (83.1%) did not experience difficult eating behavior. The results of the Pearson Product Moment correlation analysis obtained p value = 0.419. In conclusion, there is no relationship between mother's upbringing and eating difficult behavior among preschool children in RW. 002 Kelurahan Sidomulyo Bengkulu City. Health workers are expected to be able to provide information and input for mothers with preschool children about eating difficult behaviors to prevent and overcome eating difficult behavior in children. Key words: preschool age, difficult eating behavior, mother's parenting

THE ROLE OF PARENTS AND THE COOPERATION WITH SCHOOL IN PREVENTING AND OVERCOMING EDUCATIONAL PROBLEMS

The article presents an empirical study on the role of parents and their cooperation with schools in preventing and overcoming educational difficulties. To teach effectively it is not enough to be competent and friendly towards pupils. Educational difficulties are the result of many elements, so a teacher has a limited power to solve such problems. Even most perfect educational methods used by a teacher who is lonely in his acting or by parents acting alone will not be effective. They have to cooperate and support each other to prevent difficulties. That is why the cooperation of parents with school is indispensable in order to deal with difficult behavior of pupils.

Motivations to Act for the Protection of Nature Biodiversity and the Environment: A Matter of “Significance”

Environmental activism, defined as a range of difficult pro-environmental behaviors, is analyzed within the conceptual framework of Significance Quest Theory (SQT). In Study 1, 40 interviews were carried out on two groups of people in the European Union: Committed Actors for Nature (CANs, n = 25) versus Committed Actors for Society (CASs, n = 15). Results demonstrated that Significance Quest (SQ) motivates each group to be strongly committed to their chosen action and the main difference between them being in their ideology (pro-social vs. pro-environmental). In Study 2 ( N = 131), the relationship between SQ and intention to enact difficult pro-environmental behaviors was assessed. Results suggested that the higher the SQ, the higher the tendency to enact difficult pro-environmental behaviors, but not average or easy ones. Moreover, the higher the pro-environmental ideology, the stronger the indirect effect of SQ on difficult behavior through willingness to sacrifice.

SOCIAL PEDAGOGICAL WORK WITH DIFFICULT CHILDREN

An analysis of the social pedagogical work with difficult children is presented, outlining characteristics, specifics and approaches for prevention and social accompaniment. In order to highlight the specifics of this group of children, a comparison is made with two other groups of children in a situation of life difficulty - "socially disadvantaged children" and "children at risk". The analysis refers to the understanding that difficult children are children with impaired emotional development, difficulty in communicating with others and disrupted behavioral control, all of which can lead to consequences both on a personal and behavioral level. It is emphasized that difficult children turn into such in situations where adults cannot find an adequate approach to them, and most often these adults are members of the family, parents, or teachers. An overview of scientific positions on difficult children by English, American, Russian and Bulgarian researchers is offered. This is the basis for outlining the main spheres which affect children negatively and categorize them as "difficult children" - emotional-personal; learning-cognitive; behavioral; somatic. The reasons for children’s difficult behavior are examined, including: the family and the flaws in it; the lack of spiritual connection between parents and children; the asocial environment; participation in criminal groups; errors in the work of educational institutions; economic difficulties that have influenced all spheres of public life. The characteristics of problem children are presented that account for the formulation of the principles of social pedagogical work with them. It is emphasized that one of the important approaches in the work is the development of skills for social inclusion, social expression and self-assertion. The model for social pedagogical work with difficult children is developed in two aspects: preventive work and social accompaniment. Preventive work consists in constantly informing all stakeholders - teachers, educators, non-pedagogical staff in educational institutions and the family on the opportunities for preventing "difficult children" on the one hand, and ensuring interaction between the participants in the preventive activities as well as striving to attract more organizations and institutions, on the other. The social accompaniment as a social pedagogical work includes: identification of children with difficult behavior at the earliest stage of the disadaptation process, diagnosis of the factors of the difficult behavior and the reasons for the disadvantage, preparation of an individual road map for working with the child, implementation of the individual program for accompanying the child, measuring and analyzing the results of the child's work and his / her close circle.