MALADJUSTMENT & READING ACHIEVEMENT

When we speak of maladjusted behavior, we refer to a psychological disorder that exhibits a habitual pattern of behaviors which are detrimental to the individual.

Roberts and Devonish (2013)

Robert Laslett, (Educating Maladjusted Children 1977 ) states that maladjusted children are those in which failure in learning and in socially approved situations is more probable than success.

Individual behaviors are maladaptive only if they occur as part of a consistent pattern. All children break the rules from time to time. The maladjusted child does so consistently, much to his detriment.

Youth development: A case study (n.d.) retrieved on February 28,2013 from http://collections.infocollections.org/ukedu/en/d/Jr0074e/4.4.html#Jr0074e .4.4

 Hereditary

Factors The individual may inherit incapacities and incapabilities making the individuals feel depressed, inferior or causing one hurdle or the other in the way of proper satisfaction of his basic needs.
or Physical Factors In many cases, physiological or physical factors like poor health, lack of vitality, physical deformities, physical ailments, chronic diseases and bodily defects may drift one towards maladjustment.

Physiological

 Nature

of the Individual The child may have: unreaslistic aims, frustrations and desperation.

Environmental Factors Improper behaviour of the parents and other adults around them. Negative attitude from teachers and peers, defective curriculum and methods of teaching.

S.K. Sangal, Essentials of Educational Psychology

 is is

frequent or habitual;

ultimately harmful to the individual, environment, or other persons; adaptation and healthy development.

Impedes

At home or school disciplinary actions are usually not effective at curtailing their negative behaviors. They continue to misbehave in spite of - perhaps because of the threat of punishment. It seems they are unable, or unwilling, to consider the consequences of their behavior. For this reason, they require extra attention, either in the form of counseling or behavior modification.

Emotional Maladjustment

Social Maladjustment

Hallah and Kauffman 2006; Jensen, 2005 state that emotional maladjustment is often characterized by deviant behaviour with conscious control.

Hyperactivity - short attention span, impulsiveness. Aggression/ Self injurious behaviour - acting out, fighting Withdrawal- failure to initiate interaction with others, retreat from exchange of social interaction, excessive fear or anxiety.

Immaturity- inappropriate crying, temper tantrums, poor coping skills. Learning difficulties - academically performing below grade level.

A child who has a persistent pattern of violating societal norms with truancy, substance abuse, a perpetual struggle with authority, is easily frustrated, impulsive, and manipulative. Doe v. Board of Education of the State of Connecticut, (D. Conn. Oct. 24, 1990)

Their behavior and values are often in conflict with societys standards. exhibit a consistent pattern of antisocial behavior without genuine signs of guilt, remorse, or concern for the feelings of others.
antisocial behavior is most frequently seen as resulting from their tendency to place their own needs above those of all other people and the immediate gratification that such behavior brings them.

They

Their

 Classroom

management rules and expectations don't apply to these students. students are not in chronic distress (one of the criteria for emotional disturbance ) although they can exhibit situational anxiety, depression, or distress in response to certain isolated events - particularly facing the consequences of their own actions.
Reinforcement Unlimited: Clinical and Behavoural Consultants, 1996-2011 retrieved on March 4, 2013 from http://www.behaviorconsultant.com/social.htm.

These

Student is easily distracted. Student is restless and has a short attention span. Student is often disruptive and gets into frequent fights. Student gets bored easily. Isolates him/herself and is reluctant to participate in learning activities.

In dealing with negative behaviors, parents and teachers must consider the causes and circumstances of that behavior, and the individual character of the child. Most children respond well to a simple punishment . But maladjusted, learning disabled, and temperamental children need a more comprehensive approach to treatment. Rules are rigid; responses must be flexible.

Youth development: A case study (n.d.) retrieved on February 28,2013 from http://collections.infocollections.org/ukedu/en/d/Jr0074e/4.4.html#Jr0074e.4.4