The Problematic Pupil and Problematic Behaviour from the Perspective of School Prevention Methodology Specialists Specialists
Abstract
This article presents the results of research which deals with problematic behavior of elementary school pupils. The risk or problem behavior of pupils is a relatively 56 broadly-researched phenomenon, yet there is still inconsistency in the definition of its basic concepts.
Problem behavior is the kind of behavior described as unresponsive, aggressive, social, dissocial, antisocial, socially pathological, addictive, maladaptive or non-adaptive. The aim of the research was to map the issue from the point of view of the teachers themselves, specifically the school prevention methodology specialists.
Attention was paid to the teachers' actual experience with pupils displaying problematic behavior. Wragg (1984) notes that problematic behavior at school is mostly present in the form of minor problems, which, however, can be very stressful for educators.
These include, for example, running around the school desk, talking without permission, creating classroom noise, or refusing to work. Such behavior is often more common than physical violence.
Fontana (2003) mentions the importance of the teacher's subjective perception when defining problematic pupils; what one teacher tolerates may be considered to be a gross violation of rules by another. In the field of problem behaviour, it is always up to the observer.
The qualitative data were obtained through semi-structured interviews with five school prevention methodology specialists, and the Grounded Theory method was used to process the data. The findings show that, in the teachers' perspective, several factors are involved in problem behavior.
They are, particularly, negative family influence, school-related factors, and also the pupil's transition to adolescence. Most frequently encountered forms of problem behaviour included violence amongst the pupils, disrespect towards adults (mainly teachers), forgetfulness and truancy.
The results also showed that the problematic pupil has a major impact on the rest of the class and, above all, on the teachers themselves.