Neuroscience and Teaching Very Difficult Kids
(eBook)

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Published
Austin Macauley Publishers, 2021.
Format
eBook
Status
Available Online

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Language
English
ISBN
9781787105447

Syndetics Unbound

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Citations

APA Citation, 7th Edition (style guide)

John R. Frew., & John R. Frew|AUTHOR. (2021). Neuroscience and Teaching Very Difficult Kids . Austin Macauley Publishers.

Chicago / Turabian - Author Date Citation, 17th Edition (style guide)

John R. Frew and John R. Frew|AUTHOR. 2021. Neuroscience and Teaching Very Difficult Kids. Austin Macauley Publishers.

Chicago / Turabian - Humanities (Notes and Bibliography) Citation, 17th Edition (style guide)

John R. Frew and John R. Frew|AUTHOR. Neuroscience and Teaching Very Difficult Kids Austin Macauley Publishers, 2021.

MLA Citation, 9th Edition (style guide)

John R. Frew, and John R. Frew|AUTHOR. Neuroscience and Teaching Very Difficult Kids Austin Macauley Publishers, 2021.

Note! Citations contain only title, author, edition, publisher, and year published. Citations should be used as a guideline and should be double checked for accuracy. Citation formats are based on standards as of August 2021.

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Grouped Work IDa299f141-fbab-01c8-9111-4b6ed11b4af6-eng
Full titleneuroscience and teaching very difficult kids
Authorfrew john r
Grouping Categorybook
Last Update2023-08-02 21:01:26PM
Last Indexed2024-03-27 04:20:16AM

Book Cover Information

Image Sourcehoopla
First LoadedAug 20, 2023
Last UsedAug 20, 2023

Hoopla Extract Information

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    [synopsis] => Teaching students whose behaviour is so 'out of control' is a challenge faced by all teachers in modern schools. Contemporary approaches have focused on dealing with the presenting behaviours and attempting to control those. This approach may deal with the problem in the short term but creates no long-term solution.

This work accepts that the majority of extremely dysfunctional behaviour is carried out by children who have suffered early, persistent trauma and/or neglect. Disruptive conduct can be explained by the effect their early childhood environment has had on the neural construction of their brain. These children are not 'born bad' but behave this way because of the 'parenting' they received in their early life. These are the children who have graduated out of these dysfunctional environments.

Recognising this provides the key to understanding how to deal with these kids. Because the social conditions created these problems, if we change those conditions, over time these children will develop different behaviours to get their fundamental needs met. The solution lies in the fact that everyone acts to get their needs met in the environment in which they live, so it makes sense to present an environment that demands different behaviours to satisfy these needs.

The book provides a description about how the early childhood environment creates the neural scaffold that drives dysfunctional behaviour and how developing a well-defined classroom environment will make a positive contribution to changing that behaviour.
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