Vito's Five Constructivist Questions
Within this case, Vito is learning to live his life in a different way than he did before. Vito needs to relearn everything, he has to learn from doing. The five essential Constructivist questions are as follows.
1. Describe the qualities of (dis)connectedness, (dis)unity, and (un)caring within the community or group where the behavior problems occur.
For Vito these qualities of disconnect, disunity and uncaring occurs mainly since his return to school after the accident, for this reason they are most seen at school. Vito is not the same kid he was before, his short-term memory is poor and he is left in a wheelchair and unable to walk, or use of his legs, after the accident. Vito feels that he is “different” and disconnected from his peers and has a hard time accepting this. He is unable to believe that his peers, friends and teachers see him as the same as he was before, he believes that they are treating him different and only give him attention because they feel sorry for him. Vito, was very popular before the accident, and had a large group of friends, but now Vito believes that these people are only giving him attention because of the accident. He cannot process that the friends were there before and are the same now. In my opinion, these issues are a result of …show more content…
his head injury and short-term memory loss.
2. How do you think the lack of (dis) connectedness, (dis)unity, and (un)caring within the community or group has encouraged or precipitated this behavior problem?
Because Vito has a lack in connectedness, unity and caring, he is unable to regain healthy relationships with his peers, friends and teachers. In this case, we do not hear much about his family and the connectedness with his parents after the accident. Vito does not see the big picture, he only sees that he is “different” than the others and therefore he is not connected with them. Vito seems to have no memory that his friends were there before the accident and are still thereafter due to his short-term memory loss.
3. Does the individual in question feel respected and loved within the community or group? If not, why not?
Vito, does not feel respected or loved. He feels that people are only being nice or friendly to him because of his disabilities. Vito feels that the only time he was respected or loved was when he was a star football player, great student or fun party guy. Since he is no longer this person, he feels shame.
4. How is power distributed and used within the community or group? How could power distribution and use influence behavior?
Vito is in an invisible position of power. Peers, teachers and his family could be afraid of
Hurting Vito’s feelings. Although they feel as if they are trying to be nice or helpful to Vito, he sees it as pity. Vito doesn’t want pity from his peers, he wants to be the old Vito and this new situation is hard for Vito to accept.
5. How can the sense of connectedness, unity, and caring be improved in such a way as to provide better support for the person or persons experiencing behavior problems?
Once Vito understands that although he may have disabilities and after the he realizes that his friends, peers and teachers are only treating him the way they would have before the accident; it will improve his sense of connectedness and unity with his peers and teachers.
Plan of Action
The following is going to describe the short-term and long-term within the
Psychodynamic and Constructive Models of behavior management.
Short-term Intervention In this case Vito is upset with the situation in the classroom, he is having a bad day. Although, many accommodations have been made to assist Vito in his learning abilities and functions, these accommodations only make Vito feel different and unaccepted. In the short term intervention Vito needs to be removed from the situation to cool down and relax. It is not appropriate to assume that Vito always needs assistance because he is in the wheelchair, it is appropriate to always ask him if he would like help before giving it. It's a good idea to establish a method of how and when Vito would like assistance. As a professional it is best to have this one to one conversation. In this case the teacher needs to take on a very strong leadership modelling role. When one models appropriate ways to support students with special needs, other children in the class learn how to be helpful and they learn how to react with empathy versus pity. They learn too that the wheelchair is an enabler, not a disabler.
Long-term Intervention In this case, it would seem that Vito would benefit from being in a self-contained classroom or school.
This program placements should be made in the best interest of the child rather than the convenience of the school. I believe that this is the best option because of the consistency of Vito’s outburst and disruption of the normal learning environment for other students. Vito would benefit from being around individuals in the same situation as he is and therefore a residential placement, where students are in a facility that is as much "treatment" as it is "education.” This being, in my opinion, only until Vito is ready to return to his main stream learning environment if he so
chooses.
Limitations of the plan of Actions Although school adaptations for the physically disabled, such as lower door handles, wider doors, and ramps, are helpful for students who use wheelchairs. Unfortunately, these adaptations just provide easy access to the school facilities and do not assure the success of the academic students who have physical disabilities, like Vito. There are many factors to consider and one of the most crucial ones is the interaction with teachers. The classroom is placed in a unique situation that will allow the teacher, Mr. Cornwell, to significantly affect Vito’s academic success. In the case above, we see that Vito needs special accommodations but does not want the additional attention this may cause. Along with Vito’s physical disabilities, Vito’s short term memory is also affected, as well as his moods and he suffers from depression. Limitations may be that there is not a special school or treatment facility to assist Vito with this disabilities, within a reasonable travel distance. Unfortunately, if Vito does not have this ability, he will need to attend his current school or be homeschooled. If Vito is homeschooled, it could lead to further depression and mood swings. Only time will tell how long his moods will be like this or it takes him to cope with his current situation.
Critical Reflection
Motivation
In this case the best way to help motivate Vito, is to model supportive, accepting, and considerate ways in dealing with him. There is a fine line between empathy and pity. The teacher, Mr. Cornwell, should model the former and not the latter by keeping in mind that the wheelchair improves the student's mobility and not a symbol of his physical challenges. Then, the other students will learn from and copy the actions of the teacher and will also contribute to the success of Vito.
Techniques and Strategies Although this doesn’t seem to be an issue In this situation it is best to use discreet assistance with Vito. Students, like Vito, with physical disabilities appreciate teachers who are sympathetic to their situation. But if the sympathy is too obvious, the same students can be alienated or embarrassed. Therefore, when providing assistance, teachers, and other school officials, should be discreet. Such assistance includes clearing paths or suggesting alternative routes, ensuring that the classroom arrangement allows free movement, and keeping the wheelchair within the student’s reach during transfers. Mr. Cornwell as well as other teachers should acknowledge that Vito, being in a wheelchair will have different needs, depending on their needs. Therefore, teachers should hold short one-on-one conversations with these students to determine their unique needs. The teacher could begin by simply stating that he wants to learn how and when to help the student in the wheelchair. Also, Face-to-face conversations will increase the teacher-student relationship. When the teacher is talking to children or adolescents in wheelchairs, it can be frustrating for them to always look up. Polite words are not enough to convey warmth and sincerity.
Participatory Learning Environment This learning environment is a more interactive and engaging classroom than the one that was experienced 10 years ago, as well as large amounts of evidence explaining how combining active learning exercises into a course helps students understand the course material, and maintain their interest and attention during class periods. In Vito’s case, the first step would be preparing the classroom, a wheelchair-bound student can be made comfortable in the classroom, with a few simple adjustments. A conference with the parents and some common sense are generally all that is needed to accomplish this. Secondly, their learning style may be different, therefore the student may need a modified learning plan. Vito, needs to have special accommodations for his learning.
Decision Making As within the “People Change” case study, the decision to not allow Vito to disrupt the classroom as he has an outburst. Mr. Cornwell made the right decision to allow Vito to leave while he was in a state of rage. Vito needed to calm down and gather his thoughts. It is not fair to the other students to allow a disruptive student to remain in the classroom.
Self-monitoring
As time goes on and with great patience, Vito will eventually accept his new challenges and abilities. Vito is still in a fragile state of mind, he is confused as to why this has happened and why he is left in this state. It is Vito’s responsibility to gather his own thoughts and emotions and control those from within, but this will take time and a lot of effort. Vito will need to work hard to accept his disability.
Time, Space and Transition Effects As I stated above, time and patience are key to guiding Vito back to a healthy state of mind. While he is in this rather scary transition, and frustrated by what state his body is left in. Vito is also frustrated with his short-term memory loss and struggle with depression which is common in individuals with these sudden changes. After time has passed, with counseling and treatment, Vito should be able to control his emotions and behavior more effectively.
Individual and Group Organizational Strategies Many individuals will be involved in Vito’s care and education. Vito’s family, friends, peers, teachers, school staff and counselors will need to assist and support Vito with his healing process, not only his physical disability, but his mental health as well.
Conclusion
While Vito’s situation is unfortunate, with time and patience he will begin to regain his self-esteem. Vito, being a great student and athlete before will again find his niche with support from his peers, friends, family and teachers as well as mental health counselors. As it has only been 7 months since Vito’s accident, he is fairly new to his new identity. It will take time for Vito to process his limited abilities, but in some time he will hopefully be the Vito everyone knew before, with modifications.
1. Describe the qualities of (dis)connectedness, (dis)unity, and (un)caring within the community or group where the behavior problems occur.
For Vito these qualities of disconnect, disunity and uncaring occurs mainly since his return to school after the accident, for this reason they are most seen at school. Vito is not the same kid he was before, his short-term memory is poor and he is left in a wheelchair and unable to walk, or use of his legs, after the accident. Vito feels that he is “different” and disconnected from his peers and has a hard time accepting this. He is unable to believe that his peers, friends and teachers see him as the same as he was before, he believes that they are treating him different and only give him attention because they feel sorry for him. Vito, was very popular before the accident, and had a large group of friends, but now Vito believes that these people are only giving him attention because of the accident. He cannot process that the friends were there before and are the same now. In my opinion, these issues are a result of …show more content…
his head injury and short-term memory loss.
2. How do you think the lack of (dis) connectedness, (dis)unity, and (un)caring within the community or group has encouraged or precipitated this behavior problem?
Because Vito has a lack in connectedness, unity and caring, he is unable to regain healthy relationships with his peers, friends and teachers. In this case, we do not hear much about his family and the connectedness with his parents after the accident. Vito does not see the big picture, he only sees that he is “different” than the others and therefore he is not connected with them. Vito seems to have no memory that his friends were there before the accident and are still thereafter due to his short-term memory loss.
3. Does the individual in question feel respected and loved within the community or group? If not, why not?
Vito, does not feel respected or loved. He feels that people are only being nice or friendly to him because of his disabilities. Vito feels that the only time he was respected or loved was when he was a star football player, great student or fun party guy. Since he is no longer this person, he feels shame.
4. How is power distributed and used within the community or group? How could power distribution and use influence behavior?
Vito is in an invisible position of power. Peers, teachers and his family could be afraid of
Hurting Vito’s feelings. Although they feel as if they are trying to be nice or helpful to Vito, he sees it as pity. Vito doesn’t want pity from his peers, he wants to be the old Vito and this new situation is hard for Vito to accept.
5. How can the sense of connectedness, unity, and caring be improved in such a way as to provide better support for the person or persons experiencing behavior problems?
Once Vito understands that although he may have disabilities and after the he realizes that his friends, peers and teachers are only treating him the way they would have before the accident; it will improve his sense of connectedness and unity with his peers and teachers.
Plan of Action
The following is going to describe the short-term and long-term within the
Psychodynamic and Constructive Models of behavior management.
Short-term Intervention In this case Vito is upset with the situation in the classroom, he is having a bad day. Although, many accommodations have been made to assist Vito in his learning abilities and functions, these accommodations only make Vito feel different and unaccepted. In the short term intervention Vito needs to be removed from the situation to cool down and relax. It is not appropriate to assume that Vito always needs assistance because he is in the wheelchair, it is appropriate to always ask him if he would like help before giving it. It's a good idea to establish a method of how and when Vito would like assistance. As a professional it is best to have this one to one conversation. In this case the teacher needs to take on a very strong leadership modelling role. When one models appropriate ways to support students with special needs, other children in the class learn how to be helpful and they learn how to react with empathy versus pity. They learn too that the wheelchair is an enabler, not a disabler.
Long-term Intervention In this case, it would seem that Vito would benefit from being in a self-contained classroom or school.
This program placements should be made in the best interest of the child rather than the convenience of the school. I believe that this is the best option because of the consistency of Vito’s outburst and disruption of the normal learning environment for other students. Vito would benefit from being around individuals in the same situation as he is and therefore a residential placement, where students are in a facility that is as much "treatment" as it is "education.” This being, in my opinion, only until Vito is ready to return to his main stream learning environment if he so
chooses.
Limitations of the plan of Actions Although school adaptations for the physically disabled, such as lower door handles, wider doors, and ramps, are helpful for students who use wheelchairs. Unfortunately, these adaptations just provide easy access to the school facilities and do not assure the success of the academic students who have physical disabilities, like Vito. There are many factors to consider and one of the most crucial ones is the interaction with teachers. The classroom is placed in a unique situation that will allow the teacher, Mr. Cornwell, to significantly affect Vito’s academic success. In the case above, we see that Vito needs special accommodations but does not want the additional attention this may cause. Along with Vito’s physical disabilities, Vito’s short term memory is also affected, as well as his moods and he suffers from depression. Limitations may be that there is not a special school or treatment facility to assist Vito with this disabilities, within a reasonable travel distance. Unfortunately, if Vito does not have this ability, he will need to attend his current school or be homeschooled. If Vito is homeschooled, it could lead to further depression and mood swings. Only time will tell how long his moods will be like this or it takes him to cope with his current situation.
Critical Reflection
Motivation
In this case the best way to help motivate Vito, is to model supportive, accepting, and considerate ways in dealing with him. There is a fine line between empathy and pity. The teacher, Mr. Cornwell, should model the former and not the latter by keeping in mind that the wheelchair improves the student's mobility and not a symbol of his physical challenges. Then, the other students will learn from and copy the actions of the teacher and will also contribute to the success of Vito.
Techniques and Strategies Although this doesn’t seem to be an issue In this situation it is best to use discreet assistance with Vito. Students, like Vito, with physical disabilities appreciate teachers who are sympathetic to their situation. But if the sympathy is too obvious, the same students can be alienated or embarrassed. Therefore, when providing assistance, teachers, and other school officials, should be discreet. Such assistance includes clearing paths or suggesting alternative routes, ensuring that the classroom arrangement allows free movement, and keeping the wheelchair within the student’s reach during transfers. Mr. Cornwell as well as other teachers should acknowledge that Vito, being in a wheelchair will have different needs, depending on their needs. Therefore, teachers should hold short one-on-one conversations with these students to determine their unique needs. The teacher could begin by simply stating that he wants to learn how and when to help the student in the wheelchair. Also, Face-to-face conversations will increase the teacher-student relationship. When the teacher is talking to children or adolescents in wheelchairs, it can be frustrating for them to always look up. Polite words are not enough to convey warmth and sincerity.
Participatory Learning Environment This learning environment is a more interactive and engaging classroom than the one that was experienced 10 years ago, as well as large amounts of evidence explaining how combining active learning exercises into a course helps students understand the course material, and maintain their interest and attention during class periods. In Vito’s case, the first step would be preparing the classroom, a wheelchair-bound student can be made comfortable in the classroom, with a few simple adjustments. A conference with the parents and some common sense are generally all that is needed to accomplish this. Secondly, their learning style may be different, therefore the student may need a modified learning plan. Vito, needs to have special accommodations for his learning.
Decision Making As within the “People Change” case study, the decision to not allow Vito to disrupt the classroom as he has an outburst. Mr. Cornwell made the right decision to allow Vito to leave while he was in a state of rage. Vito needed to calm down and gather his thoughts. It is not fair to the other students to allow a disruptive student to remain in the classroom.
Self-monitoring
As time goes on and with great patience, Vito will eventually accept his new challenges and abilities. Vito is still in a fragile state of mind, he is confused as to why this has happened and why he is left in this state. It is Vito’s responsibility to gather his own thoughts and emotions and control those from within, but this will take time and a lot of effort. Vito will need to work hard to accept his disability.
Time, Space and Transition Effects As I stated above, time and patience are key to guiding Vito back to a healthy state of mind. While he is in this rather scary transition, and frustrated by what state his body is left in. Vito is also frustrated with his short-term memory loss and struggle with depression which is common in individuals with these sudden changes. After time has passed, with counseling and treatment, Vito should be able to control his emotions and behavior more effectively.
Individual and Group Organizational Strategies Many individuals will be involved in Vito’s care and education. Vito’s family, friends, peers, teachers, school staff and counselors will need to assist and support Vito with his healing process, not only his physical disability, but his mental health as well.
Conclusion
While Vito’s situation is unfortunate, with time and patience he will begin to regain his self-esteem. Vito, being a great student and athlete before will again find his niche with support from his peers, friends, family and teachers as well as mental health counselors. As it has only been 7 months since Vito’s accident, he is fairly new to his new identity. It will take time for Vito to process his limited abilities, but in some time he will hopefully be the Vito everyone knew before, with modifications.