Children with behavioral and emotional problems: Is their behavior explained only by complex learning? Or do internal motives have a role?

Abstract

Researchers have identified a subset of children with behavioral and emotional problems who do not respond to empirically supported behavioral interventions. Although there is disagreement about the diagnosis, some professionals label these children with reactive attachment disorder. There is ongoing debate about whether the behavior problems in these children, which seem to be related to emotions and morality, are strictly due to complex learning histories or whether internal motives and emotions have a casual effect on those behaviors. Behaviorists claim that all behavior is explained by external stimuli and learning history whereas traditionalists consider the casual role of internal motivational and emotional forces. This makes a difference in terms of treatment recommendations and methods for promoting 'generalization' and 'internalization'. The authors in the issue that follows will represent various positions in this debate and offer suggestions for treatment accordingly.

Learning and thinking: A behavioral treatise on abuse and antisocial behavior in young criminal offenders.

“…Palmer and Hollin (2001) found perceived consistency of discipline to be negatively associated with self-reported delinquency. The problem for children who grow up having experienced inconsistent or erratic parenting practices is that many of them fail to learn accountability, and have no concern for parent approval or disapproval (Golden, 2007). Termini and Golden (2007) hypothesized that these same children also learn that adults are dispensable and cannot be trusted, which, for abused children, interferes with positive moral development (Golden, 2007), and leads to poor parent-child relations and possible criminal behavior (Agnew, 2005;Fagan, 2005;Farrington, 2002;Lewis, Mallouh, Webb, 1997;Kent, 1976).…”

A behavioral perspective of childhood trauma and attachment issues: Toward alternative treatment approaches for children with a history of abuse.

“…Recent research investigating children growing up in long-term foster family care and exposed to inappropriate models indicates that many of these children have developmental or learning (reinforcement) histories characterized by familiar adults who ignored appropriate behavior and attended to inappropriate behavior, while at the same time, inflicted pain (punishment), neglect, or, in a reverse sense, "gave in" to stop inappropriate behavior (positive reinforcement) (Golden, 2007). The problem for children who grow up having experienced multiple placements and exposed to multiple inappropriate models is that many of them fail to learn accountability (Golden, 2007), and have no concern for parent approval or disapproval.…”

Psychosocial challenges of single parenthood students: In the case of Hosanna Primary School, Ethiopia

“…Divorce has great consequences with regard to family institutions. As the result, many children manifest some behaviours disruption and emotional problems following their parent divorce and such as shyness, depression and low self-esteem (Golden, 2007). Therefore, the effect of divorce on children's emotional wellbeing depends on many different factors including the qualities of care they relive before divorce and the nature of divorce itself.…”