A Case Study of the School Behavior of Abused Children with Behavior Modification Intervention

Charity Mae Mayo-Dosayla,Dennis V Madrigal

doi:10.47577/tssj.v20i1.3637

Abstract

Child abuse has become prevalent in the society and has reached an alarming state. An experience of abuse creates a domino effect on a child’s learning and socialization in school, and consequently impacts their holistic development. Anchoring on B.F. Skinner’s Operant Conditioning Theory, this study investigates the undesirable school behaviour of abused children and formulates an intervention program for behaviour modification. This case study documented the school behaviour of three primary school children identified as psychologically, physically, and sexually abused by the local Department of Social Welfare and Development. These abused children were selected using purposive sampling. Data collection was conducted through pre, and post-observation using a validated research-made Student Behaviour Inventory, in-depth interview, triangulation, and validated Student Behaviour Intervention Program (SBIP) anchored on Cognitive Behavioural approaches. Data were analysed using recursive textual analysis using Lichtman’s framework: coding, categorizing, and conceptualizing. Results of the study revealed that abused children have opposition, refusal, and resistance to orders; sensitiveness; tendency towards social withdrawal, aloofness, and melancholy; feelings of inferiority; and non-compliance to school requirements. Administration of SBIP to abused children produced slight modification in their behaviour. This study implies a consideration of the SBIP and its administration to children who have experienced abuse as an intervention to modify their school behaviour.

Highlights

While states around the world celebrate the constitution of the United NationsConvention on the Rights of the Child as a landmark document for the protection of children, a blatant reality still stands contrary to its provisions – child abuse
This case study was carried out to delineate the undesirable school behaviour of abused children and based on which, formulate a school behaviour intervention program grounded on the principles of Cognitive Behavioural Theory to effect behaviour modification among these children
Post-observation results showed that there was a slight modification in the undesirable behaviors of abused children after having been exposed to tasks in the Student Behaviour Intervention Program (SBIP)

Summary

Introduction

While states around the world celebrate the constitution of the United NationsConvention on the Rights of the Child as a landmark document for the protection of children, a blatant reality still stands contrary to its provisions – child abuse. Organization (WHO) defines child abuse and maltreatment as “all forms of physical and/or emotional ill-treatment, sexual abuse, neglect or negligent treatment or commercial or other exploitation” (2006, cited in Roche, 2017, p.105). WHO identified neglect, psychological-emotional abuse, physical abuse, and sexual abuse as the principal forms of child abuse in the Philippines (Roche, 2017, p.110). Consequences of behavioral maladjustment may extend throughout the life of abused children as they find it difficult to develop secure attachment relations, regulate emotions, establish healthy peer relations, and form their identity (McGahaGarnett, 2013). All forms of child abuse may engender long-term health consequences such as mental disorders, drug abuse, suicidal behavior, hazardous sexual behaviors, and sexually transmitted diseases on an individual level and a substantial impact to the burden of disease on a global scale. In school, abused children tend to obtain low grades, experience suspension, get retained in a grade level more frequently, and perform low in competencies necessary for their optimal learning and academic achievement (Alokan & Olatunji, 2014)

Objectives

Results

Discussion

Conclusion