3. Social isolation: this is often used to decrease undesirable behaviour. The counsellor might decide to set the student aside for the meantime as a result of a particular misbehaviour. The counsellor must be careful when using this method so that other negative behaviours are not strengthened.
4. Constructive confrontation : this is way in which the counsellor confronts the client about a particular negative behaviour (Bolu-Steve & Adeoye, 2016).
Life skill training involves self-management procedures programmes that can be used by the counsellors in managing unruly behaviour. These include:
1. Assertive training : non-assertive students that are trained to be assertive may not get involves in unruly behaviours. Assertive training can be called resistance training (Asonibare, 2016).
2. Decision – making strategies :it is important for in-school adolescents to develop appropriate decision-making strategies. This will help them choose the right alternatives.
3. Peer-group cluster involvement : this can be in the form of organising peer group counselling in the school. The clubs and societies within the school can engage peer cluster to modifying norms and attitudes (Adeoye, 2003). Goode(2007) has noted that the psychological and social experiences of the counsellor. Toward this end, this study will investigate strategies for managing unruly behaviours among secondary school students as expressed by secondary school counsellors in Oyo East Local Government, Oyo. This study will becomes necessary especially in the wake of increased anti-social and unruly behaviours among secondary school students in Oyo East Local Government Oyo, Oyo State.
2.1.5 Consequences Of Unruly Behaviour
Behavioural consequences (results) have a direct influence on the behaviour that child exhibits. Behaviour can be modified, that is, increased, initiated, or extinguished, by systematic manipulation of its consequences. The possible consequences of human behaviour are classified as positive reinforcement, extinction, negative reinforcement and punishment.
Positive reinforcement is the presentation of a desirable reinforcer after a behaviour has been exhibited. The reinforcer, a consequences of behaviour, tends to increase or sustain the frequency or duration with which the behaviour is exhibited in the future (Alberto &Troutman, 2002). The process of positive reinforcement involves increasing the probability of a behaviour recurring by reinforcing it with a reinforced that is appropriate and meaningful to the individual (Downing, Paul, Adamson, 2001). A reinforcer is reinforcing only if it is perceived as reinforcing by the individual.
Extinction is the removal of a reinforcer that is sustaining or increasing a behaviour (Alberto &Troutman, 2002). Extinction is an effective method for decreasing undesirable behaviours exhibited by individuals (Downing, Paul, &Dando,2001). Unplanned and unsystematically applied extinction techniques have been naturally applied throughout history. For example, parents tend to ignore many unacceptable behaviours exhibited by children, such as rough housing, arguing, and showing reluctance to go to bed, in the hope that these behaviours will decrease in frequency. The ineffectiveness of ignoring as an unplanned intervention is frequently a result of the inconsistency of its application rather than its inadequacy as a behaviour change technique. Extinction involves the removal or withdrawal of the reinforcer responsible for maintaining behaviour. In the classroom setting, the target behaviour will be extinguished once the reinforcer has been withdrawal for a sufficient period of time. The teacher or parent should be patient and consistent, the behaviour will change. Negative Reinforcement is the removal of an already operating aversive stimulus (negative reinforcer). As a consequence of the removal of the aversive stimulus, the target behaviour is strengthened. Axelrod and Hall(2002)has described the techniques of negative reinforcement in the classroom setting as student performing a behaviour and the teacher removing something the student dislikes.
As stated earlier, negative reinforcement is the removal of an aversive stimulus in an effort to change the frequency of a behaviour. In contrast, punishment is the addition of an aversive stimulus or the subtraction (taking away) of a pleasurable item or activity in an effort to change the frequency of a behaviour.
Example
A group of students is working very diligently at their desk so after the teacher has stated that they will not be required to do homework assignments that weekend if their classroom assignments are completed before the end of the day. In this example, the homework assignment which was already given by the teacher, is the aversive stimulus (most students perceive homework as aversive); it is removed, and as a result the students’ in-classroom work is increased. It can be stated that some punishment will remove some unacceptable behaviours (shea, Bauer&Lynch, 2009)it has been found, however, that when a punished behaviour recurs, it usually does so at a rate higher than before the punishment was originally imposed. Another concern associated with punishment is its potential and actual effect on the physical and emotional health of the child. In some case, punishment may cause emotional problems. The fact that the punished child identifies the punishment with the punisher rather than with the inappropriate behaviour should be of great concern to teachers and parents who, as previously discussed, are models for children. Children who are punished or abused often punish or abuse their children. The results of punishment do not appear sufficient to justify its use as behaviour change agent.
