Teachers as Victims: An Interactional Analysis of the Teacher's Role in Educating Atypical Learners

1992 ◽  
Vol 17 (2) ◽  
pp. 135-144 ◽  
Author(s):  
Timothy J. Landrum
Keyword(s):  
Regular Education ◽  
Teacher Characteristics ◽  
Student Relationships ◽  
Interactional Model ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Coercion Theory ◽  
Teacher’S Role ◽  
Teachers And Students ◽  
Interactional Analysis

Research examining teachers' standards and tolerance is reviewed with respect to an interactional model of teacher-student relationships. Because interactional models suggest that participants in behavioral interchanges influence each other reciprocally, the implications of teacher characteristics research relative to the mainstreaming of difficult-to-teach students is considered. In particular, the application of coercion theory to the relationships between teachers and students suggests that, just as mothers are often victims in coercive relationships with their problem children, teachers may also become victims of their students and the systems that hold them responsible for educating atypical learners. Finally, the implications of emerging research on teacher characteristics are discussed in light of the increased attention that calls for reform have focused on issues surrounding the integration of handicapped students into regular education settings.

Strain, Differential Association, and Coercion: Insights from the Criminology Literature on Causes of Accountant's Misconduct

2008 ◽  
Vol 8 (1) ◽  
pp. 1-20 ◽  
Author(s):  
James J. Donegan ◽  
Michele W. Ganon
Keyword(s):  
Criminal Behavior ◽  
White Collar Crime ◽  
Policy Implications ◽  
Financial Statement ◽  
Differential Association ◽  
Financial Fraud ◽  
Certified Public Accountants ◽  
Fraud Triangle ◽  
Financial Statement Fraud ◽  
Coercion Theory

This paper introduces to the accounting literature two prominent criminology theories, strain and differential association, as possible explanations for criminal behavior by accountants and applies a recent integration of the two, coercion theory, to three recent financial statement frauds. We argue that understanding and preventing fraudulent accounting can be furthered by placing the phenomenon within the context of criminology research, which supports both individual and group-level explanations for white-collar crime. We also suggest that the American Institute of Certified Public Accountants (AICPA) moved too quickly in adopting Cressey's fraud triangle as the explanatory model for financial fraud in Statement on Auditing Standards (SAS) No. 99. Our analysis, although exploratory in nature, suggests that examining financial statement fraud through the lens provided by criminology theory may provide new insights into its causes as well as tools for detection and prevention. We conclude with a discussion of policy implications.

scholarly journals Metoda Video-feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP-SD) w pracy terapeutycznej z rodzicami dzieci z grupy ryzyka rozwojowego

1970 ◽  
pp. 315-333
Author(s):  
Danuta Kopeć ◽  
Hanna Kubiak
Keyword(s):  
Family Environment ◽  
Video Feedback ◽  
Positive Parenting ◽  
Therapeutic Interventions ◽  
Parental Discipline ◽  
Feedback Intervention ◽  
Coercion Theory ◽  
The Family ◽  
Families With Children ◽  
Development Risk

Video-feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP-SD) is a therapeutic intervention based on video-feedback which aims to support positive parenting and sensitive parental discipline. It is a part of evidence-based therapeutic interventions, which means that the effectiveness of the training has been confirmedin rigorously planned and carried out studies of both the general population and various clinical groups. The theoretical framework for VIPP-SD is attachment theory and coercion theory. The basic principle of intervention is referring to family resources in the therapeutic work, primarily in situations in which the correct course of a child’s development can be disturbed by both biological and environmental factors. The article presents the aspects of the application of VIPP-SD in the following clinical groups: families with children at risk of improper development, families in which the functioning of parents creates the development risk for children, and the family environment as a risk factor for children’s development.

The New Human Science

2019 ◽  
pp. 117-156
Author(s):  
Joanne Souza ◽  
Paul M. Bingham
Keyword(s):  
Social Sciences ◽  
Social Evolution ◽  
Conflicts Of Interest ◽  
Cost Effective ◽  
Human Origins ◽  
Coercion Theory ◽  
Ultimate Causation ◽  
The Social ◽  
Human Social Evolution ◽  
Social Coercion

All prior attempts to understand human origins, behavior, and history have led to paradoxes and dilemmas, highly resistant to resolution. This chapter reviews specific cases of failures to resolve these apparent paradoxes and dilemmas in human evolution and the social sciences. The authors argue that these failures are rooted in confusing proximate with ultimate causation. They further argue that a sound theory of human origins, behavior, and history (social coercion theory) can help to understand the human condition scientifically; specifically, this theory argues that all the unique properties of humans emerge from the unprecedented human social evolution, driven, in turn by the evolution of cost-effective coercive management of conflicts of interest. Finally, the authors argue that social coercion theory yields the first general theory of history, economics, and politics, which provides an approach to problems within the social sciences while armed with a grasp of ultimate causation. Consequently, formerly intractable scientific questions and social concerns become manageable and solvable.

The Political Ape

2019 ◽  
pp. 39-50
Author(s):  
Glenn Geher ◽  
Nicole Wedberg
Keyword(s):  
Evolutionary History ◽  
Social World ◽  
The Political ◽  
Social Activities ◽  
Positive Functioning ◽  
Factors Associated ◽  
Coercion Theory ◽  
Human Uniqueness ◽  
Social Coercion

This chapter describes social-coercion theory as conceptualized by Paul Bingham and Joanne Souza. This theory, which pertains to the evolution of human uniqueness, helps us understand how humans evolved to coordinate social activities in small non–kin-based groups. The tendency of humans to form such coordinated alliances is a foundational part of our evolutionary history that sets us apart from other apes in important ways. Further, this theory can help us understand the emergence of democracy and egalitarianism as basic aspects of the human social world. Understanding the principles that underlie this theory can help us understand factors associated with positive functioning in human communities.

Short- and Long-term Impacts of a Coercion Theory–Based Intervention on Aggression on the School Playground

2015 ◽  
Author(s):  
J. Mark Eddy ◽  
Betsy J. Feldman ◽  
Charles R. Martinez
Keyword(s):  
Negative Reinforcement ◽  
Preventive Intervention ◽  
Controlled Trial ◽  
Coercion Theory ◽  
Adult Supervision ◽  
Long Term Follow Up ◽  
Short And Long Term ◽  
Child Antisocial Behavior

Aggression between students at school is a common problem, particularly within the context of the school playground. Key mechanisms in coercion theory, including positive and negative reinforcement for aggression and peer deviancy training, can operate with abandon on school playgrounds without adult supervision, monitoring, and appropriate intervention. The Linking the Interests of Families and Teachers (LIFT) multimodal preventive intervention, designed to address aggression on the playground, is described. The short-term and intermediate follow-up findings from a randomized controlled trial of LIFT on aggression on the playground as well as other forms of child antisocial behavior are overviewed. Long-term follow-up findings on the relations between playground aggression and antisocial behaviors during mid-adolescence and emerging adulthood are then reported. It is argued that to be effective, coercion theory–based prevention programs like LIFT need to continue across elementary school and into secondary school, rather than be delivered at only one point in time.

The Role of Anxiety in Coercive Family Processes with Aggressive Children

2015 ◽  
Author(s):  
Isabela Granic ◽  
Jessica P. Lougheed
Keyword(s):  
Peer Relations ◽  
Family Processes ◽  
Childhood Aggression ◽  
Future Research ◽  
School Contexts ◽  
Coercion Theory ◽  
Research Designs ◽  
Hostile Parenting ◽  
Aggressive Children

The majority of aggressive children exhibit symptoms of anxiety. This chapter outlines a novel theoretical model that builds explicitly on coercion theory, linking aggression with the regulation of anxiety in both caregivers and children. Three hypotheses are suggested and data are applied to support this model: (1) unpredictable oscillations between permissive and hostile parenting (two distinct aspects of the coercive cycle) induces anxiety in children, which in turn triggers aggressive behavior; (2) peer relations and difficult school contexts exacerbate anxiety, which in turn may trigger bouts of aggression that function as regulation for distressing emotions; and (3) to improve the efficacy of treatments for childhood aggression, anxiety needs to be one of the primary targets of treatment. Almost no research has directly tested these hypotheses, but the chapter reviews extant research and theory consistent with these claims and suggests future research designs that can test them specifically.

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