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Psychology can explain and improve bad classroom behaviour
19 September 2012
British Psychological Society (BPS)
A new monograph published by the British Journal of Educational Psychology published today (Friday 21 September 2012) brings together evidence from psychological research to help readers understand the causes of anti-social behaviour and what can be done to curb it.
Psychology and Antisocial Behaviour in School looks at the evidence from psychology for understanding troublesome behaviour in schools, dealing with behaviour in general, specific types of behaviour such as bullying, developmental disorders such as autistic spectrum disorder and ADHD, and with different explanations for social emotional and behavioural difficulties such as social identity, information processing and social competence.
The emphasis is on empirically based psychological theory and research evidence and its relation to interventions in school. Findings from data gathered from a range of countries including Brazil, China, North America, Spain and the UK are reported.
Professor Pam Maras from the University of Greenwich, one of the editors of the monograph, says:
“Young people’s behaviour in and out of school currently receives a great deal of academic, media, and government attention, with many commentators expressing concern about the ‘state of youth’. However, whilst antisocial behaviour in schools is a topic of major international concern, there is a surprising dearth of work on the psychological explanations for its occurrence, or on interventions founded on such explanations. This monograph is intended to address that deficit.”