Behaviour - UNESCO

1 Regional Training Seminar on Guidance and Counselling Module 4. Behaviour Modification UNESCO February 20001 MODULE 4 BehaviourModification UGANDA February 2000Co-ordinator: Winsome GordonEditors: Wilma Guez and John AllenCover Design: Monika JostCover Photo: UNESCO /Winsome GordonPrinter: Ag2i CommunicationED. 99/WS/13 Copyright UNESCOP rinted in FranceRegional Training Seminar on Guidance and Counselling Module 4. Behaviour Modification UNESCO February 20002 MODULE 4 BEHAVIOURMODIFICATIONCONTENTS PageForewordAcknowledgementsIntroduction 1 Unit 1. Introduction to Behaviour 3 Topic 1. Behaviour DifferencesTopic 2. Behaviour ProblemsUnit 2. Behaviour Change 25 Topic 1. Behaviour Change/ModificationTopic 2. Behaviour TheoriesTopic 3. Steps or Stages of Assessment and Management of Behavioural ChangeTopic 4. Strategies to Modify BehaviourTopic 5.

2 Liaising with Home and Community In Effecting BehaviourUnit 3. Practical Application 49 Topic 1. Intervention TechniquesTopic 2. Models of InterventionTopic 3. Case StudyRegional Training Seminar on Guidance and Counselling Module 4. Behaviour Modification UNESCO February 20003 FOREWORDA frican Ministers of Education have long been aware of the growing number ofsocial problems which affect the lives of young Africans, particularly girls, anddetermined some time ago that their education systems had to play a much more activeand positive role in promoting the growth and development of the young peopleentrusted to their taking action they took into account the declarations andrecommendations of the Pan African Conference on the Education of Girls(Ouagadougou, Burkina Faso, 1993) and the Fourth World Conference on Women,(Beijing, China, 1995)

3 And other international gatherings on matters related to then convened a series of technical meetings in English and French-speakingcountries, at both the regional and the national level, to decide in greater detail whatshould be done. The consensus reached was that Guidance and Counselling should bean integral part of the education of children and should be included in the teachertraining co-ordinated effort resulted in the establishment in April 1997, of a Boardof Governors, made up of African Ministers of Education, who would be responsible forpolicy decisions and for establishing procedures in the development of the Guidanceand Counselling Programme. In preparing the programme African countries wouldcollaborate so that it would benefit from the best African expertise. It was also agreedthat The Guidance Counselling and Youth Develoment Centre for Africa ,designed to provide training for teacher trainers and youth and social workers from allover the continent, would be set up in Malawi.

4 While this programme was intended foruse with boys and girls, its content and organization are such that special attention isgiven to the needs and requirements of is being given by a number of international and regional agenciessuch as UNESCO , UNICEF, UNFPA, FAWE, (the Forum for African WomenEducationalists), DANIDA, the Rockefeller Foundation and from countries such asFinland and the training Package on Guidance and Counselling has been prepared by Africanspecialists from various countries in consultation with other competent persons. Itconsist of eight training modules Guidance, Counselling, Social Work, BehaviourModification, Gender Sensitivity, Guidance and Counselling ProgrammeDevelopment, Adolescent Reproductive Health, and Workshop Administration andConduct Guidelines. The modules encourage the use of non-threatening approaches,Regional Training Seminar on Guidance and Counselling Module 4.

5 Behaviour Modification UNESCO February 20004particularly with regard to sensitive issues, and are accompanied by charts,transparencies and video films as teaching aids. Supporting materials are also drawnfrom other relevant programmes being implemented in the respective intended for use in the training of trainers, the suggested activities are alsogenerally suitable for use with school-age children. Each module is comprised of unitsand sets out objectives and activities for small and large groups. Because of theshortage of appropriate reference materials for Guidance and Counselling, each moduleincludes additional module Behaviour Modification , prepared in Uganda, defines what ismeant by Behaviour , describes the causes of different kinds of Behaviour and attitudesand of the problems which may result.

6 It provides guidance on ways in which changesand modification in Behaviour can be brought about, and on the intervention techniquesthat can be used for this purpose. It gives special attention to the relationships betweenchildren and parents, and children and Director-General for EducationUNESCOR egional Training Seminar on Guidance and Counselling Module 4. Behaviour Modification UNESCO February 20005 AcknowledgementsMr Moses C. Otyek, Senior Inspector of Schools and Head of Career Guidanceand Counselling in Uganda, led the team that prepared this Module. The memberscomprised:Mr Gaston Byamugisha Lecturer in the Institute of Teacher Education Kyambogo(ITEK)Mr Edward Ntare Lecturer ITEKMr Omangor Martin Senior Inspector of Schools (Guidance Counsellor)Mrs Jane Ilukor Makerere University, KampalaMs Vicky Owens Makerere University, KampalaMs Lenrose Dube Secretary, SwazilandThe richness and coverage of the Module is evidence of the variety of inputs,which were made.

7 Mr Otyek has been with the programme from its inception and hasshared its evolution through all its stages. He has been the trainer in BehaviourModification in the regional programme for the trainers of trainers, which is held inMalawi each wish to take this opportunity to thank Mr Otyek and his team for theircontribution, and I hope that he will continue to be a key contributor to the must also express my thanks to the Danish International Development Agency(DANIDA), UNICEF, UNFPA and UNDP for their contributions, both in cash and inkind, to the preparation of this GordonProgramme Co-ordinatorUNESCOR egional Training Seminar on Guidance and Counselling Module 4. Behaviour Modification UNESCO February 20006 MODULE 4 BehaviourModificationINTRODUCTIONW elcome to Module 4, Behaviour Modification as a Tool for Guidance andCounselling Tutors.

8 This module will introduce you to the relevant knowledge andskills that you can use to guide and counsel your are three units in this 1. Introduces you to the root causes of different Behaviour , attitudes andbehaviour problems;Unit 2. Discusses Behaviour change; andUnit 3. Deals with selected intervention RequirementsThe module requires you to have an interest in promoting the status of girls. Youare expected to be more observant and learner-oriented in your schools, and to keep onsearching how best to guide and counsel your pupils. You are also expected to makebrief notes as you go through the modules have various activities. Some of the activities require you to worktogether, and read or reflect on key issues, which influence the life patterns of girls ininstitutions and homes. Make sure that you go through the text before you attempt through the text without doing the practical work will not are designed to help you go through the text and check learning blocks.

9 Behonest if you are required to mark your own activities or compare your views with thoseprovided. Checking answers/responses beforehand has no learning units are arranged in a logical order. You will need to study from units 1 to3, in that Training Seminar on Guidance and Counselling Module 4. Behaviour Modification UNESCO February 20007 Finally, you will learn best if you treat learning as a cognate activity. There is alot you can learn by asking, enquiring and sharing ideas with text is selectedfor teachers who have undergone training in either Teacher EducationInstitutes/Colleges or Teachers Colleges. If you have not, and you happen to be usingthe module, you need to read the books referred to in the text, and especially Units 2and Training Seminar on Guidance and Counselling Module 4. Behaviour Modification UNESCO February 20008 UNIT 1 Introduction toBehaviourRATIONALEThe aim of this unit is to introduce different Behaviour patterns that make your pupils perform,or behave differently, from one may have heard on many occasions teachers' comments on the way children behave inschools.

10 For example, they say, Muwanga's Behaviour is terrible. Kariuki's Behaviour is quite does not behave well towards her teachers . So Behaviour is a matter of concern to teachers. This isbecause Behaviour can determine good or bad school performance. It is necessary for teachers to knowand understand the meaning of OUTCOMESBy the end of the unit, you should be able to: explain why some pupils behave differently from their peers; help pupils identify their Behaviour problems; identify Behaviour patterns; prevent Behaviour problems from developing; promote good Behaviour unit includes the following:Topic 1. Behaviour DifferencesTopic 2. Behaviour ProblemsRegional Training Seminar on Guidance and Counselling Module 4. Behaviour Modification UNESCO February 20009 Topic DIFFERENCESWhat is Behaviour ? Behaviour can be defined as the way in which an individual behaves or acts.