A Three-Dimensional Model for Understanding Student Disruptive Behavior: Part Two, The Intrapersonal Approach*
The intrapersonal approach, the second dimension to understanding student disruptive behavior, is quite different from the group and community building perspective. It focuses on how individual students process information, and control and manage their own cognitions, emotions and behavior. According to the intrapersonal approach, the irresponsible behavior of students is symptomatic of the conflicts that dwell within ourselves. These inner conflicts may be contradictory ideas, feelings, impulses, aspirations, and values. These conflicts may be triggered by genetic factors, and precipitated by social and environmental forces. Students who exhibit this type of disruptive behavior can be helped by empowering them to understand, modify and control their internal thoughts, feelings and subsequent actions. In future posts se will share several intrapersonal strategies that are designed to help students manage and control their negative emotions and disruptive classroom behavior.
On the next post we will describe the third component of our three dimensional approach to understanding student disruptive behavior: The Interpersonal Dimension.
* Adapted from Solomon, R. & Solomon E. (2008). Increasing Student Responsibility and Self-Discipline Within Learning Communities: The Participant’s Guide. Tucson, AZ: Fourth R Consulting.