Mediering af adfærdskontrol

Mediation of regulation and control of behavior

The regulation of behavior is turned in two directions. The first direction — to restraining the response; when I encounter a stimulus of any kind, I am inclined to respond immediately, but I restrain myself, give myself time to think, check whether I possess all the data required for responding adequately, and if I lack data-1 shall look for and have all of them before I react. The regulation of behavior is, therefore, a voluntary act, the outcome of the decision to suspend response, to check. But regulation of behavior also has a second, contrasting?? direction: there are situations which demand an accelerated response, a quick action. Sometimes the rapid action may, and precisely in such situations- in emergencies or pressure situations, there are those who are struck dumb, who freeze in their tracks unable to react.

The regulation of behavior is, therefore, a product of a person's ability to impose thinking on his actions- to examine himself, to assess the situation and to decide how and when to react.

In order to regulate the behavior of the mediatee, the mediator has to act in two stages: in the first stage, he must impart to the mediatee cognitive functioning

 


 

abilities, which will enable him to perform the actions required in order to make a decision about the manner of his response.

In the second stage, the mediator has to base the insight that the mediatee has gained in relation to the planning process of the manner of his response, an to impart to him the ability to assess the situation - the data and their significance, in order to decide whether to carry out the specific response which he had planned, and if he decided in he affirmative - to impart to him the ability to decide how, where and when and in what way to implement it.

This parameter is closer to the concept of meta-cognition of the cognitive psychology.

These thinking processes are frequently met with impatient reactions on the part of teachers preoccupied with "the production" of the pupil, and they interpret the delaying of the response as evidence of his lack of command?? of the study material.

The mediation of regulation of behavior, in the sense of restraining impulsiveness and delaying the action, is not significant to the same extent in every culture. There are cultures which do not encourage the postponement of gratifications and planning of behavior. In these cultures, impulsive and uncontrolled responses to certain stimuli (like situations of tragedy, failure, "bad' behavior) are even encouraged.

The complexity of our life, and the conditions in which we are called upon to react turn the ability to regulate behavior critical for us. Therefore, mediators in all the educational frameworks must mediate to the person not only the ability but also the orientation and the awareness of the need to regulate his behavior.


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