There are many factors that play a role in the development of problem behavior in children. If you are looking for a solution and want to convert problem behavior into desired behavior, it is important to get a grip on the possible factors. By looking at the situation as objectively as possible you can find tools for change. A framework can help. Barkley’s four-factor model provides such a framework with which you can investigate how problem behavior arises and how you can change it.
- How does problem behavior arise?
- Problem behavior
- Child characteristics
- Parent and family characteristics
- Environmental factors
- Educational factors
- What can you change?
- What if you still don’t have a clear idea of the problem?
How does problem behavior arise?
Problem behavior does not just happen. Many factors influence this. In order to have some guidance as a parent/educator and to be able to look at the problem behavior and its causes as objectively as possible, regardless of all emotions, you can use the four-factor model as a framework. This four-factor model was drawn up by Barkley (1998) and shows which factors influence problem behavior and what interactions there are. By completing this model as a parent(s) or other educators/caregivers, if possible, together with the child/young person, you can calmly see whether you see an avenue for changing the problem behavior.
Problem behavior
In the middle of the model you place the (problem) behavior. This may be behavior that bothers you as parents, but it can also be prompted by the child or the environment (such as school). Try to formulate this behavior as specifically as possible. Then you define what exactly it is about. You then enter the factors that influence each other (and mutually). This concerns risk factors, but also protective factors, so not only the negative, but also the positive characteristics:
- Child
- Older
- Environment
- Upbringing
Everything influences the origin and maintenance of the problem behavior or offers a possible solution to achieve the desired behavior. In this way you, as it were, pull apart the tangle of problem behavior, what belongs to what, so that you gain clarity about what it is about and what is going on with this specific (problem) behavior.
Child characteristics
Which characteristics and qualities of the child contribute to the problem behavior. Which child factors ensure that it persists or offer protection against the problem behavior? What are positive and negative qualities of your child?
Is your child gifted or gifted and does your child therefore have difficulty connecting with other children? Is your teenager always looking for boundaries, excitement, or a real thrill seeker? Is he or she unable to concentrate properly and therefore misses much of the instruction? Does his or her temperament cause your child to have tantrums more often? Does your teenager have a good self-image or is he or she very insecure? Can stubbornness be a reason for clashes with teachers? Developmental problems such as autism and ADHD can also be a factor in the development of problem behavior. Physical limitations can also cause frustration. It is not about a judgment. Or to blame someone or something. The point is to identify as many characteristics as possible that may influence the problem behavior. This does not mean that you have to or can change everything. Some child characteristics are fixed, congenital or for some other reason a factor to take into account. If you know this, you may be able to align the expectations of yourself and those around you with the child. This can also have a positive effect on problem behavior. It is important to take the
age and development level of the child into account . Also look carefully at this when describing and assessing the problem behavior: a four-year-old busy child is very different from a busy teenager. Knowledge of the (typical) development of children allows you to better assess the child’s problem behavior.
Positive child characteristics can also help with the solution. A child for whom ‘an agreement is an agreement’ may not be able to deal well with changing situations and is probably not very flexible. That may be too much to ask. But you can agree on family rules together that everyone in the family must adhere to. This can already contribute to a solution for the problem behavior.
If it is difficult to name characteristics, write down the behavior you see or give a concrete example. If your teenager drinks too much alcohol, you can signal here, for example, that she is very sensitive to peer pressure. Because her two friends drink so much when they go out, she also drinks a lot, even though it makes her feel bad and her friends don’t. This may provide an avenue for change.
Parent and family characteristics
Every child is different, but every parent is also different. And the interaction is different every time. Sometimes you feel that way about each other, other times it is more difficult to understand each other. One parent will understand (because they recognize) why a child is always late, while the other parent has difficulty when an adolescent reacts very emotionally (perhaps precisely because he is not used to it).
What kind of personality and temperament do you have as a parent? Are you patient? Are you perhaps just as busy as your child? Is there perhaps a physical or psychological disability? Is there a lot of stress in your life at the moment? Problems at work or divorce issues can have a negative impact on your performance as a parent. And can therefore directly or indirectly influence problem behavior. If you become more irritated with your child, your child may become insecure or angry.
If you list all the characteristics and qualities of yourself as a parent or educator, you may immediately see points of departure for change. Suppose you were a little less critical, would that perhaps give your child a little more space, so that he might show less rebellious behavior at school?
Environmental factors
All situations surrounding you as a child and parents that can influence the family are called environmental factors. What does your child’s school require? How does it connect with the child? Is the teenager being over-examined or interrogated? Are there clubs where your teenager can release his or her energy? How do you like the house you live in? What is the financial situation? What is the neighborhood like in which you live? Are there conflicts, with neighbors or school? Or is the contact very pleasant? All answers to these questions paint a picture of the environment in which parents and child live and what its influence is on their personality and behavior and the child’s problem behavior.
Educational factors
How do the parents react, consciously or unconsciously, to the problem behavior and to the desired behavior? And where does this reaction come from? What does education look like? What kind of upbringing do parents want to give their child?
Four parenting styles are distinguished, depending on the degree of direction and responsiveness or involvement:
- democratic/authoritative: parents are involved and warm, set boundaries to support their child and respect their child as an autonomous person. What does a parent with this parenting style say to a child who needs to go to sleep? ,We have agreed that your bedtime is 9 p.m. And tomorrow you also have a test, so getting enough sleep is extra important. It is now ten to nine, so keep in mind that you are almost going to sleep.,
- authoritarian: parents are decisive with a clear structure, and attach great value to order and discipline, but do not tune in to their child and have difficulty showing their affection. ,It’s 9pm. Time for bed, young lady!,.
- indulgent/permissive: parents express affection, but do not control or supervise their children and set no or too few boundaries. ,It’s already a quarter past nine. Do you want to go to bed yet?,
- neglectful/laissez-faire: parents are little involved with their child and do not set boundaries. ,If you’re rubbing your eyes, you better go to bed.,
If there are two parents in the family (or if there are two families in which the child lives), this does not mean that they necessarily have the same parenting style. And you don’t have to. As long as each parent is consistent in his or her parenting style, the child knows where he or she stands. It is important to agree on a number of basic rules. That also gives a child structure and security. This provides guidance, especially for children who want to explore and are curious about the world around them. Of course, one parenting style suits one child better than another. Just as one or the other parenting style will fit more naturally with the parent(s). And research shows that social development benefits most from a democratic/authoritative parenting style. But this isn’t about judging. If a child needs a lot of structure, but grows up with parents who are very permissive in their upbringing, this can potentially lead to behavioral problems. Then it is good to see whether a change in parenting style, in addition to possible other adjustments, shows the desired behavior.
What can you change?
Once the four-factor model has been completely completed, as parents/educators you can look at where the crux is. And what you can influence. This includes consultation and coordination. If it turns out that your teenager feels overextended at school, you can discuss with the school what can be done about it. If the financial situation at home causes tensions to which your child responds with problem behavior, it is good to see whether you can do something about it.
Some child characteristics are easier to change than others. A tendency to get angry quickly is difficult to tackle, but the way of getting angry is. Sometimes it is nice to be aware of the effect of certain features. That insight can be a first step towards change.
What if you still don’t have a clear idea of the problem?
Once you have mapped everything out, it may sometimes be necessary to clarify the problem behavior even more. In what situations does it occur? How often? And with what intensity? Then completing an ABC observation schedule, also known as a Situation-Behavior-Consequence schedule, is useful. This way you get closer to the solution, step by step.
And if you cannot resolve it alone or together, you can seek professional help. This could be a parent-child team from a municipality, the GP or another professional. If you keep talking to your child and keep asking for help, you can be sure that one day someone will hear you. And will listen.