CHAPTER ONE
INTRODUCTION
1.1 Background to the study
Sullenness as a behaviour problem is a major concern to educators and the society because of its negative impact on students‟ social life and cognitivefunctioning. Educators have described behaviour problems such as Sullennessin students as a major concern in schools over the years, as many teachers feel ill-equipped to assist students who exhibit such behaviours (Ducharme&Shector, 2011).By not addressing behaviour problems such as Sullenness during secondary school days, young people could face a number of adverse challenges during adulthood (Kern, White &Gresham, 2007). Sullenness as described by Fergusson (2014),is synonymous to moody, peevishand unsociabledisposition. The wide range of symptoms associated with Sullenness such as persistent sadness, discouragement, low self –esteem, indecisiveness, suicidal impulses among others do impaired on the cognitive capacity of students for full and effectivefunctioning of its victims (Davis, 2010). He further stressed that due to these associated symptom.Sullen behaviours are indicative of underlying insecurities and fears that are harboured within its victims, it is a state of mood disturbance in which the victim has feelings of lowering- mood, resentment, persistent sadness among others(Linus, 2013)
Statement of Problem
Sullenness in students is a matter of concern to educators and the society because of its potential impairment on effective functioning ofthe affected individual. Sullen behaviours are indicative of underlying feelings of insecurity and fears and instead of the victim ascertaining his/her rights; a sullen student is likely to become cold, withdrawnand resentful, as well as sad and close off emotionally. He/she becomes so rigid and unresponsive which in turn causes victims to feel defensive and tense. This kind of behaviour can easily spiral into a long-term standoff that brews, fosters and grows into something far more destructive than it ever should have been.There are copious complains in literatures by teachers feeling ill-equipped to assist students with the sullen behaviour problems exhibited in the classrooms. Sullen students seems to lack the basic skills and the capacity with which to express their feelings of frustrations and despondencies in appropriate ways and manners; such feelings are corked up within thereby causing some inner turmoil and conflicts and invariably they end up sinking into a sulk. These might cause aloss of psychological balance that may inhibit students‟effective and fullfunctioning. Sullen behaviour problems from studentyouths are obviously seen to be confronting and reflecting in homes, schools, and the society
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