Emotional and Behavioral Disorders 

Emotional and Behavioral Disorders

Instructions/Descriptions

Emotional and Behavioral Disorders

Emotion and behavior disorders (EDB) basically refers to a disability of emotions that is demonstrated by the lack of ability of a person to develop and articulate satisfactory interpersonal relationship between fellow peers and tutors which is brought up by the continued inappropriate behavior or emotions given under optimum conditions (Bakken et al., 2012).

Emotional and behavioural disorders disability is therefore used in a school setting which allows education centres to provide academic and essential services to these special learners who mostly tend to be having a retard social and educational progress (Pierangelo & Giullani, 2008).

Throughout history the aspect of mental illness was perceived to be demonic possession or witchcraft, this was until researchers started doing studies on the topic of mental illness (Walker & Gresham, 2015). With this scenario various terms were used to portray and elaborate on the issue of irregular emotional and behavioural disorders several terms were used to describe emotional and behavioural disorders such as mental illness and psychopathology in adults who exhibited these characteristics, however, due to stigmatization, these terms were avoided when it came to children.

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It was until in the end of the 1900s when the word behavioral disorder came along after researchers in special education brought it up, being widely accepted some professionals still felt it left out the aspect of emotional issues and hence in order to come up with a more uniformed term to describe emotional and behavioural disorders (Mayer et al., 2011), in 1988 the National Mental Health and Special Education Coalition that consisted of more than thirty licensed and advocacy organizations came up with emotional and behavioural disorders.

Emotional and behavioural disorders make students to posses’ different characteristics, again it is fair to say that student with emotional and behavioral disorders consist of diversified population with a vast range of knowledge and educational abilities (Bakken et al., 2012). Most of these students are likely to live in one-parent homes, foster homes or other non-traditional living scenarios.

Students with emotional and behavioural disorders are categorized mainly into two (a)internalizes (b) externalizers. When learners with emotion and behavior disorders are categorized as internalizes, they’re mostly characterized with low self-esteem, anxiety disorder or mood disorder while externalizers are characterized with disruption of classroom instructions, defiant behaviour disorders that comprises of resistant defiant disorder and conduct disorder (Pierangelo & Giullani, 2008) Students with emotional and behavioural disorders also demonstrate minimal rates of healthy social interactions with fellow students in academic contexts.

Generally, when it comes to students with emotions and behavior disorders most male students are externalizers while female students tend to be more of internalizes, hence male students are over-represented due to the fact that they posse’s disruptive behaviour to classroom instructions while female students may be under-represented. Thus, is brought up by the fact that teachers in most cases may refer to male students for special education services as compared to female students (Mayer et al., 2011).

Learning disabilities also pose a greatly increased risk to students with emotional and behavioural disorders (Bakken et al., 2012). These students are also faced with risks such as dropping out of school, drug and substance abuse among other cases. Children with emotional and behavioural disorders should go through behavioural treatment before medication, however, treatment for emotional and behavioural disorders should include the parents of students since its evident that the skills of their parents greatly influence how students deal with their symptoms mostly at a tender age (Pierangelo & Giullani, 2008).

A study conducted shows that there was a reduction in internalized and externalized behavior in pupils whose parents had undertaken parenting skills program which included skills on how to show positive attention, increase good behavior with occasional rewarding and learning to decrease attention when a child behaves badly (Bakken et al., 2012).

Recently researchers have been on the run of exploring the relationship between emotions and behavior disorders and cognition which basically translates to the mental process through which people use to understand the world around them. Education implications of emotional and behavioural disorders are widely evident, for instance, emotional disorders can affect the way people control their emotions (Walker & Gresham, 2015). In most cases, specific cognitive processes may be different from those with emotional disorders.

The educational implication of emotions and behavior disorders can be attributed to the trouble of developing or coming up with healthy relationships with fellow students and teachers hence a negative implication, again the issue of inappropriate behaviour which might be against self or others or emotions such as low self-esteem in normal conditions a big step back (Mayer et al., 2011).

Mostly students with emotions and behavior disorders have a general attitude of unhappiness and depression which is such a big implication when it comes to an educational context also most students show physical attributes or fears with relation to individual or school issues (Pierangelo & Giullani, 2008).

Education implications of students with emotions and behavior disorders can be catered for in several ways that include personal support with a helper who will assist in daily and academic activities (Bakken et al., 2012). Also, foundations to offer behaviour services and counselling support services.

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Education centers should develop classrooms dedicated to academic foundations working on developing students possessively with a varied range of resources that would assist students with emotions and behavioral disorders excel and smooth transition into local schools (Walker & Gresham, 2015).

References

Bakken, J. P., Obiakor, F. E., & Rotatori, A. F. (2012). Behavioral disorders: Practice concerns and students with EBD. Emerald Group Publishing.

Mayer, M. J., Acker, R. V., Lochman, J. E., & Gresham, F. M. (2011). Cognitive-behavioral interventions for emotional and behavioral disorders: School-based practice. Guilford Press.

Pierangelo, R., & Giuliani, G. (2008). Classroom management for students with emotional and behavioral disorders: A step-by-step guide for educators. Corwin Press.

Walker, H. M., & Gresham, F. M. (2015). Handbook of evidence-based practices for emotional and behavioral disorders: Applications in schools. Guilford Publications.

Emotional and Behavioral Disorders

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