Emotional Disturbances

what are emotional disturbances

What are Emotional Disturbances?

• IDEA’s definition: "(A) An inability to learn that cannot be explained by intellectual, sensory, or health factors. (B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. (C) Inappropriate types of behavior or feelings under normal circumstances. (D) A general pervasive mood of unhappiness or depression. (E) A tendency to develop physical symptoms or fears associated with personal or school problems.” .

IDEA adds that "emotional disturbance includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance"

Six Types of emotional disturbances

• Anxiety Disorders
• Bipolar Disorders
• Conduct Disorders
• Eating Disorders
• Obsessive-Compulsive Disorders
• Pyschotic Disorders

Emotional Disturbances are not:

• Temper tantrums
• Attention-seeking
• Sulking
• Short-term
• Hormonal

section works cited:

• Behavior Disorders: Definitions, Characteristics & Related Information. (n.d.). Retrieved July 09, 2017, from http://www.ccbd.net/about/ebddefintion

Causes

No one really knows the cause. There may be many factors, including heredity, environment, diet, head trauma, as well as stress and family dysfunction

But regardless of the cause, emotional disburbances are not the result of a"bad family", poverty, or character weakness.

Section Works cITED:

• Emotional Disturbance. (2010, June 16). Retrieved July 09, 2017, from http://www.parentcenterhub.org/emotionaldisturbance/

SIGNS AND SYMPTOMS

Signs and Symptoms

• 1. Acting Out Behaviors 2. Internalizing (Withdrawn) Behaviors 3. Poor Academic Performance 4. Intelligence (Slow Learner) 5. Lacking Social Skills

Acting Out

• Ignoring teacher
• Interrupting teacher
• hitting or fighting
• destroying things
• disrupting class

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Withdrawn behaviors

• Suffer from depression
• Immature for age
• Isolated from classmates
• Frequent daydreaming
• Complaints of sickness or pain
• Self-injury

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Poor Academic Performance

• May perform a full grade level below peers
• 50% drop out of high school

Intelligence

• May perform poorly on IQ test
• More likely to be a low learner or on the mentally disabled range

Lacking Social Skills

• Struggle with peer relationships
• Misunderstand social cues

Other Signs to Look For:

• Harming or threatening themselves, other people or pets Lying or stealing Skipping school Early smoking, drinking or drug use Early sexual activity Frequent tantrums and arguments Consistent hostility toward authority figures

SectION WORKS CITED

• https://www.education.com/slideshow/characteristics-children-emotional/
• Child Behavior Disorders: MedlinePlus. (n.d.). Retrieved July 07, 2017, from https://medlineplus.gov/childbehaviordisorders.html https://medlineplus.gov/childbehaviordisorders.html

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diagnosis

DIAGNOSIS

• Often isn’t a clear distinction between troubling behavior and a severe emotional disturbance.
• A diagnosis represents a “best guess” based on the child’s behavior
• Interviews with the child, parents, and other family members are vital in helping professionals arrive at a diagnosis.
• Interpretations can vary from professional to professional

DSM-5

• The Diagnostic and Statistical Manual of Mental Disorders (DSM-5) is how medical professionals diagnose emotional disorders.
• It is advised that this manual is not used to self diagnose, as only a trained medical professional can use proper clinical judgement.
• The manual uses a series of questionnaires to aid in diagnoses.

Section Works Cited:

• Pacer Center. (2006). What is an Emotional or Behavioral Disorder? [Fact Sheet]. Retrieved from http://www.pacer.org/parent/php/PHP-c81.pdf
• American Psychiatric Association. (2013). DSM-5 and Diagnoses for Children [Fact Sheet]. Retrieved from https://www.psychiatry.org/psychiatrists/practice/dsm/educational-resources...

Section Works Cited Continued:

• American Psychiatric Association. (2013). DSM-5 Parent/Guardian-Rated Level 1 Cross Cutting Symptom Measure, Child Age 6,17. Retrieved from https://www.psychiatry.org/psychiatrists/practice/dsm/educational-resources...
• [PBS News Hour]. (2013, May 20). What DSM-5 Means for Diagnosing Mental Health Patients. [Video File]. Retrieved from https://www.youtube.com/watch?v=j67-uC8icNE&feature=youtu.be

Section Works Cited Continued:

• [PBS News Hour]. (2013, May 20). What DSM-5 Means for Diagnosing Mental Health Patients. [Video File]. Retrieved from https://www.youtube.com/watch?v=j67-uC8icNE&feature=youtu.be

Treatment

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Treatment:

• Play Therapy
• Art Therapy
• Animal Assisted Therapy
• Cogitative Behavioral Therapy (CBT)
• Medication

Play Therapy:

• Treats ODD, ADHD, Anxiety, & Depression
• Child communicates using toys to express emotions

Art Therapy:

• Treats ADHD, Anxiety, & Depression
• Child creates art to express emotions
• Therapists link colors and emotions. Ex. Red=Anger

Animal-Assisted Therapy:

• Treats: Anxiety and depression
• Reduces stress and calms the child.

CBT Therapy:

• Thought, emotions, and behaviors are all related.
• Series of activities to change negative thought patterns

Section Works Cited:

• [Howcast]. (2012, May 1). Treatments for Behavior Disorders | Child Psychology. [Video File]. Retrieved from https://www.youtube.com/watch?v=b62Q6oLtfpM&feature=youtu.be
• http://www.kidsmentalhealth.org/how-is-mental-illness-in-children-treated/

IEPS

An IEP for Emotional disturbed student:

• May include behavioral interventions
• May include psychological counseling
• Should be coordinated between school, home, and community

Don't assume everyone is well-informed about the specific diagnosis. Keep lines of communication open between parents, school, and mental health professionals.

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wHEN deciding an IEP:

• Make Annual as well as short term goals
• Make measurable objectives
• Focus on transitional, obtainable goals rather than prioritize a standard

When deciding an iep:

• Consider the student's strengths, as well as their needs
• Example: Strong listening comprehension skills, but acts out destructively in group situations

IEP ACCOMADATION:

• One on One Instruction to achieve short term objective
• Behavioral counseling to achieve long term objective

Section Works Cited:

• Howey, P. (2014, February 17). What You Need to Know About IDEA 2004: IEPs for Children with Behavior Problems. Retrieved July 09, 2017, from http://www.wrightslaw.com/howey/iep.special.factors.htm
• Emotional Disturbance. (2010, June 16). Retrieved July 09, 2017, from http://www.parentcenterhub.org/emotionaldisturbance/
• Shriner, J.G. (2011, March 07) Development of IEPs for Students with Emotional or Behavioral Disorders: Coordination with Transition Plan. University of Illinois at Urbana-Champaign

Stigma and Bias

A diagnosis of "emotionally disturbed" may carry a social stigma that educators and mental health professionals must be sensitive to

Some special education teachers may treat ED students differently

Teachers may struggle with these students and make assumptions about socioeconomic status

In addition, teachers may have biases that prevent them from recognizing symptoms of emotionally disturbed

Girls, for example, are more likely to exhibit symptoms of self-harm, withdrawal, and suffer from eating disorders

Some parents and teachers may assume that these behaviors are "typical" for a pre-teen or teenaged girl and fail to recognize them as symptoms of emotional disturbed

Furthermore, special education teachers, who are more likely to be female, may struggle with ED male students who exhibit violent outburst

It is imperative that teachers are educated with evidence-based information on the best-practice methods of dealing with emotionally disturbed students

Section works cited:

• Janz, J. R., & Banbury, M. M. (2009, November 08). Challenges in Classifying Students with Emotional Disturbance: Perspectives of Appraisal Professionals. Retrieved July 09, 2017, from http://escholarship.org/uc/item/5734n13w#page-10