Emotional Disturbance - Assignment Example

Emotional Disturbance in Children Affiliation: Emotional Disturbance in Children Children with emotional disability are oftencharacterized by externalizing behavior. They display traits such as non-compliance or they tend to ignore instructions from their teachers. Internalizing behavior is another characteristic displayed by mentally disturbed children (Lovaas, Ackerman & Alexander, 1981). They suffer from depression anxiety or mood swings. As such, the children act immature in addition to them being withdrawn and don’t play with their peers.

Another indicator of mental disturbance is poor academic achievement in children. The destructive behavior displayed by these children affects their education, forcing them to perform below their grade level. Low and below average intelligence level may also indicate mental problems in children. A typical development is exhibited by children whose behavior is dissimilar or differs from the normal or expected range of development. Such children display unusual behavior from their peers (Breslau, Staruch & Mortimer, 2002).

Care should be taken to establish if the unusual behavior is a reflection of the child’s personality or weaknesses that are of concern. Atypical behavior should be carefully noted and recorded as it may affect a child’s future development. The resilience factors are individual traits that help a person to adapt to adversity and stress. These factors may be displayed in the ability to make plans and follow them. Maintain positive self-concept and confidence in your ability. Being able to communicate and ability to manage strong emotions and impulses.

Mental disturbance affects a child’s learning process. Emotional disturbance, disruptive behavior and aggressive behavior slows down the child’s thoughts. For example, inability to follow a teacher’s instruction may mean that the child doesn’t learn anything at all. Thus, mental disturbance affects the classroom functioning for the child and others in the class. Disruptive behavior such as aggressiveness interrupts learning. The recommended intervention involves reassuring the aggressive child that there is no danger so that they stay calm.

Constant monitoring of their performance and paying attention to them in class may reduce their defence mechanisms. Additionally, guidance and counseling may be very useful (Trout et al, 2000). The English learner modifications needed involves holding special lessons for these children to repeat what was said in class. The teacher should use language or learning materials that are specifically designed for such special need students. The teacher’s role in general education includes making these students comfortable in class and ensuring that they learn at a slower pace yet catch up with their peers.

The special education role would involve understanding their psychological orientation and helping them overcome their disability. This is by using teaching methods that are suited to children with learning disabilities. Collaborative service delivery/integrative treatment model is a possible service delivery model for children with mental disturbance. This is an integrated approach that involves many participants in providing education. It involves the teachers, parents and other peers in providing support for the child.

The children are properly monitored by parents while at home and by teachers at school. Fellow children are taught to be conscious around such children and offer them support and acceptance (Lovaas et al, 1981). Children companion program is a model that offers companionship to children. Adults serve as companions to children at home and at school. Children under this program are guided by the adults around them and given mental treatment and acceptance. A third delivery model is a program that focuses on developing skills in children with mental disturbance.

The primary goal of the project is to further or enhance self-concept, increase sensitivity and the children’s responses to others, knowledge and skills and problem-solving. The objective is to enable the children to be self-aware and seek assistance easily (Trout et al, 2000). Flexible delivery of education services is a teaching strategy that enhances learning for children with mental disturbance. Teaching materials are presented in various forms such as notes, lectopia recordings or digital media.

Crisis management is a critical strategy that will ensure that teachers know how to deal with emergencies in classes. Teachers have a way of managing the work load if a student misses classes to seek treatment. Tutoring is a teaching technique that will allow the teacher to have personal interactions with the students and understand their special needs. The suggested modifications include the use of alternative assessment arrangement according to varying students’ needs will allow the children study in an environment that best suit their needs.

Another modification involves flexible course selection (Breslau, Staruch & Mortimer, 2002). Teachers with the help of parents; should allow students select courses that will not stress them and worsen their mental imbalance. Compulsory class attendance requirement should be relaxed for this group of children. Students with mental disturbance may not attend all the classes and teachers should be prepared to make up for the lost lessons.ReferencesBreslau, N., Staruch, K. S., & Mortimer, E. A. (2002).

Psychological distress in mothers of disabled children. American Journal of Diseases of Children, 136(8), 682-686.Lovaas, O. I., Ackerman, A., Alexander, D., Firestone, P., Perkins, J., & Young, D. (1981). Teaching developmentally disabled children: The me book. Austin, TX: Pro-ed.Trout, A. L., Nordness, P. D., Pierce, C. D., & Epstein, M. H. (2003). Research on the Academic Status of Children with Emotional and Behavioral Disorders A Review of the Literature From 1961 to 2000. Journal of Emotional and Behavioral Disorders, 11(4), 198-210.