Managing Emotionally Disturbed Students - Research Paper Example

Running head: Using Behavior Intervention Plans to Manage Emotionally Disturbed Using Behavior Intervention Plans to Manage Emotionally Disturbed Students Name: Course: Tutor: University: Date: Introduction. In the year 2000-2001 school year it is estimated that more than 470,000 children and youth with emotional disturbance were provided with special education and other related services in public schools (Festinger, 1959). The causes of the emotional disturbance can not be adequately determined .Such factors as hereditary, brain disorder, diet, stress and family function have been attributed to cause emotional disturbance though research has not yet been able to fully verify this. Some of the characteristics of these emotional disturbances in children include hyperactivity, aggression and self injurious behavior, withdrawal for normal interaction with other children immaturity and learning difficulties among others (Koplewicz, 1997). Children with serious cases of emotional disturbance may experience distorted thinking, excessive anxiety, bizarre acts and abnormal mood swings among others. These children are mainly identified to have severe psychosis or schizophrenia (Miller, 1999). Many children who do not suffer from emotional disturbances may exhibit some of this behaviors at various stages of their development .However it s is observed that children have disturbances and may be experienced over long period s of time ,this may be caused by their inability to cope with the environment or the peers (Greene, 2001). Methodology This paper focuses on the causes and implications of emotional disturbances among young people and the youth especially in their school setting .It broadly discusses various ways and methods that can be used by teachers, parents and other relevant parties to overcome this problem. Among the method s used in collection of data include survey, observation, interviews, and review of online materials s from the internet. Data collected form various schools offering special services have been of great importance for this study. Educational Implications Programs for children with emotional l disturbance need to include attention and support in regard to behavior .This should help them to master academic skills; social skills self control and self awareness and should increase their self esteem. A body of research exists which is aimed at providing children with positive behavioral supporting the school environment .This is aimed at minimizing problem behavior and foster positive behavior among the children within and outside the school setting (Greene, 2001). For children whose behavior impedes learning then individualized education can be considered .Appropriate strategies to address the problem which includes positive behavioral interventions and support can be of importance (Koplewicz, 1997). Students who are enrolled for special education services categorical to emotional disturbance may be introduced to services such as psychological counseling .These services are important and other related services which are provided for under the law by qualified social worker, psychologist, guidance counselor or other qualified professional in the field (Festinger, 1959). In the recent years there has been a growing recognition concerning families, their children, respite care, intensive case management and the collaborative multi-agency approach to this services .Communities are working towards the provision of this wrap around services. A number t of organizations and agencies has been adversely growing and are involved in establishing support services to the community (Festinger, 1959). Families of children with emotional problems may need support to help them understand the condition s affecting their children and thee need to learn ways on how they can effectively work with them., help is available from psychiatrist ,psychologist and other mental professionals in private and public health care .The affected children should be assessed on their individual need sand persons living or handling this children should be aware of the care they are receiving .The services should be coordinated in all sectors which include schools ,home and therapeutic community with open communication (Koplewicz, 1997). Emotional disturbance in the classroom and how overcome it The social behavior of students who are emotionally disturbed in many cases sets them from the normal classroom interaction. This paper provides quantitative analysis of interventions that can be applied when dealing with emotionally disturbed students. Social behavior is therefore broadly defined including social skills deficits, behaviors under inadequate stimulus control deficit and also inappropriate behavior of these students in classrooms (Greene, 2001). The students who are emotionally disturbed can exhibit characters or forms of behaviors that can leave even most of the experienced educators with queries .I t can also be frustrating making the educators feel like they have lost control of the classroom. Such behaviors include tantrums, defiance, aggression, poor academic progress poor social skills and passive non compliance of requests which can be challenging to the educators. Success however in dealing with these students can be achieved with cooperation of the co workers and consistency in implementation of behavioral strategies and application of classroom management techniques (Jordan, 2001). Among the various ways that can be used include: Getting to know the students The approach when relating to the emotionally disturbed students include is becoming familiar with the students for example understanding their educational background .The information may be obtained from the parents ,licensed specialist in the school of psychology ,diagnosticians and the teachers who have had an encounter with the emotionally disturbed person s being dealt with (Festinger, 1959). Review of proposed instructional intervention and education al strengths of these students can also be of great help and contribution. Comprehensive information can also be found in student's special education audit folders (Festinger, 1959). When reviewing notes should be taken on any factors or aspects that may have lead to the prompted inappropriate behavior in the past, notes should be taken on which behaviors are characteristic of the student. It should be also noted that not all students in this category are aggressive, opinion should be seeked from the previous teacher s, staff noting past cases of disruptive behavior and ways or methods employed to intervene the situation.Assesment on the success of the interventions should also be noted (Greene, 2001). It's a legal obligation opt a teacher or educator to implement an educational plan that has been developed by the special education committee during the behavior review therefore it s is important for one to seek answers and opinion regarding implementation of written behavioral written plan. Where there is no clarity on implementation then the educational or the teacher should consult or opt for training from the staff involved in the development of the plan (Festinger, 1959). Development classroom rules The next step is to create classroom rules, rule provide a structure of for self discipline that is to imperative education students, they also sets out standards that the students are expected to observe .However few rules should be created and they should be stated on a positive dimensions ,they should be specific and well defined .The rules should be observable and measurable, one should try to explain the importance of adhering to this rules their benefits and implications for the defaulters (Jordan, 2001). It is most appropriate to post this rules in the classroom notice board during the first day of attendance to the classroom. The students should be able to refer to the rules several time s so that they can internalize them so they should be placed in many places where these students can frequently see them. The rules should comprise of both negative and positive consequences .It is important to read the rules during the first day of school and discuss them with the student s for example the role they play, the negative and positive consequences related to them and so on. The rule should there after implemented consistently (Miller, 1999). Watching out for triggers Various factors such as transition between classes or activities instruction schedules and physical environment contributes to factors may lead to stress to students. The stress should be reduced through reduction of the negative aspects associated to the named factors; this can be done by sitting the students on the positive roles in a classroom to ensure easy access of the teacher for support (Jordan, 2001). It is also important to create classroom routines which ensures minimal unstructured free time ,copies of this schedules should be provided to the students .Students should be prepared in advance incase of change in class routine ,cues should be provided during transition of activities. Music can be a great bridge between transition s, visual keys are also very effective .When assigning a student with individual task or activity it is important to know and understand his or her mastery skills, likes and dislikes. Assignments should be broken down with a structured break (Miller, 1999). Positivism Positive reinforcements should are important when it comes to motivation of the students. Positive approach, feed back and reinforcement to the students breaks the chain of negative behavior. Management in the classroom should focus on forms of attention which may include reprimanding and excessive prompting may help in maintaining inappropriate behavior .Rein forcers that are intrinsically motivating to the student s should be used .Students should be included in the review of rules to receive positive reinforcement where consistency in implementation of system should be maintained (Jordan, 2001). Teamwork. Team work I provision of academic, emotional and behavioral support is necessary. Staff should be included to facilitate planning of programmes .Consultation and open communication is very important. Development of teacher and student support plan for difficult situation that may need attention especially when inappropriate behavior escalates. Finally one should set out a positive attitude to set the stage of success (Greene, 2001). Conclusion Disturbances in children can be attributed to many factors that can range from biological disorders, diseases, mental disorders, depression, and inability to cope with the environment among other. There is no clear cut line of what causes this problem and there is also no curtained remedy to this problem. However many causes have been identified and also ways in which to manage this problems have been put in place. Parents, teachers, staff and other partisan should join in management of the emotionally disturbed in order to mange the problem. People should be made aware of the causes, implications and various ways of handling such people. The situation should be approached in a careful and professional manner as it is process that may require time to manage. Reccomendations Individualized attention should be provided for this children with emotional and behavioral problems .Children with serious cases should given further care for example psychiatrist services ,counseling, special education among others .Parents with children with such cases should be sensitized and educated on how to handle the children and the appropriate care they are supposed to give. Teachers should develop plans on how to minimize the emotional stress among the affected students and also mould their behavior positively. Families and teachers dealing with these children should try to understand the nature of their problem thus seeking guidance and advice from various sources on how to cope and manage these children in a positive dimension. All people concerned should join hands to help in management f children with this disorder; stigmatization and isolation young people with these problems should be discouraged (Greene, 2001). References Festinger, L. & Carlsmith, J. M. (1959). Cognitive consequences of forced compliance. Journal of Abnormal and Social Psychology, 58, 203-211. Greene, R.W. (2001). The explosive child: A new approach for understanding and parenting easily frustrated chronically inflexible children. New York: Harper Collins. Jordan, D. (2001). A guidebook for parents of children with emotional or behavior disorders (3rd Ed.). Minneapolis, MN: Pacer. Koplewicz, H.S. (1997). It's nobody's fault: New hope and help for difficult children. New York: Three Rivers Press. Miller, J.A. (1999). The Childhood Depression Sourcebook. New York: McGraw-Hill. Read More