Jace Jace is six years old and very intelligent. He can do advanced math problems for his age/grade such as multiplication and division. He is reading at a third grade level, and has outstanding writing abilities. Jace has a love for Legos. He does not want to leave the room or much less his house without them. Jace is in first grade this year and despite many efforts to help with behavioral outbursts his teachers and principal do not know what to do with him. They are considering putting him in a self-contained classroom to minimize the problems they are facing now. For instance, when Jace does not get what he wants he begins to clench his fists, yell, and act out violently both against his peers as well as his teachers. Jace does not like large crowds, noises, or distractions-- all of which seem to set Jace off into one of his violent episodes. Jace has extreme difficulties identifying his emotions, taking responsibility for his actions, and communicating his frustrations. …show more content…
Learning Characteristics – Explain the term Emotional and Behavioral Disorder (EBD). What are the social/behavioral and learning characteristics of students identified as having an emotional and behavioral disorder? Based on Jace’s learning/behavioral characteristics, would you classify him as having an EBD? Why or why not? Emotional and Behavioral Disorder is when you have a difficult time making relationships with peers, and also with the inability to be able to learn. Also, having inappropriate behavior, and being unhappy or depressed. Usually they have a unreasonable fears. Jace probably has emotional and behavioral disorder because he does have a difficult time in making relationships with his peers. Also, he tends to frighten all his peers, and seems to be depressed, he also has behaviors that are inappropriate for normal circumstances, like getting upset over a little change in the day when this is a normal occurrence in life and most other students do not act in the same
When considering the 5 D’s of abnormality, he possesses characteristics of them all. For dysfunction, he experiences social dysfunction by being unable to create and maintain relationships. He also experiences emotional dysfunction by having a fear of being alone, bouts of crying, and feelings of low self-worth. Physiological symptoms such as insomnia,
A 38-year-old single woman, Gracie, was referred for treatment of depressed mood. She spoke of being stressed out due to conflicts at work, and took a bunch of unknown pills. She reported feeling a little depressed prior to this event following having ovarian surgery and other glandular medical problems. She appeared mildly anxious and agitated. She is frequently tearful, but says she does not have any significant sleep or appetite disturbance. She does, however, endorse occasional suicidal ideation, but no perceptual disturbances and her thoughts are logical and goal-directed.
DK, a 20 year old, white female displays characteristics of a personality disorder, specifically a cluster B “Dramatic” personality disorder. Cluster B personality disorders include antisocial, borderline, histrionic, and narcissistic disorders (Comer, 2015). People with a “Dramatic” personality disorder display dramatic, erratic, or emotional behaviors, which hinder their ability to have meaningful, long-lasting relationships with others (Comer, 2015). In the particular case of DK, her behaviors seem to correlate with borderline personality disorder.
Cognitive behavioral therapy (CBT) is a form a therapy that is short term, problem focused, cost effective, and can be provided to a broad range of disorders and is based on evidence based practices, in fact it is has the most substantial evidence based of all psychosocial therapies (Craske, 2017, p.3). Evidence based practice are strategies that have been proven to be effective through research and science. One goal of CBT is to decrease symptoms and improve the quality of life by replacing maladaptive behaviors, emotions and cognitive responses with adaptive responses (Craske, 2017, p.24). The behavioral intervention goal is to decrease maladaptive behavior and increase adaptive behavior. The goal of cognitive intervention is to modify maladaptive cognitions, self-statements or beliefs. CBT grew out of behavioral therapy and the social learning theory (Dobson, 2012, p.9). It wasn’t until the 1950s that CBT started to swarm the psychology field. Due to nonscientific psychoanalytic approaches, there was a need for a better form of intervention which ensued to behavioral therapy (Craske, 2017, p.9). Behavioral therapy included two types of principles classical and instrumental. Classical conditioning is based on response behavior and instrumental conditioning is more voluntary behavior (Craske, 2017, p.10). Although there was improvement in treatment, clinicians were still dissatisfied
In addition, Mr Young was deemed lacking capacity because he scored low with a mini mental state examination (MMSE), his score could have been associated to a UTI or some cognitive impairment, bearing in mind; he’d been diagnosed with dementia. Within the hospital setting this is an ongoing daily challenge across the field and often medical professionals find this challenging. MMSE is primarily based on requiring clients to answer various questions, this does not focus on a specific decision to be made (Dawson & Heath, 2008; Mental Health Foundation, 2012). However, the MMSE could still be useful as part of MCA, ensuring that the client is aware of whom they are, date of birth, time, address, month, year as well as ability to retain information (Mental Health Foundation, 2012).
In a person’s life, they may encounter and be face with many challenging circumstances or situations that may deeply affect them. It may make a person feel like they are a failure or even cause heartbreak of some kind. These situations may cause a person who once was so outgoing and happy to become detach from the outside world and avoid interaction with people and relationships. A new study has shown that about 31 million Americans has a personality disorder (Davis, 2017). Personality disorders is a type of mental disorder that makes individuals suffering from this to exhibit persistent unsuitable and abnormal behaviors, thinking, and at times they have trouble perceiving information and situations in a healthy way (Butcher, Hooley,
Mental health is on the rise and many children and young adults do not know where to turn to. It is said that “one in four people will experience mental health problems during their lives (Peate, 2013, p. 374).” Mental health problems can be experienced at any age but are usually predominant in children and young adults. According to the center for disease control and prevention, the definition of mental illness is “disorders generally characterized by dysregulation of mood, thought, and/or behavior, as recognized by the Diagnostic and Statistical Manual, 4th edition, of the American Psychiatric Association (DSM-IV) (“Mental,” 2016).” School nurses and their teams are the most effective because they are able to recognize the problem and help
Mental Health is one of the most pressing issues facing young people in today’s society and the NHS is failing us. A staggering one in ten children and young people aged five to sixteen are affected by a mental health problem in the UK. This is despite the knowledge and awareness of mental health problems. According to the Mental Health Foundation, alarmingly 70% of young people who experience a mental health problem do not receive the appropriate support. The world would be outraged if this was the case for cancer suffers or broken bone victims. The emotional well-being of children and young people is just as important as their physical health. The early years of adulthood are decisive as the body and mind are quickly developing and day in day out young people are faced with new challenges. It is fundamental that
There are multiple answers as to why educators should consider how schools might be conducive to disordered behavior. Teacher reactions to student behavior and classroom conditions can be identified as explanations for externalized emotional and behavioral difficulties. However, Kauffman and Landrum (2013) the school might contribute to disordered behavior in one or more of the following ways:
People with this diagnosis can also experience depression. Susanna could have this disorder because she her mood swings were very spontaneous and it always depends on what kids of reaction you might get out of her. Her impulsive behaviors include engaging in risky sexual behaviors and running away from Claymore with Lisa. She has problems with the relationship with her parent, friends at school, and boyfriends. Her suicide attempted was sign of her having no self-worth and being depressed.
There are multiple criteria that come into play when determining a psychological disorder. One reason is because, it is hard to know for sure if an action is abnormal or not. Something could be abnormal in our country, but a custom in another.
Opening: For decades, we have studied emotions, their conveyance, as well as ways to control and handle them. Since the late 80’s, early 90’s, we have been studying emotional ailments. From what has been gathered, ADHD, bipolar syndrome and other mental-emotional ailments have been publicized and studied to gain insight on cures or treatment options.
Students with emotional and behavioral disorder (EBD) exhibit various characteristics relevant to their identified diagnosis. The primary characteristic of students with EBD is problem behaviors are displayed at school, home, community, and other social settings. These problem behaviors are described professionally as externalizing and internalizing behaviors that students with EBD often engage in regularly. Externalizing behaviors are described as acting-out behaviors that are aggressive and/or disruptive that is observable as behaviors directed towards others. Internalizing behaviors are behaviors that are construed as acting-in behaviors such as anxiety, fearfulness, withdrawal, and other indications of an individual's mood or internal condition. The purpose of this paper is to compare and contrast the characteristics associated with internalized and externalized behaviors.
Emotional and behavioral disorders manifest from various sources. For some children, the core of these disorders is rooted in such factors as “family adversity...poverty, caregiving instability, maternal depression, family stress…marital discord…dysfunctional parenting patterns…abuse and neglect” (Fox, Dunlap & Cushing, 2002, p. 150). These factors are stressors that affect children both emotionally and behaviorally. Students have their educational performance and academic success impeded by such stressors once in school, which creates even more stress as they find themselves frustrated and failing. As a result, problem behaviors may manifest that can be described as disruptive, impulsive, pre-occupied, resistant to change, aggressive, intimidating, or dishonest. Such behaviors may also inflict self-harm.
Emotional Disturbances is one of fourteen different disabilities under the IDEA. It is also split into many categories; anxiety disorders, bipolar disorders, conduct disorders, eating disorders, obsessive-compulsive disorder, and psychotic disorders. Having an Emotional Disturbance does not need to negatively impact one’s education. There are many things that a teacher can do to support students with Emotional Disturbances and make school-life much more accommodating for them.