Most youth and adolescents with emotional or behavioral disorders (EBD) are noticed by the people around them. It's much easier to identify disordered behaviors than it is to define and classify their types and causes. Children with EBD experience a significant number of academic, behavioral, and interpersonal challenges that can adversely affect not only themselves, but teachers, peers, parents, and others who are involved with the child is some capacity (Gresham, Hunter, Corwin, & Fischer, 2013). Although it is easy to recognize aggressive or withdrawn behaviors exhibited by students with EBD, it is difficult to identify the types and causes of their problems, especially from an observation only perspective. The causes for these problems are essentially unknown, but are thought to involve thoughts, feelings, and perceptions. The purpose of this paper is to answer relevant questions regarding the causes of EBD that are often of biological or family origin. The first series of five questions addressed in this paper are associated with biological causes; the second set of five questions will incorporate family/environmental causes for EBD.
The first question of this examination of biological factors causing EBD is as follows: Why do biological factors have such a great appeal as explanations of deviant behavior? Biological factors have special appeal because all behavior involves biochemical, neurological activity. Behaviors and emotions are influenced by genetic, neurological, or biochemical factors, or a combination of these. Kauffman and Landrum (2013) explain that advances in genetics, physiology, and medical technologies such as imaging, and medications make the suggestion of a biological basis for EBD seem reasonable. Furthe...
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...ficulties in an RTI model. Exceptionality, 21(1), 19-33.
DOI: 10.1080/09362835.2013.750115
Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2009). Learners with Emotional or Behavioral Disorders. In V. Lanigan, A. Reilly, & G. Erb (Eds.), Exceptional Learners: An Introduction to Special Education (pp. 264-297). Boston, MA: Allyn & Bacon.
Kauffman, J. M., & Landrum, T. J. (2013). Biology and Family. In S. D. Dragin & M. B. Finch (Eds.), Characteristics of Emotional and Behavioral Disorders of Children and Youth (pp. 98-132). Upper Saddle River, NJ: Pearson.
Sointu, E. T., Savolainen, H., Lappalainen, K., & Epstein, M. H. (2012). Parent, teacher, and student cross informant agreement of behavioral and emotional strengths: Students with and without special education support. Journal of Child and Family Studies, 21(1), 682- 690.
DOI: 10.1007/s10826-011-9520-x
Understanding psychological disorders are very important in human development, the first step is to define what is meant by a disorder. How do psychologists determine that there something is psychologically wrong with a person? What behaviours are abnormal? A psychological disorder, also known as a mental disorder, is a pattern of behavioural or psychological symptoms that impact multiple life areas and/or create distress for the person experiencing these symptoms. A clear sign of abnormal behaviour or mental state is when an individual's behaviour is destructive to themselves or their social group, such as family, friends. Above all psychological disorders create a maladaptive pattern of thoughts, feelings, and behaviours that lead to detriments in relationships and other life areas. There are several ethical issues in treating psychological disorders. There two ways of treating psychological disorders through; psychotherapy this form of treatment involves social interactions between a trained professional (therapist) and client. This is delivered on a one-to-one, face-to-face meeting. Another way of treating psychological disorder is through pharmacological treatments. This is the use of proactive drugs to treat certain disorders. This essay will aim to highlight the pros and cons of using pharmacological and psychological treatments.
416). It is easy to see how a person suffering from these biological abnormalities would exhibit the symptoms of BPD. The psychodynamic approach to understanding BPD cites need that are not met in childhood. In this theory, the caregiver is inconsistent. This inconsistency results in the child not being able to feel secure in the relationship (Boag, 2014). Children who are unable to develop secure relationships are taught that they cannot rely on people, and are therefore insecure in their interpersonal relationships. Cognitive theorists see personality disorders as developing from adaptive behaviors that they have formed that are considered over or underdeveloped in general society (Sampson, McCubbin, and Tyrer, 2006). In this theory people with BPD develop adaptive behaviors, often to inconsistent behaviors of parents (Reinecke & Ehrenreich, 2005). These adaptive behaviors are considered maladaptive, because they work to counteract the inconsistent behaviors of the caregiver, but do not work when the person tries to use them in their everyday life. In the humanistic model, psychologists maintain that people have an ingrained desire to self-actualize (Comer, 2014, p. 53). Children who are not shown unconditional love, develop “conditions of worth” (Comer, 2014, p. 53). These children do not develop accurate senses of themselves; therefore, they are unable to establish identities. Due to their lack of personal identity, they learn to base their self-worth on others. In socio-cultural theorists argue that BPD is due to a rapidly changing culture (Comer, 2014, p. 418). The change in culture leads to a loss of support systems. These support systems help to counteract many of the symptoms of BPD: little or no sense of self, anxiety, and emptiness. Many of these theories relate back to the experiences of people in their childhood. Children develop based on the treatment and security they receive from their caregivers. When there is inconsistent reliability, children
"When my kids become wild and unruly, I use a nice, safe playpen. When they’re finished, I climb out.” – Erma Bombeck. Early childhood is the most rapid period of development in a human life. Although individual children develop at their own pace, all children progress through an identifiable sequence of physical, cognitive, and emotional growth and change. A child who is ready for school has a combination of positive characteristics: he or she is socially and emotionally healthy, confident and friendly; has good peer relationships; tackles challenging tasks and persists with them; has good language skills and communicates well; and listens to instructions and is attentive (World Bank 1). The interactive influences of genes and experience literally shape the architecture of the developing brain and the most important ingredient is the nature of a child’s engagement in the relationship with his or her parents (Bales 1). The parenting style of a mother or father has a strong and direct impact on the sequence of development through which the child progresses on the way to becoming a physically, mentally and emotionally healthy individual.
Students who exhibit inappropriate, disruptive behaviors may do so for various reasons. The variety of explanations for problem behavior can cause confusion as to what specific interventions are best suitable for the individual student. There are frequent assumptions that knowing the cause of problematic behavior will assist with the best way to handle it. However, finding an effective intervention does not necessarily indicate the origin of cause for troublesome behavior. In fact, multiple causal factors are interrelated with the most common causal factors being family, school, biological, and culture. In consideration of a previous analysis on biological and family causal factors, this paper is intended to answer the following questions on the potential impact of school and cultural influences on emotional or behavioral disorders (EBD):
Mood disorders are emotional roller coasters where the person in one moment is enthusiastic and full of energy and in the moment after all of this crashes and the person becomes depressed. This is known as a bipolar disorder, the unipolar depression on the other had is a mood disorder where the person is in a deep depression state with no positive thoughts.
As many as 19 million Americans million are affected by mood disorders ( The two main types of mood disorders are bipolar disorder and major depressive disorder which are described as disturbances in mood, behavior and emotion.“ Bipolar disorder is a complex disorder in which the core feature is pathological disturbance in mood ranging from extreme elation, or mania, to severe depression usually accompanied by disturbances in thinking and behavior, which may include psychotic symptoms, such as delusions and hallucinations” (Craddock, Jones 1999). Major depressive disorder or unipolar depression is characterized by a consistent low mood and lack of interest in things typically enjoyed .A second classification of major depressive disorder, is dysthymic disorder which is a chronic but less severe form of major depression (John W. Santrock 2007). Also major depression has many subgroups including seasonal affect disorder and postpartum depression. While there are many treatment options for the symptoms of mood disorders and promising scientific research, much is still unknown about a disorder that affects so many lives.
The Child Development Center of College of San Mateo provides early care and educational programs for children between the ages of 3 to 5 years old. Children are divided into classrooms with a “master” teacher, a “regular” teacher, and two or three “associate” teachers. Klara attended Classroom, “A,” a stimulating and well-resourced classroom. Klara was observed for two hours on Monday from 9 am to 11 am and for two hours on Wednesday from 9 am to 11 am. During these two hours, classroom activities consisted of “free time,” “story time,” and an outside “play time.” A “master” teacher, a “regular” teacher, and two “associate” teachers were present during observations. Additionally, a total of eighteen children were in attendance during the observed days.
The Dissociative Disorders category of the DSM-IV-TR, is characterized by a disruption in the functions of perception, identity, consciousness, or memory. The disorders in the Dissociative Disorders category include Dissociative Amnesia, Dissociative Fugue, Dissociative Identity Disorder (DID), Depersonalization Disorder and Dissociative Disorder Not Otherwise Specified.
Personality Disorders Personality disorders indicate the presence of chronic rigid and maladjusted personality traits, through which the person's interpersonal or professional functioning is negatively affected, or which lead to personal unhappiness and problems (Louw, 1990). Discuss this statement from a biopsychosocial frame of reference and refer to one personality disorder in any cluster to illustrate your answer. The Biopsychosocial model: = ==
In a country based around free will, the United States contains a vast variety of personalities and behaviors. Plenty of people, probably more than we know, exert abnormal behavior. Abnormal behavior is patterns of emotion, thought, and action that are considered pathological. Historically, people blame witchcraft for this eccentric type of behavior and tended to perform exorcisms in hopes of abolishing such actions. Anxiety disorders and personality disorders, two forms of abnormal behavior, can alter a person’s personality as a result of life experiences.
Mood Disorder is an example of any kind of long-lasting emotion that becomes a chronic problem in the normal life style active and at rest. People and patients stuffing between bipolar (happy, sad, excited and depressed) you learn to realize there’s no control, like a person has a disability Tourette syndrome. This feeling goes with the expression “he / she woke up on the wrong side of the bed “in actuality theirs know better nor the bad side of the bed, I had a Science teacher once explain to my class years ago; just because that express is tossed around does not mean the feeling is a realist. Coping with this problem is much more difficult. People who have altered feeling all the time, does that put them in the “Mood Disorder category?” I wonder, do they just categorize people just to make them feel special. So what is the major mood disorder?
The indicators of BPD are dramatic and obvious. Those suffering from it tend to be significantly unstable in their interactions with other people as well as their behavior when alone. Impulse control and ability to discern moral decisions are significantly deteriorated in those with BPD and they are often destructive toward themselves and their relationships with others, if not outright violent. Casual contact with a sufferer of BPD might be deceptive because many are able to appear stable, but rapid and unpredictable mood and behavior shifts are common. Neglect and abuse, particularly sexual, are seen in almost all who are diagnosed with BPD. The lack of attachments during developmental years results in an inability to form or value attachments later in life. While reduced hippocampal volume is a brain deformation associated with PTSD as well as BPD, BPD also presents with a reduced amygdala volume which is possibly the cause of the notably increased aggression and reduced emotional stability of those with BPD (Lieb et al., 2004, pgs.
McDevitt, T., & Ormrod, J. E. (2010). Child development and education (4th ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2009). Learners with Emotional or Behavioral
Parents are their child’s first teacher. The elementary age is the most crucial time for