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What does Emotional Disturbance look like to you?

What does Emotional Disturbance look like to you?. Did you know?. Incidence of mental illness was 1/5 (NIMH, 2004) Varying definitions and diagnostic criteria Words like mental illness have had negative connotations in the past…

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What does Emotional Disturbance look like to you?

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  1. What does Emotional Disturbance look like to you?

  2. Did you know? • Incidence of mental illness was 1/5 (NIMH, 2004) • Varying definitions and diagnostic criteria • Words like mental illness have had negative connotations in the past… • Reduce confusion by using accepted Federal Law terminology • Emotional Disturbance http://www.ccsd.ca/factsheets/demographics/; Sherrill, 2004, 6e

  3. Emotional Disturbance Definition Continued: Federal Law defines Emotional Disturbance as: • A condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:… A. An inability to learn which cannot be explained by intellectual, sensory, or health factors. • An inability to build or maintain satisfactory interpersonal relationships with peers and teachers; • Inappropriate types of behaviors or feelings under normal circumstances; • A general pervasive mood of unhappiness or depression; or • A tendency to develop physical symptoms or fears associated with personal or school problems • The term includes schizophrenia. The term does not necessarily apply to children who are socially maladapted, unless it is determined that they have a serious emotional disturbance.

  4. Emotional Disturbance Does nothave a Face… • More than just skin deep • Many individuals who DO NOT have emotional disturbance may display some of the same behaviorsat certain times during development. • ED characteristic behaviors continue over long periods of time... • Signals not coping with their environment or peers. • E.g. Statements may not necessarily reflect an emotional disturbance…

  5. So What are the Causes? • NOT adequately determined (Notice a theme in this class...) • Following factors plausible: • Heredity • Brain chemistry • Personality • Diet • Stress • Familyfunctioning and overall environment http://www.childpsychologist.com/mod/resource/view.php?id=11

  6. Important to considerEnvironment… • Environment= One of the most significant contributing factors may lead to: • Instability • Inconsistency • Lack of fundamental and meaningful relationships • Identity crisis • Self-esteem issues • Feelings of neglect, anger, and abandonment.

  7. Environment: Who is @ increased Risk? • Anyof the following increase risk of emotional disturbance: • Male (Marder & Cox, 1991) • Multiple out-of-home placements (Foster Care System)/Homeless • Family history of mental illness • Exposure to domestic violence/alcohol, physical and/or sexual abuse • Neglect • Poverty (See figure 1) • Race: Black students 59% more likely to be identified as emotionally disturbed than white students (CCRE, 1998). • Foster care: Figure 2: Onset and Prevalence of emotional disturbance

  8. Characteristics May include…. • Hyperactivity (short attention span, impulsiveness); • Aggression/self-injurious behavior (acting out, fighting); • Withdrawal • Difficulty establishing relationships (Hardman, 1990) • Self-esteem issues • Immaturity (inappropriate crying, temper tantrums, poor coping skills); and • Learning difficulties (academically performing below grade level). • Children may exhibit distorted thinking, excessive anxiety, bizarre motor acts, and abnormal mood swings

  9. Interventions • Individual Education Plan • Psychological Services ad Counseling • Behavior modification • Life Space Intervention • Conflict Resolution • Medication or Drug Therapy • Cooperative Home-School-Community Programs

  10. Positive Effects of Physical Activity.... • Reduces depression, anger, disruptive behaviors, and stereotypes (Hassmen et al., 2002; Bartholomew et al., 2005) • Aerobic activity tends to yield better results than less vigorous activity (Tzack et al., 2005) • Perceived as pleasant and enjoyable (Lavay et al., 1990) • Exercise should be: • Noncompetitive (Some exceptions when one-on-one) • Nonthreatening • Moderate intensity for 20-30 min. • Used 2 or 3 times a day or as often as daily as seen beneficial for the child • Serves as a voluntary time-out or time of reflection and relaxation • Wanting to exercise is most important - Therefore it should not be used as a mandatory part of intervention

  11. Considerations for physical activity • Change environment and be prepared it is “extremely” demanding • Families may need help in understanding child's condition and learning how to work effectively with him/her • Services based on individual needs –change curriculum if necessary • Open communication & collaboration crucial. • Extended support system necessary • Careful Transitions from one part of lesson plan to another • More time on each activity. • Specific instruction on getting into game formations • Specific Instruction on changing game formations • Illustrative changes: (1) Modifying difficulty (2) Offering choices (3) Field trips to activities “Just for Kicks” • Detailed IEPS • Smaller class sizes Sherrill, 2004, 6e, Chapter 22 Serious Emotional Disturbance and Autism

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