Sarah: An Individual With Emotional Disorder

Sarah really wants to become a doctor or something in the medical field but she's afraid she's not good enough. Sarah is interested in the human body and helping people but can't find confidence in herself to be sure if she wants to go on to college and pursue that major. Sarah is the type of person that is not afraid to ask for extra help when she needs it and asks a lot of questions. Her parents and her family believes in her but she doesn't believe in herself. She's heard all of the stories from her college friends with majoring in science and how hard it is and how much work it is. She can really see herself in the medical field and she's willing to work really hard for it, but she's scared once she gets to college she will struggle. She

In the case study, Pulled at the Edge, Sara is a 13-year-old girl with cerebral palsy. Within the range of intellectual disability, she is described to be functionally intellectual, and seems to be able to establish emotional and empathic relationships with friends and family. However, and as described by the teachers, Sara has been exhibiting some challenging behaviors at school.

The While looking for narratives on children Sarah’s story was found. Although Sarah’s story is not told by herself one can still see the everyday struggle and loss of social identity that Sarah goes through. When Sarah parents first found out about her diagnoses “Sarah had suddenly become one who needed close and careful monitoring of blood tests, food intake and medication doses. She needed to be pricked with needles for insulin injections and tests sometimes a dozen times a day”. This is not a life that any parent would choose for their child. Sarah was only three years old and had already been through so much. “Sarah's diagnosis has had a huge impact on the family. The parents have found that their relationship has been strained

Throughout our lifetime we go undergo many transition, however the move from high school to the adult world is considered the most important. During this transition we are able to explore many things such as our interests, abilities, and talents. We feel more independent since we are able to set goals and make certain decisions regarding our future. When a child reach certain age, a transition plan will play an important role in his or her IEP, during the meeting this plan will develop, rationalized, and reviewed annually. The transition plan must derive from transition assessments that are proper for the student’s age as stated under the Individual with Disabilities Education Act.

The overall focus of this specialty group is on challenging thought processes and behaviors that contribute to maintaining anxiety and depression. The adolescents enrolled in this program receive group, individual, and family therapy. There is a strong psycho-educational component regarding diagnoses for both the teens and their families. Medication consultation takes place with a board certified child/adolescent psychiatrist. The school liaison works with the school professionals to provide additional information about the adolescent’s diagnosis and how it may affect school performance.

Chapter twelve covers the topic of Schizophrenia. Schizophrenia is a serious mental illness that affects many people across all socioeconomic groups. On page 373 of the text the story of Andrea Yates (the mother who drowned her five children) is discussed. Like many women after giving birth Andrea Yates suffered from post partum depression and other psychotic disorders. But like many people with similar mental health issues she and her husband chose not to seek treatment for her mental condition either due to ignorance or their religious beliefs. Unfortunately Andrea Yates “snapped” (had a mental breakdown) and drowned her five children.

(IS) is a 13-year-old African-American girl, referred for school supports due to her inconsistent attendance. She is currently in the seventh grade, and has periodic episodes of anger outburst due to a number of stressors over the past several months. (IS) reports that both of her parents have very busy lives and they don’t always have time to spend with her.

Sarah, Your Story Part 1 Video was intriguing and your overall theme centered on independence and tenacity. Sarah described her experience growing up home school, and how her experience prepared her to become successful in college. Sarah had trouble in Math, just like many people, but her troubles did not prevent her from passing her class; therefore, Sarah’s perseverance in math was an example of tenacity. Also, Sarah described in detail how her love of books originated. She read books that was on the state of New Mexico’s banned reading list; so, Sarah asserted her independence. Another example of her tenacity is when Sarah started a job as a temporary employee in San Diego, and through hard work and determination Sarah now is a permanent

The agency is committed to the education and enrichment of Middle School students’ ranging from 11-14 years of age. The counseling department in the school is committed to working with kids with special education needs and providing them service that is outlined in the Individuals with Disabilities Education Act (IDEA) of 2004. Functional Behavior Assessment (FBA) or Individualized Education program (IEP) plans are created to ensure that schools are in compliance with IDEA. These plans are derived through the collaboration with the IEP team, which consist of General Education teachers, the school Social worker, School Counselor, Special Education Educator and parents/guardians of the student. During these meetings,

Neglect is an obvious theme of the novel. First, Sarah has visual neglect, which does not allow her to see anything on her left side. People and food magically appear, when they walk into her line of vision or she rotates her plate of food. She struggles to use the left side of her body for simple tasks. Reading, drawing, and writing become nearly impossible and she needs signals such as a diamond watch to be able to locate the left side of her body. The visual neglect turns her world a full 180 degrees, and the whole message behind the novel is that sometimes you have to slow down and enjoy the little things you have always misses.

with emotional and behavioural difficulties’. British Journal of Special Education, vol. 26, no.1, pp. 50–53.

In a qualitative study conducted by Edmonds-Cady and Hock (2008), 19.6 percent of students receiving special education services were expelled without school personnel considering the manifestation determination guidelines provided by the Individual with Disability Education Act (IDEA); thus violating the rights of students with special needs. This paper will be discussing what school psychologist should consider and do when deciding to expel a student who is receiving special education services. Specifically, a student with attention-deficit/ hyperactivity disorder (ADHD).

The act of labelling of EBD creates specific expectations for both the teacher and student. Indeed, some students have states that because they have a label and reputation for their behaviour, it has affected their subsequent actions and behaviours (Wise, 2000). Meanwhile, teachers may fail to discriminate the types of behavioural difficulties, as it groups all disorders and behaviours under the same category (Satterly Roig, 2011). This will severely impact the services and resources that teachers provide to students with behavioural

* Currently, students with such disorders are categorized as having a serious emotional disturbance, which is defined under the Individuals with Disabilities Education Act (IDEA), Public Law 101-476, as follows:

Bipolar disorder is a mental illness which requires medication and intervention (Allison M. R. Lee et al., 2014). This paper focuses on the biological, cognitive, and psychological effects of this disorder. It will also explain the social issues associated with this illness and the treatments available for women. It is known as a mood swing disorder because a person can go from being in a state of happiness and having tons of energy to deep depression and feeling tired (Nevid, Rathus & Greene, 2014). People who experience bipolar disorder have no indication of when their mood will change. One day they may feel great and ready to conquer the world and the next day they may want to end their life. They basically lose hope in themselves and