Students With Emotional And Behavioral Disorders ( Ebds ) Essay

conduct to meet the expectations of the classroom. However, “ ...findings expound on the fact that there is an increase in the number of mainstreamed students who are diagnosed with emotional behavior disorders (EBD) and that teachers are not always trained to deal

A mental health counselor is a counseling professional, whose duties involves helping individuals cope with difficult life events, managing mental illnesses, and referring patients to additional resources that can help them. Before they can start counseling, they need to follow their states specific requires. For instance, in Louisiana, one has to obtain a master’s degree from an accredited program, have the required hours of supervised practice and coursework, and pass the National Counselor Examination to be licensed and certified. In addition to receiving a license in this field, an individual has to complete an addition 40 hours of continuing education every year to renew their license. The Mental Health Counseling program, offered at Capella, would satisfy most, if not all, of the licensure requirements in Louisiana.

It not easy to determine how many people suffer from mental illness. This is due to the changing definitions of mental illness and problems classifying, diagnosing, and reporting mental disorders. There are social stigmas attached to mental illness, such as being labeled "crazy," being treated as a danger to others, and being denied jobs or health insurance coverage. These negative connotations keep many sufferers from seeking help, and many of those in treatment do not reveal it on surveys. Some patients do not realize that their symptoms are caused by mental disorders. Even though more is being learned about how the brain works a lot of information has still yet to be discovered, thus mental health professionals must continually reevaluate how mental illnesses are defined and diagnosed. The Surgeon General 's report estimated that roughly 20% of the United States population was affected by mental disorders and that 15% use some type of mental health service every year. Community surveys estimate about 30% of the adult population in the United States suffer from mental disorders.

In chapter 15 of Exploring Psychology, the author discuss the basics of psychological disorders. Within this assignment, the psychological disorder of my choosing is Dissociative Identity Disorder. The commonality of the disorder is rare. Although we’ve disassociated ourselves in some form or the other with our ability to daydream, Dissociative Identity Disorder (DID) is more severe and is usually linked to trauma. Formerly the disorder was known as Multiple Personality Disorder (MPD). Individuals who suffer from this disorder usually have more than one aspect of themselves or personalities, whom he or she is completely unaware of. Sufferers of the disorder have to deal with a variety of symptoms such as memory loss, depression, anxiety, hallucinations, black-outs, impulsiveness, and perception of being detached from the self. The severity of the trauma is usually extreme, repetitive, and long-term. The individual may have an extensive history of physical, emotional, and/or sexual abuse.

A handful of my students were either emotionally disturbed or had experienced traumatic experiences outside of the classroom, typically in the communities they live in. For example, I had a student named “Brandon” who experienced daily issues with misbehaviors and defiance in the classrooms in which he entered. This student had been classified as emotionally disturbed before entering Clearview Middle. Brandon had issues with obtaining safe relationships with peers and staff, refusing to follow basic safety procedures, and defiance with authority on multiple occasions. As a part of his safety plan, Brandon was to come to my classroom to “reset” when these types of behaviors occurred. Brandon and I had a relationship where he knew my expectations when he entered my classroom and we had a trusting relationship.

The National Association of School Psychologists (NASP) is the primary professional organization for school psychologists in the U.S. NASP is dedicated to improving the mental health and education of students.

In this paper you will find several strategies the classroom teachers can use and implement in the classroom with their students who suffer from emotional and behavioral disorders. Selected interventions will provide information with the activities and assessments that will be used to help the teacher implement these procedures to help the students to become stronger socially, with cognitive and behavioral and emotional needs for our EBD students.

A study on the child’s mental health involves the mental functioning and the way a child behaves and responds to some instances of life. The study is done by exploring the physiological process and the neurology of a child. The key areas of study include; concentration, mind functioning, emotions, acuity, character and cognition. There are two processes in a child’s development that needs the attention of the parents; physical and the mental development. This is the time that the parent can be able to determine a child’s with mental or physical challenge. The psychology of the child depends on the development of the mind as well as genetic psychology. Genetic psychology is the study of how factors that affect the genetics can

In this paper, I will be interviewing for a psychologist position with a top company. I will be asked about my understanding of the causes and treatment(s) of schizophrenia and I will discuss the following: areas of the brain affected, causal factors, associated symptoms, the neural basis, appropriate drug therapies. I have been given four different case studies of disorders in which I will choose two of them to analyze. I will be discussing my understanding of the problem presented in each of the two case studies from the perspective of a biopsychologist. I will also be including each problem’s relation to the nature-nurture issue and any relevant portions of the Basics to Biopsychology text. I will be applying any

In Chapter 13 we learned about Psychological Disorders. Psychological disorders can’t always be seen in everyday life, but it’s something they have to deal with every day. Psychologists have tried many different approaches to aid in a various amount of disorders and have tried to figure out the causes of them.

One in every seventeen people in America suffers from a mental disorder. These disorders inhibit the afflicted person from functioning properly and coping normally with daily life. Many afflicted with a psychological disorder do not exhibit obvious symptoms, as medical advancements have made it possible for these disorders to be suppressed or even nonexistent. Today, however, harsh stigmas exist that unfairly categorize those with a mental illness as violent, unfriendly, and abnormal. The media and federal government are culprits in fabricating the unrealistic depictions of mental disability that define the portrayal of those who are mentally or psychologically disadvantaged.

There are times when people are plagued with thoughts, behaviors or emotions that will inhibit them from normal behavior. These are known as psychological disorders. These disorders come in many forms but all will have large effects on a person’s life.

Research indicates that schools continue to lack the resources to help students with emotional/behavioral disorders (EBD) become successful. Students with EBD tend to be the most time consuming in terms of school financial, programming, and staffing resources. Any strategy to help students with EBD must begin with helping professionals in schools continue to be the social change agents that are working towards positive change behaviors for the students. Helping professionals are the staff in schools providing direct services to the children with EBD. This may be in the form of counseling, behavior plan writing, family and community outreach, or response to intervention and crisis intervention (Agresta, 2004). The helping professionals in schools generally have undergone rigorous training in working with children, and they also tend to be the center of services, often working with administration, educational staff, community and family (Agresta, 2004).

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

While the presence of certain characteristics in children with behavioral disorders might sometimes seem discouraging but the bottom line is not to give up on any student in any case. Most of the times, children with behavioral and emotional problems might challenge a patience of teachers and cause temporary despair. In this situation, teachers require the support of others in supported students to succeed. The classroom is a learning community; therefore, it is very much significant to create a constructive atmosphere in the classroom. The successful behavior management in classroom can be improved by colleagues as well as by the family of the students. While considering the needs of students with behavioral and emotional problems, the paper aims to develop appropriate strategies for teaching students with behavioral disorders in the classroom.