Sometimes it is difficult to understand the discomfort of depression because it seems unreasonable to us. Children, youth, or even adults who are depressed may seem to others to have a completely irrational view of the world and to be frightened of things that are extremely unlikely to happen.
Bryan is a 10 year old boy who manifests many of the signs of childhood depression. He expresses sadness, social withdrawal, disinterest in sports, and increasing complaints of stomach aches. Over the past 10 weeks, Bryan has become increasingly disinterested in his studies. Although he continues to display excellent scores on standardized achievement tests, he has been receiving failing grades in many subject areas. His grades began deteriorating immediately after his father and mother separated. The separation resulted after a protracted period of conflict between his parents that ultimately included both verbal and physical aggression. During the interval that immediately pre¬ceded the separation, the parents admit to being preoccupied and had little inclination to interact with Bryan. Both parents have experienced depression in the past, and Bryan's mother is currently involved in therapy and receiving antidepressants. Bryan believes that he is at fault for his parents' separation and that there is little hope for a reconciliation between his parents. Although his father visits him on a weekly basis, Bryan is afraid that each visit is the last and that he will never see his father again.
Without anticipating problems, teachers may find themselves working with depressed or suicidal students. Too often, problems are ignored until they become undeniable and very dramatic.
Pat is a fifth-grade girl who is at or above grade level in all academic areas. However, she has been highly oppositional and defiant of all teachers since kindergarten. Large for her age and strong, she pushes, hits, and threatens her peers, who are fearful of her and will not initiate any interaction with her. She sometimes bangs her head on her desk or the floor, shouting, "I'm no good!" or "I want to die!" Pat was evaluated for special education only after terrorizing her classmates and a substitute teacher by tying the cord of a classroom window blind around her neck and jumping from a table, bringing the blinds crashing down with her in an apparent suicide gesture.
Bryan
1. In what ways is Bryan's case typical of children experiencing depression?
2.
3.
Bryan is sad, socially withdrawn, disinterested in activities, and has physical manifestations.
4. What do you think were the primary causal factors contributing to Bryan's
depression?
The continual aggression of his parents toward one another before their separation was most likely the cause of his depression.
5. Supposing that you were Bryan's teacher, how would you have responded (what
would you have done) to deal most effectively with his anxiety and depression?
I would assure Bryan my classroom is a safe place for him. I would also provide him with extended time on assignments if needed. I may have Bryan read a book like What Hearts, which is a story about his age that is going through the same disruption in his life as Bryan, divorce. The book is appropriate and leveled for children Bryan’s age. This book or something similar would allow Bryan to know other children go through similar situations. I would let Bryan know he could come to me to discuss difficulties that are hindering his education. I would be certain to show Bryan compassion.
Pat
1. What do you see as the essence of Pat's problems?
More often than not, bullies are bullied at home. This is often a learned behavior. There is obviously something violence related going on in another environment Pat is exposed to. Pat could also be self-cautious because of her size and could be acting out as a defense mechanism. Pat has low self-esteem and feels she is worthless. Therefore, she does not feel she deserves to live.
2. If Pat's problem behavior were to have been prevented, what would have been
required (at various ages or grades)?
A relationship with Pat that is genuine and compassionate could have helped teachers recognize early warning signs. Opening the lines of communication to both Pat and her family could have helped Pat. There is really not enough information to make a determination for specific strategies that may have been helpful. Therefore, more research and data is definitely needed.
3. Given Pat's behavior, what suggestions do you have for her teacher?
I would recommend Pat’s teacher be extra careful to not use negative language when speaking to Pat with anything, because she already has a low sense of self-worth. Her “emotional bank account” (Steven Covey) is empty. I would constantly praise Pat for what she does correctly instead of focusing on what she does incorrectly.
Showing posts with label behavior. Show all posts
Showing posts with label behavior. Show all posts
Tuesday, June 30, 2015
Thursday, April 25, 2013
It’s So Much Work To Be Your Friend
1. What was the purpose of the video?
The purpose of “It’s So Much Work To Be Your Friend” is to bring awareness to parents and educators of how much more important social connections are to the future happiness of special needs children than education.
2. List and describe five (5) major points from the video:
Children with special needs are less likely to have meaningful relationships with their peers. For many this problem stems from their inability to act appropriately in public. Not being able to appropriately act in public is closely tied to the inability to solve social problems, and it can cause the child to be isolated and rejected by their peers. Furthermore, children with special needs may over react to minor social problems. Without peers and appropriate public behavior, children with special needs are less likely to be asked to join activities that other children may.
The social problems children with special needs have may be due to their inability to understand timing and staging, affective match, social memory, social prediction, and social relevance. Many have problems with timing and staging. This means they do not understand that making friends is a process, and it takes a lot of time to make a friend. They often tend to rush relationships with their peers, which tend to push their peers away. Another way children with special needs push peers away, is many of them do not know how to match their emotions with the situation around them. When a child laughs or smiles when the situation does not call for such emotions, the child’s peers may feel the child is awkward. Matching emotions is closely tied to not being able to predict how their own behavior affects the people around them. Also, many of these children often do not remember people’s likes and dislikes, which may cause them to offend people. Another way children with special needs may offend others is many of them often do not understand social relevance. For instance, when most people walk into a room they have not been in before, they observe the room to gain an understanding of the people, place, and purpose of the room. Many children with special needs may not understand the social situation. In other words, they will treat an arcade the same as they would a classroom.
Part of the reason that children with learning disabilities doe not understand social situations is due to their inability to understand paralinguistics. Only about seven percent of communication is done through verbal language, and the other ninety-three percent is done through non-verbal language. For the majority of the population, we understand the non-verbal language therefore our mental stability is not questioned.
Unfortunately, children with special needs’ mental stability is often called in question, because they do not understand one or all four of the areas of non-verbal language, kinesics, proxemics, vocalics, and artifactual systems. Kinesics is how we use our bodies to communicate; it is the gestures that we may use to get our point across. Many children with special needs cannot pick up on these gestures. Therefore, they do not understand when a person has their hands on their hips that they are serious or may be angry. If the children do not understand proxemics, they do not understand how the use of space communicates to people. This problem may vary from culture to culture, because proxemics varies from culture to culture. For most people in the United States, there are four types of space: public, social, personal, and intimate. However, for children with special needs, they may inappropriately utilize proxemics. Often, they may inappropriately encroach on another’s social and personal space. This can cause major problems for children with special needs. For instance these children are more vulnerable to molestation and to become molesters. Another significant problem to children with special needs is they may not understand vocalics, which is how the tone of voice changes what we say. The problems that may arise is punishment for the way they say things, or punishment because they do not understand the emotion behind what other people say. Similarly, children with special needs do not understand what artifactual systems, or the way we dress, say about a person. Unfortunately, they may inappropriately dress for the weather, occasion, comfort, activity, style, age, or gender.
The most powerful part of this video is explaining how important reputations are to all people. Unfortunately, since many of the children with special needs are raised with their classmates, their reputations are often ruined by the time they leave elementary school. The children with learning disabilities that have problems with timing and staging as well as paralinguistics will have difficulty with social contracts, or their social expectations. This turns into destruction of the child’s reputation. Because reputations are permanent, other children may not want to be friends with children with special needs. Lavoie suggests that teachers intervene by rewarding the class for what the child with a learning disability does well, rather than punishing the class for the mistakes the child has made. Changing the way the child with special needs is treated by the teacher can change the dynamic of the classroom and possibly begin to repair the child’s reputation.
The best gift we, as educators and parents of children with special needs, can give the children is the gift of social competence. First, the child with special needs should be taught how to determine who their friends are. The child needs to be encouraged to seek out hobbies that will put them in social situations. The child needs to be taught social information, such as how to act in a line, or what certain symbols mean. We need to learn how to talk to the child with special needs. When a child says something about the way they feel reflect that emotion back to them so they understand ‘I felt like I wanted to hit someone’ means ‘oh, you were mad.’ When the child makes social mistakes, we need to work on only one problem at a time. Do not correct every mistake they make, but correct only one mistake at a time. We should give them a friendship test so they understand that ‘friend’ does not mean, ‘someone who does not pick on me.’ From social competence, children with special needs can develop social skills, which can prevent them from being shunned by other children.
3. Summary reaction: What were your thoughts and feelings regarding the video?
I enjoyed watching this video because it brought me a better understanding of how important social skills are to children with special needs. As a mother of a child with special needs, I know how important it is for educators to understand the stress the families of these children as well as the children themselves are always under. In this video, Lavoie brought these issues out into to the open. As a future educator, this video has brought me to a better understanding of how important the social skills are for children with special needs. I feel the video is the perfect tool for teachers to help them understand how they treat the class because of the child with special needs can permanently effect and damage the reputation of children with special needs.
4. Application. How will you apply the information you learned to your classroom and other areas of your life?
Before watching this video, I never thought of classmates as family. Now, I do. I like Lavoie’s idea on rewarding the class for what the child with special needs does well instead of punishing the class for the mistakes the child with special needs makes. I like the idea that by doing this a teacher can help to repair the reputation of the child with special needs. This reward system is something I will consider to use in my classroom.
More personally, I also realize how important those social relationships are for children. I have always thought that Damien is perfectly happy being alone, because he says he prefers to be alone. Therefore, I rarely have pushed him to make friends with other children. After watching this video, I talked to some friends of mine, whose children have autism. We all like the idea of using bowling as a way to give our children something they can excel at, as well as using it as a method to make new friends. One of the physical therapists at West Texas Rehab overheard us talking about it and decided she would join our bowling group, so that she can show the children how to bowl. I hope bowling is something that will help build Damien’s confidence and develop his social skills.
The purpose of “It’s So Much Work To Be Your Friend” is to bring awareness to parents and educators of how much more important social connections are to the future happiness of special needs children than education.
2. List and describe five (5) major points from the video:
Children with special needs are less likely to have meaningful relationships with their peers. For many this problem stems from their inability to act appropriately in public. Not being able to appropriately act in public is closely tied to the inability to solve social problems, and it can cause the child to be isolated and rejected by their peers. Furthermore, children with special needs may over react to minor social problems. Without peers and appropriate public behavior, children with special needs are less likely to be asked to join activities that other children may.
The social problems children with special needs have may be due to their inability to understand timing and staging, affective match, social memory, social prediction, and social relevance. Many have problems with timing and staging. This means they do not understand that making friends is a process, and it takes a lot of time to make a friend. They often tend to rush relationships with their peers, which tend to push their peers away. Another way children with special needs push peers away, is many of them do not know how to match their emotions with the situation around them. When a child laughs or smiles when the situation does not call for such emotions, the child’s peers may feel the child is awkward. Matching emotions is closely tied to not being able to predict how their own behavior affects the people around them. Also, many of these children often do not remember people’s likes and dislikes, which may cause them to offend people. Another way children with special needs may offend others is many of them often do not understand social relevance. For instance, when most people walk into a room they have not been in before, they observe the room to gain an understanding of the people, place, and purpose of the room. Many children with special needs may not understand the social situation. In other words, they will treat an arcade the same as they would a classroom.
Part of the reason that children with learning disabilities doe not understand social situations is due to their inability to understand paralinguistics. Only about seven percent of communication is done through verbal language, and the other ninety-three percent is done through non-verbal language. For the majority of the population, we understand the non-verbal language therefore our mental stability is not questioned.
Unfortunately, children with special needs’ mental stability is often called in question, because they do not understand one or all four of the areas of non-verbal language, kinesics, proxemics, vocalics, and artifactual systems. Kinesics is how we use our bodies to communicate; it is the gestures that we may use to get our point across. Many children with special needs cannot pick up on these gestures. Therefore, they do not understand when a person has their hands on their hips that they are serious or may be angry. If the children do not understand proxemics, they do not understand how the use of space communicates to people. This problem may vary from culture to culture, because proxemics varies from culture to culture. For most people in the United States, there are four types of space: public, social, personal, and intimate. However, for children with special needs, they may inappropriately utilize proxemics. Often, they may inappropriately encroach on another’s social and personal space. This can cause major problems for children with special needs. For instance these children are more vulnerable to molestation and to become molesters. Another significant problem to children with special needs is they may not understand vocalics, which is how the tone of voice changes what we say. The problems that may arise is punishment for the way they say things, or punishment because they do not understand the emotion behind what other people say. Similarly, children with special needs do not understand what artifactual systems, or the way we dress, say about a person. Unfortunately, they may inappropriately dress for the weather, occasion, comfort, activity, style, age, or gender.
The most powerful part of this video is explaining how important reputations are to all people. Unfortunately, since many of the children with special needs are raised with their classmates, their reputations are often ruined by the time they leave elementary school. The children with learning disabilities that have problems with timing and staging as well as paralinguistics will have difficulty with social contracts, or their social expectations. This turns into destruction of the child’s reputation. Because reputations are permanent, other children may not want to be friends with children with special needs. Lavoie suggests that teachers intervene by rewarding the class for what the child with a learning disability does well, rather than punishing the class for the mistakes the child has made. Changing the way the child with special needs is treated by the teacher can change the dynamic of the classroom and possibly begin to repair the child’s reputation.
The best gift we, as educators and parents of children with special needs, can give the children is the gift of social competence. First, the child with special needs should be taught how to determine who their friends are. The child needs to be encouraged to seek out hobbies that will put them in social situations. The child needs to be taught social information, such as how to act in a line, or what certain symbols mean. We need to learn how to talk to the child with special needs. When a child says something about the way they feel reflect that emotion back to them so they understand ‘I felt like I wanted to hit someone’ means ‘oh, you were mad.’ When the child makes social mistakes, we need to work on only one problem at a time. Do not correct every mistake they make, but correct only one mistake at a time. We should give them a friendship test so they understand that ‘friend’ does not mean, ‘someone who does not pick on me.’ From social competence, children with special needs can develop social skills, which can prevent them from being shunned by other children.
3. Summary reaction: What were your thoughts and feelings regarding the video?
I enjoyed watching this video because it brought me a better understanding of how important social skills are to children with special needs. As a mother of a child with special needs, I know how important it is for educators to understand the stress the families of these children as well as the children themselves are always under. In this video, Lavoie brought these issues out into to the open. As a future educator, this video has brought me to a better understanding of how important the social skills are for children with special needs. I feel the video is the perfect tool for teachers to help them understand how they treat the class because of the child with special needs can permanently effect and damage the reputation of children with special needs.
4. Application. How will you apply the information you learned to your classroom and other areas of your life?
Before watching this video, I never thought of classmates as family. Now, I do. I like Lavoie’s idea on rewarding the class for what the child with special needs does well instead of punishing the class for the mistakes the child with special needs makes. I like the idea that by doing this a teacher can help to repair the reputation of the child with special needs. This reward system is something I will consider to use in my classroom.
More personally, I also realize how important those social relationships are for children. I have always thought that Damien is perfectly happy being alone, because he says he prefers to be alone. Therefore, I rarely have pushed him to make friends with other children. After watching this video, I talked to some friends of mine, whose children have autism. We all like the idea of using bowling as a way to give our children something they can excel at, as well as using it as a method to make new friends. One of the physical therapists at West Texas Rehab overheard us talking about it and decided she would join our bowling group, so that she can show the children how to bowl. I hope bowling is something that will help build Damien’s confidence and develop his social skills.
Thursday, April 4, 2013
Sara: Mood Disorder
Personal Reaction
Sara’s story almost made me cry. I felt sad that she had been taken from her home at such a young age and then taken from the structured environment in which she was thriving to live with her father. I was a bit surprised to learn that she had been experiencing bouts of depressions since the age of seven.
Essential Points
Contributing Factors. Sara was taken from her mom at a young age because child protective services felt that her mother was unfit to care for a child. Sara lived with a foster family for four years and visited her mother on a weekly basis. Sara was about to be adopted by the foster family when her biological father was found. She was sent to live with him and her grandmother. Sara states that she missed her mother and had difficulties bonding with her father. He neglected both her and her half-sister and was put into her grandmother’s custody. Afterwards Sara was a victim of physical abuse. Sara is now living with another family (I am assuming it is a foster family), and she feels as if she is a burden on them.
What Is a Mood Disorder? Sara feels abandoned and alone. She isolates herself from people when she is down. Sara states that she often hides from people because she fears abuse. Sara had begun to cut herself because she feels like there is no way of getting out. She says that she keeps her emotions bottled up inside her; and when she cuts, she is able to calm down so she can sleep. Sara explains her mood disorder as feeling like knots inside her chest and stomach. Because of the mood disorder, Sara does not recall any pain from the cutting. She states that she had disassociated herself from the pain and the actual act of cutting. Sara stated that she did not remember cutting herself, but knew that she had done it. Though Sara no longer cuts, she says the thought of cutting is always in the back of her mind. Sara often feels as if she has no place or purpose in the world, she feels hopeless, she cannot trust people, and she has only been put on the earth to be hurt by people. After hospitalization, Sara is still unable to sleep and fights with her friends a lot. Sara often cries herself to sleep, does not eat, isolates herself, and argues with teachers. Sara gets depressed anytime she is reminded of her past or that she is alone in the world. Most holidays cause bouts of depression in Sara.
Affects of a Mood Disorder on Education. Sara has difficulty in school because she often feels the need to isolate herself in order to gain control over her moods. Because she does not have anywhere to go to regain control, Sara becomes easily frustrated and argues with and swears at teachers. When Sara is down, she silently refuses to do her work and falls to sleep in class. Sara admits that her depression causes frustration, which, in turn, causes irritability. Because of Sara’s trust issues, she has difficulty reaching out to people. Therefore, she may not approach faculty with any problems she may be having. Sara does feel that school is safe haven, and it is her favorite place to be. Sara is unsure about the future and scared about graduating from high school and going to college.
Application of the Essential Points
If Sara was one of my students, I would come to her if I noticed she was irritable. I would help her figure out a safe place that she could go so she could regain control. Because Sara has trust issues, I would try to reach out to her without causing more stress or making her feel I was being pushy. I would see what kind of transitional supports I could help Sara put into place so she is more prepared for her future. I would also reassure Sara about her future and let her know that the school she chooses to go to does have supports in place for students who have mood disorders. I would talk to the counselor to see what we could do for Sara before she leaves high school to ensure a smoother transition for her.
Sara’s story almost made me cry. I felt sad that she had been taken from her home at such a young age and then taken from the structured environment in which she was thriving to live with her father. I was a bit surprised to learn that she had been experiencing bouts of depressions since the age of seven.
Essential Points
Contributing Factors. Sara was taken from her mom at a young age because child protective services felt that her mother was unfit to care for a child. Sara lived with a foster family for four years and visited her mother on a weekly basis. Sara was about to be adopted by the foster family when her biological father was found. She was sent to live with him and her grandmother. Sara states that she missed her mother and had difficulties bonding with her father. He neglected both her and her half-sister and was put into her grandmother’s custody. Afterwards Sara was a victim of physical abuse. Sara is now living with another family (I am assuming it is a foster family), and she feels as if she is a burden on them.
What Is a Mood Disorder? Sara feels abandoned and alone. She isolates herself from people when she is down. Sara states that she often hides from people because she fears abuse. Sara had begun to cut herself because she feels like there is no way of getting out. She says that she keeps her emotions bottled up inside her; and when she cuts, she is able to calm down so she can sleep. Sara explains her mood disorder as feeling like knots inside her chest and stomach. Because of the mood disorder, Sara does not recall any pain from the cutting. She states that she had disassociated herself from the pain and the actual act of cutting. Sara stated that she did not remember cutting herself, but knew that she had done it. Though Sara no longer cuts, she says the thought of cutting is always in the back of her mind. Sara often feels as if she has no place or purpose in the world, she feels hopeless, she cannot trust people, and she has only been put on the earth to be hurt by people. After hospitalization, Sara is still unable to sleep and fights with her friends a lot. Sara often cries herself to sleep, does not eat, isolates herself, and argues with teachers. Sara gets depressed anytime she is reminded of her past or that she is alone in the world. Most holidays cause bouts of depression in Sara.
Affects of a Mood Disorder on Education. Sara has difficulty in school because she often feels the need to isolate herself in order to gain control over her moods. Because she does not have anywhere to go to regain control, Sara becomes easily frustrated and argues with and swears at teachers. When Sara is down, she silently refuses to do her work and falls to sleep in class. Sara admits that her depression causes frustration, which, in turn, causes irritability. Because of Sara’s trust issues, she has difficulty reaching out to people. Therefore, she may not approach faculty with any problems she may be having. Sara does feel that school is safe haven, and it is her favorite place to be. Sara is unsure about the future and scared about graduating from high school and going to college.
Application of the Essential Points
If Sara was one of my students, I would come to her if I noticed she was irritable. I would help her figure out a safe place that she could go so she could regain control. Because Sara has trust issues, I would try to reach out to her without causing more stress or making her feel I was being pushy. I would see what kind of transitional supports I could help Sara put into place so she is more prepared for her future. I would also reassure Sara about her future and let her know that the school she chooses to go to does have supports in place for students who have mood disorders. I would talk to the counselor to see what we could do for Sara before she leaves high school to ensure a smoother transition for her.
Wednesday, April 3, 2013
Ashley: Conduct Disorder
Personal Reaction
I think that this video was showed a classic example of conduct disorder. I really felt bad for Ashley because it seems that she just does not know any better. Her two older brothers have been in trouble with the law, which has caused Ashley to believe there is nothing wrong with being a criminal. Ashley also talked about her parents’ homes as Dad’s house and Mom’s house. Ashley’s home life has been so unstable that she does not act as if she has a home to call her own. I do have a problem with Ashley’s school situation. Apparently someone has told her that she is in the behavioral disorder classroom because she is a bad kid. It does not seem that her school is taking the time out to teach her behavioral management skills or coping skills. She acts as if the teachers at school do not care for her at all.
Essential Points
How a Conduct Disorder Looks. Ashley does not act as if she cares for anything or anyone but her mother, father, and little brother with Down Syndrome. Ashley knows that her behavior will have some serious implications on her future, but cannot clearly define a need to alter such negative behaviors. Ashley is said to have oppositional defiant disorder and attention deficit hyperactivity disorder, but refuses to take her medication because she does not like how they make her feel. Ashley obviously has anger issues because she states that she likes to anger with people because it is fun. She purposely picks on kids that do better than her in school and do the right thing. Ashley is selective about who she chooses to treat in a disrespectful manner; she will not pick on anyone who is slow because she knows how it makes her brother feel when others pick on him. Ashley states that arguing and fighting keeps her from feeling bored. Ashley has control issues and becomes angry if she is not allowed to control situations and people. Ashley admits that she can control her behavior if she wants to, but she doesn’t want to so her behavior gets out of hand. Ashley drinks and smokes at thirteen years of age. When beating up people, Ashley states she knows when it is getting out of hand and will stop to keep from hurting people. Though she has beat up other students, Ashley does not believe she has ever hurt anyone. Ashley says it is “kind of fun” having oppositional defiant disorder, because it lets her argue and gets her in trouble. Ashley has been arrested, is a risk taker, and believes she should “stand up to everything.” Ashley says she could care less if she gets arrested. When Ashley is acting unruly she does not think about the negative consequences of her behavior until she gets in trouble.
Affects of Conduct Disorder on Education. Ashley does not go to school because she has been expelled for fighting. She says that she wishes she were a “goody two shoes,” so that she could do her homework, do good in school, not fail, and stay out of behavior disorder classes that are for bad kids. Ashley starts arguments with teachers because she becomes bored and wants to have fun. She does not like being out of school because she misses her friends and is very bored at home. Ashley states that she wants to be able to go back to school and be a good kid so that she can graduate and go to college. Ashley states that she does wants to be a pediatrician or a veterinarian. Ashley does not believe that anyone can do anything to help her and that no advice from counselors has been helpful. Ashley is most likely far behind her classmates in school.
Social Implications. Ashley does not seem to have a close relationship with her brothers. Ashley acts as if she is angry with her two older brothers. She states that it is their own fault for ending up in jail. However, she is close to her brother with Down syndrome. Ashley states that she defies her parents’ rules and feels bad when she upsets them. She, however, shows little remorse for hurting others. Ashley does state that she has friends in school and she misses them very much. Ashley is defiant to all authority figures in her life. She states that her six counselors are useless and she never listens to a word they say. Similarly, Ashley ended up arguing with the police officer who came to question her about the windows she broke in the building next door to her home. The argument was the reason for Ashley’s arrest. As noted before, Ashley does not show respect to her teachers at school. Not only has she argued with them, it came out in the session that Ashley had hurt one in the fight that got her expelled from school. Ashley has inappropriate peer relationships, due to being placed in a classroom with only students with behavioral problems.
Application of the Essential Points
I feel this video will help me to understand how much of a difference teachers can make in a student’s life. Students like Ashley need, more than any other student, to have someone who really believes in them. If students with ODD/ADHD combination feel like no one cares and everyone has given up on them, then they will act out. Therefore, I hope I can be that one teacher that believes in them. I know that having students like Ashley in the classroom is going to be a challenge and hope that I will be able to be a positive role model in their lives. What I learned most from this video is to not argue with a student in the classroom. If I am having a problem with students like Ashley, hopefully I will be able implement the strategies suggested by Geoff Colvin in his video.
I think that this video was showed a classic example of conduct disorder. I really felt bad for Ashley because it seems that she just does not know any better. Her two older brothers have been in trouble with the law, which has caused Ashley to believe there is nothing wrong with being a criminal. Ashley also talked about her parents’ homes as Dad’s house and Mom’s house. Ashley’s home life has been so unstable that she does not act as if she has a home to call her own. I do have a problem with Ashley’s school situation. Apparently someone has told her that she is in the behavioral disorder classroom because she is a bad kid. It does not seem that her school is taking the time out to teach her behavioral management skills or coping skills. She acts as if the teachers at school do not care for her at all.
Essential Points
How a Conduct Disorder Looks. Ashley does not act as if she cares for anything or anyone but her mother, father, and little brother with Down Syndrome. Ashley knows that her behavior will have some serious implications on her future, but cannot clearly define a need to alter such negative behaviors. Ashley is said to have oppositional defiant disorder and attention deficit hyperactivity disorder, but refuses to take her medication because she does not like how they make her feel. Ashley obviously has anger issues because she states that she likes to anger with people because it is fun. She purposely picks on kids that do better than her in school and do the right thing. Ashley is selective about who she chooses to treat in a disrespectful manner; she will not pick on anyone who is slow because she knows how it makes her brother feel when others pick on him. Ashley states that arguing and fighting keeps her from feeling bored. Ashley has control issues and becomes angry if she is not allowed to control situations and people. Ashley admits that she can control her behavior if she wants to, but she doesn’t want to so her behavior gets out of hand. Ashley drinks and smokes at thirteen years of age. When beating up people, Ashley states she knows when it is getting out of hand and will stop to keep from hurting people. Though she has beat up other students, Ashley does not believe she has ever hurt anyone. Ashley says it is “kind of fun” having oppositional defiant disorder, because it lets her argue and gets her in trouble. Ashley has been arrested, is a risk taker, and believes she should “stand up to everything.” Ashley says she could care less if she gets arrested. When Ashley is acting unruly she does not think about the negative consequences of her behavior until she gets in trouble.
Affects of Conduct Disorder on Education. Ashley does not go to school because she has been expelled for fighting. She says that she wishes she were a “goody two shoes,” so that she could do her homework, do good in school, not fail, and stay out of behavior disorder classes that are for bad kids. Ashley starts arguments with teachers because she becomes bored and wants to have fun. She does not like being out of school because she misses her friends and is very bored at home. Ashley states that she wants to be able to go back to school and be a good kid so that she can graduate and go to college. Ashley states that she does wants to be a pediatrician or a veterinarian. Ashley does not believe that anyone can do anything to help her and that no advice from counselors has been helpful. Ashley is most likely far behind her classmates in school.
Social Implications. Ashley does not seem to have a close relationship with her brothers. Ashley acts as if she is angry with her two older brothers. She states that it is their own fault for ending up in jail. However, she is close to her brother with Down syndrome. Ashley states that she defies her parents’ rules and feels bad when she upsets them. She, however, shows little remorse for hurting others. Ashley does state that she has friends in school and she misses them very much. Ashley is defiant to all authority figures in her life. She states that her six counselors are useless and she never listens to a word they say. Similarly, Ashley ended up arguing with the police officer who came to question her about the windows she broke in the building next door to her home. The argument was the reason for Ashley’s arrest. As noted before, Ashley does not show respect to her teachers at school. Not only has she argued with them, it came out in the session that Ashley had hurt one in the fight that got her expelled from school. Ashley has inappropriate peer relationships, due to being placed in a classroom with only students with behavioral problems.
Application of the Essential Points
I feel this video will help me to understand how much of a difference teachers can make in a student’s life. Students like Ashley need, more than any other student, to have someone who really believes in them. If students with ODD/ADHD combination feel like no one cares and everyone has given up on them, then they will act out. Therefore, I hope I can be that one teacher that believes in them. I know that having students like Ashley in the classroom is going to be a challenge and hope that I will be able to be a positive role model in their lives. What I learned most from this video is to not argue with a student in the classroom. If I am having a problem with students like Ashley, hopefully I will be able implement the strategies suggested by Geoff Colvin in his video.
Tuesday, April 2, 2013
Chandra: Anxiety Disorder
Personal Reaction
I felt the video was very informative, and allowed me to see what depressive disorders might look like in a student. However, they spoke very little about anxiety, and I felt this was a better case for discussing depressive disorders than anxiety disorders. I know how anxiety attacks look for me, but I would have liked to learn how an anxiety attack might look in another individual so that I may understand what to look for in students.
Essential Points
What is Anxiety Disorder? For Chandra, anxiety disorder is a reaction to her extreme depression. She states that her anxiety disorder first showed up shortly after 9/11 when she was in the eighth grade. Chandra exhibited extreme depressive episodes that resulted in uncontrollable crying. She stated that she soon became isolated and would lie on the couch, eat and sleep. Chandra also stated that she often felt lost, alone, and paranoid that others were speaking about her. When Chandra began to feel down, she started cutting on herself because she felt a release. The episodes of cutting attributed to mixed feelings of happiness and pride, but also guilt. Chandra said that sometimes she not only felt depressed, but she also began to feel numb, which would lead to more cutting. Chandra also stated that she began to feel physiological responses to the bouts of depression such as stomachaches and headaches. Chandra also stated that her parents have a history of mental illness. She said all of her maternal relatives have been diagnosed with depressive disorders, and some of her paternal relatives have been diagnosed with bipolar disorder, attention deficit hyperactive disorder, anxiety disorders, and schizophrenia.
Affects of Anxiety Disorder on Education. Chandra’s grades suffered as a result of her disorder. She was no longer a good student or a popular student. Chandra stated that public school was too overcrowded, which added to her anxiety. At public school, Chandra felt lost and alone, and she spent most of the time crying in the restroom. Because teachers did not understand her disorder, they began to treat her differently and ignore her. Chandra spent a month and a half out of school, which means she was behind her peers. Chandra’s inability to thrive in the public school setting led to placement in a special school for students with mood disorders. Chandra states that her grades are much better and she is the president of the student council for the second year. Coping skills have been placed directly in Chandra’s individual education program, which gives her the opportunity to learn how to deal with stressful situations.
Social Implications. Chandra social life was affected by her depressive/anxiety disorder. When she first began to show signs of the disorder, Chandra’s friends stopped talking with her. She states that she knew the reason is that her cutting scared them. Other students it the school began to treat Chandra as if she were a freak. Chandra began to become isolated in her school, even the teachers failed to be socially active with her. Chandra felt tremendous amount of guilt for the affects her behavior had on her family members. She states that her brother was confused and scared for her. However, he first felt that Chandra was faking. Now that he understands the disorder, her brother is a source of support, and he is nicer and speaks with her more. When Chandra is down, her brother helps her and makes things for her. Chandra’s parents both have mental illness. Due to the stress of having to deal with their own illness, Chandra felt her problems overwhelmed them. She does state, though, her understanding of her own illness helped Chandra to begin to understand her parents’ mental illnesses. Chandra states that she now has a lot of friends who are supportive and understanding of her difficulties, because they too have mood disorders.
Application of the Essential Points
I feel this video will help me to understand that some children in my classroom may not be able to control depressive moods or behaviors. I have learned that I need to not isolate these students from the classroom. Instead, I should let them know that I am there for them, and they are not alone. Hopefully, treating students in a manner that I would wish to be treated would help them keep from feeling a sense of abandonment and isolation. I will be sure to watch for signs of depression and anxiety in my students so that I may be able to be a source of support for the student.
I felt the video was very informative, and allowed me to see what depressive disorders might look like in a student. However, they spoke very little about anxiety, and I felt this was a better case for discussing depressive disorders than anxiety disorders. I know how anxiety attacks look for me, but I would have liked to learn how an anxiety attack might look in another individual so that I may understand what to look for in students.
Essential Points
What is Anxiety Disorder? For Chandra, anxiety disorder is a reaction to her extreme depression. She states that her anxiety disorder first showed up shortly after 9/11 when she was in the eighth grade. Chandra exhibited extreme depressive episodes that resulted in uncontrollable crying. She stated that she soon became isolated and would lie on the couch, eat and sleep. Chandra also stated that she often felt lost, alone, and paranoid that others were speaking about her. When Chandra began to feel down, she started cutting on herself because she felt a release. The episodes of cutting attributed to mixed feelings of happiness and pride, but also guilt. Chandra said that sometimes she not only felt depressed, but she also began to feel numb, which would lead to more cutting. Chandra also stated that she began to feel physiological responses to the bouts of depression such as stomachaches and headaches. Chandra also stated that her parents have a history of mental illness. She said all of her maternal relatives have been diagnosed with depressive disorders, and some of her paternal relatives have been diagnosed with bipolar disorder, attention deficit hyperactive disorder, anxiety disorders, and schizophrenia.
Affects of Anxiety Disorder on Education. Chandra’s grades suffered as a result of her disorder. She was no longer a good student or a popular student. Chandra stated that public school was too overcrowded, which added to her anxiety. At public school, Chandra felt lost and alone, and she spent most of the time crying in the restroom. Because teachers did not understand her disorder, they began to treat her differently and ignore her. Chandra spent a month and a half out of school, which means she was behind her peers. Chandra’s inability to thrive in the public school setting led to placement in a special school for students with mood disorders. Chandra states that her grades are much better and she is the president of the student council for the second year. Coping skills have been placed directly in Chandra’s individual education program, which gives her the opportunity to learn how to deal with stressful situations.
Social Implications. Chandra social life was affected by her depressive/anxiety disorder. When she first began to show signs of the disorder, Chandra’s friends stopped talking with her. She states that she knew the reason is that her cutting scared them. Other students it the school began to treat Chandra as if she were a freak. Chandra began to become isolated in her school, even the teachers failed to be socially active with her. Chandra felt tremendous amount of guilt for the affects her behavior had on her family members. She states that her brother was confused and scared for her. However, he first felt that Chandra was faking. Now that he understands the disorder, her brother is a source of support, and he is nicer and speaks with her more. When Chandra is down, her brother helps her and makes things for her. Chandra’s parents both have mental illness. Due to the stress of having to deal with their own illness, Chandra felt her problems overwhelmed them. She does state, though, her understanding of her own illness helped Chandra to begin to understand her parents’ mental illnesses. Chandra states that she now has a lot of friends who are supportive and understanding of her difficulties, because they too have mood disorders.
Application of the Essential Points
I feel this video will help me to understand that some children in my classroom may not be able to control depressive moods or behaviors. I have learned that I need to not isolate these students from the classroom. Instead, I should let them know that I am there for them, and they are not alone. Hopefully, treating students in a manner that I would wish to be treated would help them keep from feeling a sense of abandonment and isolation. I will be sure to watch for signs of depression and anxiety in my students so that I may be able to be a source of support for the student.
Thursday, March 28, 2013
Adolescence with My Bipolar Sister
Throughout my studies, I have found that most articles and books on bipolar disorder in children and adolescents seem to focus on the child with the disorder and the parents. In the books that mention siblings, a short paragraph or a few of pages are written and little is said about the negative effects of the disorder on siblings. Therefore, it is my goal to bring awareness of the impact of bipolar disorder on “healthier” siblings and how this impact may be exhibited in school-aged siblings.
From personal experience, I understand how having a sibling with bipolar disorder can have negative effects on all areas of a student’s life, and when that sibling is only eighteen months older, there is no place to escape from the effects of the disorder; not even school can be considered a safe haven. At school, I had many negative experiences when it came to my sister’s diagnosis, but not everything was bad. Cassie and I had a lot of fun too. It seems, though, the negative outweighed the positive. From my peers, I received constant bullying and teasing about my “crazy” sister, and my teachers lacked compassion and understanding on days of or the day after a complete meltdown. Often my assignments were late, if they were done at all. Sometimes, my assignments had been finished but were destroyed during the volatile outburst of the evening before. Though Cassie and I scored slightly below 150 (149 and 147) IQ assessments, when she hit puberty, both of our grades began to drop.
Not only did my grades drop, but I also began to notice changes in the attitudes of teachers as Cassie’s bipolar disorder worsened. Whereas teachers were once excited to have me in their classrooms, I would be warned the first day of school every year that I would not be allowed to behave as my sister had. One teacher actually pulled me aside in the hallway before I stepped into her classroom and said, “You will not be the little troublemaker that Cassie was last year. I will not put up with that, and any failure to follow my class rules will result in a failing grade on your report card.” I had not even been given the opportunity to introduce myself to the teacher nor was I allowed an opportunity to make my own first impression; my sister had already made that for me. Furthermore, I was attempting to enter the classroom with my friends when I the teacher confronted me. Understandably, friends soon began to shy away from me, and I became isolated and alone.
Before Cassie’s breakdown my freshman year of high school, I was recognized as one of the top students in school. Afterwards, I was struggling to stay afloat. I began to develop mixed and confusing feelings about my sister. Cassie was beginning to become more aggressive and volatile, and outbursts directed toward me became more frequent and dangerous. Although I felt like no one else in the world could understand what I was going through, I know now my experience is common for siblings of individuals with bipolar disorder. Evans and Andrews write in their book If Your Adolescent Has Depression or Bipolar Disorder, “Siblings may bear the brunt of a brother's or sister's angry outbursts” (2005). These outbursts began to foster a sense of loss, resentment, fear, embarrassment, and envy within me.
My sense of loss stemmed from many attributions, one of which was the loss of the close relationship Cassie and I once shared. It seemed as if Cassie’s body had been snatched in the middle of the night, and I was sharing a room with a stranger. Although Cassie had been aggressive toward me from the day my mother brought me home from the hospital, we did love each other very much, and we did get along. However, all of that was suddenly gone. Cassie bombarded me with “I hate you!” screaming sessions and left horrible wounds and bruises on my body. Other times she would tell me that I was a mistake and should have never been born.
For a matter of fact Cassie had me believe I was not my parents’ child, and their neglect toward me helped Cassie to convince me. Although I did believe it then, now I do not believe Mom and Dad intended on neglecting any of us. I know from recent research that neglect is all too common when families are dealing with bipolar disorder. In the book Understanding the Mind of Your Bipolar Child Lombardo states, “Because the bipolar child needs an excessive amount of attention, other children in the family receive less parenting – especially if they're healthy” (2006). My little brother, Scott, and I both received minimal parenting and support. Frequently, Dad worked from sunup to sundown, and Mom was so consumed with taking care of Cassie and/or keeping up with her that I would be left to help Scott with his homework, cook dinner, and do chores. I do not remember Mom ever being around for basketball games or to watch me as I marched in the band.
Because of the neglect, I began to resent and envy my sister. She, alone, had my mother’s undivided attention and nothing I did seemed to matter anymore. I began to become depressed, and I spiraled down a path I should have never been allowed to go. At the end of my junior year of high school, I tried out for drum major and actually won the competition. However, many of the school board members in our small town decided that I was not a “good representative for the school” because of our “family problems.” My overall GPA of 98.6 or my clean discipline record suddenly meant nothing. Mom did, on this occasion, go to the school board and fight for me. I was allowed to be drum major, but my family was still falling apart. While I was at band camp, my mother and father decided to separate on my birthday. By the time I returned home, it was to a different house without my father and sister’s presence.
Not having Cassie and Dad around did not make things easier; Mom had been stressed out for far too long. “Caring for a bipolar child is exhausting” (Lombardo, 2006), and it had taken its toll on my mother. Within three months of my return from camp my brother had been sent to live with Dad, and my mother was admitted to a stress unit due to a nervous breakdown. Before we knew what was going on, I had been living on my own. I had not seen my mother for weeks before her admission to the care facility. Not feeling as if I mattered, I began drinking, doing drugs, and cutting. With my arms full of wounds and a dazed look in my eyes, I still went to school because it was the only place I could get a meal. I continued to do well in academics but was often sent out of the room to the principal’s office because I cried all of the time. So, once my lunch ticket ran out, I stopped going to school. As soon as Dad found out what was going on, I was reunited with both him and my brother and finished high school with honors.
My feelings of depression and abandonment are common for siblings of individuals with bipolar disorder. As an adult, I have sought counseling and therapy because I have feared for years that I have bipolar disorder too. However, my therapist and psychologist have explained to me that when Cassie cycles, we all cycle with her. If she is in a good mood, then we experience good moods as well. However, when Cassie is down, she takes the rest of us down with her. Admittedly, Cassie’s bipolar disorder is part of the reason I left my family as soon I graduated high school. I love my sister, but drifting off from the family is the only way I can keep my sanity. The therapist has explained that I suffer from Post Traumatic Stress Disorder (PTSD), which explains frequent anxiety attacks during family functions. Apparently PTSD is common for siblings of people with bipolar disorder. According to Survival Strategies for Parenting Children with Bipolar Disorder, “siblings of children with rage issues often show signs of Post Traumatic Stress Disorder such as hyper vigilant reactions, nervousness, and nightmares. These symptoms are caused by living under the continual stress of the threat of violence in the home” (Lynn, 2000). Though I do not blame Cassie, I blame the monster she has to battle each and every day. I know Cassie still struggles, and I am just now, twenty years later, beginning to be able to let go of some of the resentment and anger toward her.
I know if I had just one teacher, one youth minister, or one adult friend who understood my situation and the difficult times I endured, I would like to think I would not have suffered as much. Most of my school-aged years I blamed myself for my sister’s problems and would purposely do poorly on work to keep my sister from being jealous. Therefore this is my plea to any educator who reads this to show more compassion to their students who are siblings of children with mood disorders or other disabilities. Although they are typically developing and seem to be healthier than their siblings, life is anything but typical for them.
Evans, D. L., & Andrews, L. W. (2005). If Your Adolescent Has Depression or Bipolar Disorder (pp. 127-128). New York: Oxford.
Lombardo, G. T. (2006). Understanding the Mind of Your Bipolar Child (pp. 68-72). New York: St. Martin's Press.
Lynn, G. T. (2000). Survival Strategies for Parenting Children with Bipolar Disorder (p. 64). Philadelphia: Jessica Kingsley.
From personal experience, I understand how having a sibling with bipolar disorder can have negative effects on all areas of a student’s life, and when that sibling is only eighteen months older, there is no place to escape from the effects of the disorder; not even school can be considered a safe haven. At school, I had many negative experiences when it came to my sister’s diagnosis, but not everything was bad. Cassie and I had a lot of fun too. It seems, though, the negative outweighed the positive. From my peers, I received constant bullying and teasing about my “crazy” sister, and my teachers lacked compassion and understanding on days of or the day after a complete meltdown. Often my assignments were late, if they were done at all. Sometimes, my assignments had been finished but were destroyed during the volatile outburst of the evening before. Though Cassie and I scored slightly below 150 (149 and 147) IQ assessments, when she hit puberty, both of our grades began to drop.
Not only did my grades drop, but I also began to notice changes in the attitudes of teachers as Cassie’s bipolar disorder worsened. Whereas teachers were once excited to have me in their classrooms, I would be warned the first day of school every year that I would not be allowed to behave as my sister had. One teacher actually pulled me aside in the hallway before I stepped into her classroom and said, “You will not be the little troublemaker that Cassie was last year. I will not put up with that, and any failure to follow my class rules will result in a failing grade on your report card.” I had not even been given the opportunity to introduce myself to the teacher nor was I allowed an opportunity to make my own first impression; my sister had already made that for me. Furthermore, I was attempting to enter the classroom with my friends when I the teacher confronted me. Understandably, friends soon began to shy away from me, and I became isolated and alone.
Before Cassie’s breakdown my freshman year of high school, I was recognized as one of the top students in school. Afterwards, I was struggling to stay afloat. I began to develop mixed and confusing feelings about my sister. Cassie was beginning to become more aggressive and volatile, and outbursts directed toward me became more frequent and dangerous. Although I felt like no one else in the world could understand what I was going through, I know now my experience is common for siblings of individuals with bipolar disorder. Evans and Andrews write in their book If Your Adolescent Has Depression or Bipolar Disorder, “Siblings may bear the brunt of a brother's or sister's angry outbursts” (2005). These outbursts began to foster a sense of loss, resentment, fear, embarrassment, and envy within me.
My sense of loss stemmed from many attributions, one of which was the loss of the close relationship Cassie and I once shared. It seemed as if Cassie’s body had been snatched in the middle of the night, and I was sharing a room with a stranger. Although Cassie had been aggressive toward me from the day my mother brought me home from the hospital, we did love each other very much, and we did get along. However, all of that was suddenly gone. Cassie bombarded me with “I hate you!” screaming sessions and left horrible wounds and bruises on my body. Other times she would tell me that I was a mistake and should have never been born.
For a matter of fact Cassie had me believe I was not my parents’ child, and their neglect toward me helped Cassie to convince me. Although I did believe it then, now I do not believe Mom and Dad intended on neglecting any of us. I know from recent research that neglect is all too common when families are dealing with bipolar disorder. In the book Understanding the Mind of Your Bipolar Child Lombardo states, “Because the bipolar child needs an excessive amount of attention, other children in the family receive less parenting – especially if they're healthy” (2006). My little brother, Scott, and I both received minimal parenting and support. Frequently, Dad worked from sunup to sundown, and Mom was so consumed with taking care of Cassie and/or keeping up with her that I would be left to help Scott with his homework, cook dinner, and do chores. I do not remember Mom ever being around for basketball games or to watch me as I marched in the band.
Because of the neglect, I began to resent and envy my sister. She, alone, had my mother’s undivided attention and nothing I did seemed to matter anymore. I began to become depressed, and I spiraled down a path I should have never been allowed to go. At the end of my junior year of high school, I tried out for drum major and actually won the competition. However, many of the school board members in our small town decided that I was not a “good representative for the school” because of our “family problems.” My overall GPA of 98.6 or my clean discipline record suddenly meant nothing. Mom did, on this occasion, go to the school board and fight for me. I was allowed to be drum major, but my family was still falling apart. While I was at band camp, my mother and father decided to separate on my birthday. By the time I returned home, it was to a different house without my father and sister’s presence.
Not having Cassie and Dad around did not make things easier; Mom had been stressed out for far too long. “Caring for a bipolar child is exhausting” (Lombardo, 2006), and it had taken its toll on my mother. Within three months of my return from camp my brother had been sent to live with Dad, and my mother was admitted to a stress unit due to a nervous breakdown. Before we knew what was going on, I had been living on my own. I had not seen my mother for weeks before her admission to the care facility. Not feeling as if I mattered, I began drinking, doing drugs, and cutting. With my arms full of wounds and a dazed look in my eyes, I still went to school because it was the only place I could get a meal. I continued to do well in academics but was often sent out of the room to the principal’s office because I cried all of the time. So, once my lunch ticket ran out, I stopped going to school. As soon as Dad found out what was going on, I was reunited with both him and my brother and finished high school with honors.
My feelings of depression and abandonment are common for siblings of individuals with bipolar disorder. As an adult, I have sought counseling and therapy because I have feared for years that I have bipolar disorder too. However, my therapist and psychologist have explained to me that when Cassie cycles, we all cycle with her. If she is in a good mood, then we experience good moods as well. However, when Cassie is down, she takes the rest of us down with her. Admittedly, Cassie’s bipolar disorder is part of the reason I left my family as soon I graduated high school. I love my sister, but drifting off from the family is the only way I can keep my sanity. The therapist has explained that I suffer from Post Traumatic Stress Disorder (PTSD), which explains frequent anxiety attacks during family functions. Apparently PTSD is common for siblings of people with bipolar disorder. According to Survival Strategies for Parenting Children with Bipolar Disorder, “siblings of children with rage issues often show signs of Post Traumatic Stress Disorder such as hyper vigilant reactions, nervousness, and nightmares. These symptoms are caused by living under the continual stress of the threat of violence in the home” (Lynn, 2000). Though I do not blame Cassie, I blame the monster she has to battle each and every day. I know Cassie still struggles, and I am just now, twenty years later, beginning to be able to let go of some of the resentment and anger toward her.
I know if I had just one teacher, one youth minister, or one adult friend who understood my situation and the difficult times I endured, I would like to think I would not have suffered as much. Most of my school-aged years I blamed myself for my sister’s problems and would purposely do poorly on work to keep my sister from being jealous. Therefore this is my plea to any educator who reads this to show more compassion to their students who are siblings of children with mood disorders or other disabilities. Although they are typically developing and seem to be healthier than their siblings, life is anything but typical for them.
References
Evans, D. L., & Andrews, L. W. (2005). If Your Adolescent Has Depression or Bipolar Disorder (pp. 127-128). New York: Oxford.
Lombardo, G. T. (2006). Understanding the Mind of Your Bipolar Child (pp. 68-72). New York: St. Martin's Press.
Lynn, G. T. (2000). Survival Strategies for Parenting Children with Bipolar Disorder (p. 64). Philadelphia: Jessica Kingsley.
Wednesday, March 27, 2013
Emotional Disturbance and Social Maladjustment
The question on many special educators’ minds is whether students with Social Maladjustment (SM) should receive special education services. Although the Individuals with Disabilities Education Act (IDEA) clearly states that Emotional Disturbance (ED) “does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance” (IDEA 2004 C.F.R 300.8(c)(4)(2)). The controversy surrounding emotional disturbance stems from IDEA not clearly defining social maladjustment. Without a definition, I have found it difficult to form an opinion on the issue. In their paper “Deconstructing a Definition,” Kenneth Merrell and Hill Walker bring up many valid points on the issue, and they tend to equate ED with SM (2004). The theory that ED and SM cannot be differentiated is reverberated in “Emotional Disturbance/Social Maladjustment” (Kehle et al., 2004). However, I do not agree with the argument that students with SM should be included in the ED category set up by IDEA. Students with SM, who do not have an ED, would not benefit from special education services.
First and foremost in my argument is that SM and ED are not the same thing. Students with ED normally engage in internalized behaviors. They tend to shy away from attention and show remorse for disruptive behaviors. Often students with ED who seem to exhibit these behaviors do so due to a compulsion. Their behavior is not a calculated response to gain attention or to avoid a task. It is clear, however, that students with ED are capable of acting in a disruptive manner as an avoidance mechanism. In these cases, teachers can remedy the problematic behavior by implementing a Behavior Intervention Plan (BIP). Once the desired behavior is successfully gained by positive reinforcement methods set up in the BIP, the student with ED should no longer exhibit disruptive avoidance behaviors.
Unlike the student with ED, the student with SM appears to act out in a calculated manner. Their behavior “may be considered strategic and consciously mediated” (Theodore, Akin-Little, & Little, 2004). If a student with SM engages in disruptive behaviors, a BIP could also be used to circumvent the problem behavior. However, the BIP may not be successful in ending problematic behaviors. Students with SM often belong to a culture outside of societal norms. If their culture dictates that education is not important, then the student would not look at education as an opportunity for future growth and development. Researchers argue that students with SM voluntarily act out, and their behavior is “strategic and deliberate” (Theodore, Akin-Little, & Little, 2004). Even when the behavior of a student with SM affects their educational performance, special education services are not should not be guaranteed. The articles by Merrell and Walker and Kehle et al. suggest that special education should be guaranteed to students with SM whose behavior results in the mitigation of educational achievement (2004). However, any student who refuses to do homework/class-work but is capable of achievement at their expected level should be excluded from special education services.
Including a student with SM in a special education program could be counterproductive for students with ED, a Learning Disability (LD), or students with other disabilities who qualify for special education services. Theodore, Akin-Little, and Little argue that “treatment for children with ED may be counterproductive for children with SM” (2004). Therefore, it would be a disservice to all students in the special education classroom that has combined students with ED and SM. An Individual Education Program (IEP) for a student that does not want to learn is not going to be beneficial for that student, while an IEP for a student that wants to learn but has a disability hindering his/her ability to learn would be beneficial.
Other concerns revolve around the welfare of the other students exposed to students with SM. I find Kehle et al.’s following statement problematic – “Children with ED or SM have few, if any, friends and are generally rejected by their peers and teachers primarily as a result of their dysfunctional behavior” (2004). Though it may be true that any dysfunctional behavior can lead to peer rejection, Kehle and company have equated the behaviors of students with SM with the behaviors of students with ED. I would argue that students with ED are often rejected for different reasons than students with SM. These reasons stem from a lack of understanding the disorder of the student with ED and lack of control the student with ED may have over the behaviors rather than unwanted malicious behaviors the student with SM may engage in. Merrell and Walker use anti-social behavior to argue that students with SM should be included in the ED definition. However, it is important to remember that anti-social behavior is not the same thing as difficulty maintaining peer relationships. Anti-social behavior often includes defiant behaviors and conduct disorders. In equating ED and SM, Merrell and Walker are building on preconceived notions that all students with SM also have ED. There is no evidence that can conclusively support this claim. In fact, students with SM often show little or no remorse when they have acted inappropriately (Theodore, Akin-Little, & Little, 2004). This lack of remorse should concern all people involved with students who receive special education services. All students with disabilities may be easy targets for the inappropriate behavior students with SM may engage in, which can and often does result in bullying.
Not only does targeted behavior concern me, but also the inability for many students who receive services to determine appropriate peer relationships raises concern. These students may look up to the student with SM and may begin to mimic unwanted behaviors. They may be used as patsies in a devious plot or scheme. They also may be easily manipulated into engaging in inappropriate activities. Therefore, they become a victim to the unruly behaviors of a student with SM. I do believe that many of the students with both ED and SM that Merrell and Walker discuss in length are possibly such victims or students exposed to SM behavior. I find it interesting in “Deconstructing a Definition,” Kenneth W. Merrell suggests that students with SM should be included in special education, and SM and ED should not be differentiated, because the Theodore, Akin-Little, and Little article cites him as arguing “The combination of students with a pattern of rule-violating behavior and who demonstrate little remorse for their actions with students who evidence emotional disorders are naïve may result in bullying” (1992), which further supports my argument that SM and ED should be differentiated and warrant different treatments.
According to Theodore, Akin-Little, and Little students with SM require some treatments that cannot be implemented by the school district. Most treatment options for students with SM involve working with the families of students with SM. the only treatment option recommended that may be used in the school setting is the Cognitive Problem-Solving Skills Training. This method utilized self-monitoring as a way to learn problem-solving skills. However, students with SM who do not recognize the need for such skills will not be willing to engage in such treatment activities. A student cannot be forced to change if they see no need to change. Other methods recommended included Parent Management Training, Multisystemic Therapy, and Functional Family Therapy, all of which are based in a family approach. Again, students with SM may come from a culture outside of societal norms. If this is the case, the family of the student may not recognize the behavior of their child as problematic behavior.
Determining whether problematic behavior is due to SM or ED is confounded without a clear definition of SM from IDEA. Although Merrell and Walker support their argument with statistics that show 50% of students with ED have been arrested at least once “within 3 years of leaving school” (2004), it is important to recognize this statistic is twenty years old and may not be true today. The statistic was gathered before the 1997 and 2004 changes in IDEA and is a reflection of a generation before today’s students were born. Clear distinctions can be made between students with SM and students with ED. Such distinctions include remorse, internalized/externalized behaviors, and calculated/compulsive behaviors. The differences in behaviors of students with SM can cause difficulties in the special education classroom and can negatively affect the social, emotional, and educational growth of other students who receive special education services. Most importantly, students with SM often do not want help and no matter what an IEP or a BIP may say, a student with SM will not change their behavior to fit into a culture they do not see themselves as being part of.
References
Kehle, T. J., Bray, M. A., Theodore, L. A., Zhou, Z., & McCoach, D. B. (2004). Emotional Disturbance/Social Maladjustment: Why Is the Incidence Increasing? Psychology in the Schools, 41(8), 861-865.
Merrell, K. W., & Walker, H. M. (2004). Deconstructing a Definition: Social Maladjustment Versus Emotional Disturbance and Moving the EBD Fiend Forward. Psychology in the Schools, 41(8), 899-909.
Theodore, L. A., Akin-Little, A., & Little, S. G. (2004). Evaluating the Differential Treatment of Emotional Disturbance and Social Maladjustment. Psychology in the Schools, 41(8), 879-886.
First and foremost in my argument is that SM and ED are not the same thing. Students with ED normally engage in internalized behaviors. They tend to shy away from attention and show remorse for disruptive behaviors. Often students with ED who seem to exhibit these behaviors do so due to a compulsion. Their behavior is not a calculated response to gain attention or to avoid a task. It is clear, however, that students with ED are capable of acting in a disruptive manner as an avoidance mechanism. In these cases, teachers can remedy the problematic behavior by implementing a Behavior Intervention Plan (BIP). Once the desired behavior is successfully gained by positive reinforcement methods set up in the BIP, the student with ED should no longer exhibit disruptive avoidance behaviors.
Unlike the student with ED, the student with SM appears to act out in a calculated manner. Their behavior “may be considered strategic and consciously mediated” (Theodore, Akin-Little, & Little, 2004). If a student with SM engages in disruptive behaviors, a BIP could also be used to circumvent the problem behavior. However, the BIP may not be successful in ending problematic behaviors. Students with SM often belong to a culture outside of societal norms. If their culture dictates that education is not important, then the student would not look at education as an opportunity for future growth and development. Researchers argue that students with SM voluntarily act out, and their behavior is “strategic and deliberate” (Theodore, Akin-Little, & Little, 2004). Even when the behavior of a student with SM affects their educational performance, special education services are not should not be guaranteed. The articles by Merrell and Walker and Kehle et al. suggest that special education should be guaranteed to students with SM whose behavior results in the mitigation of educational achievement (2004). However, any student who refuses to do homework/class-work but is capable of achievement at their expected level should be excluded from special education services.
Including a student with SM in a special education program could be counterproductive for students with ED, a Learning Disability (LD), or students with other disabilities who qualify for special education services. Theodore, Akin-Little, and Little argue that “treatment for children with ED may be counterproductive for children with SM” (2004). Therefore, it would be a disservice to all students in the special education classroom that has combined students with ED and SM. An Individual Education Program (IEP) for a student that does not want to learn is not going to be beneficial for that student, while an IEP for a student that wants to learn but has a disability hindering his/her ability to learn would be beneficial.
Other concerns revolve around the welfare of the other students exposed to students with SM. I find Kehle et al.’s following statement problematic – “Children with ED or SM have few, if any, friends and are generally rejected by their peers and teachers primarily as a result of their dysfunctional behavior” (2004). Though it may be true that any dysfunctional behavior can lead to peer rejection, Kehle and company have equated the behaviors of students with SM with the behaviors of students with ED. I would argue that students with ED are often rejected for different reasons than students with SM. These reasons stem from a lack of understanding the disorder of the student with ED and lack of control the student with ED may have over the behaviors rather than unwanted malicious behaviors the student with SM may engage in. Merrell and Walker use anti-social behavior to argue that students with SM should be included in the ED definition. However, it is important to remember that anti-social behavior is not the same thing as difficulty maintaining peer relationships. Anti-social behavior often includes defiant behaviors and conduct disorders. In equating ED and SM, Merrell and Walker are building on preconceived notions that all students with SM also have ED. There is no evidence that can conclusively support this claim. In fact, students with SM often show little or no remorse when they have acted inappropriately (Theodore, Akin-Little, & Little, 2004). This lack of remorse should concern all people involved with students who receive special education services. All students with disabilities may be easy targets for the inappropriate behavior students with SM may engage in, which can and often does result in bullying.
Not only does targeted behavior concern me, but also the inability for many students who receive services to determine appropriate peer relationships raises concern. These students may look up to the student with SM and may begin to mimic unwanted behaviors. They may be used as patsies in a devious plot or scheme. They also may be easily manipulated into engaging in inappropriate activities. Therefore, they become a victim to the unruly behaviors of a student with SM. I do believe that many of the students with both ED and SM that Merrell and Walker discuss in length are possibly such victims or students exposed to SM behavior. I find it interesting in “Deconstructing a Definition,” Kenneth W. Merrell suggests that students with SM should be included in special education, and SM and ED should not be differentiated, because the Theodore, Akin-Little, and Little article cites him as arguing “The combination of students with a pattern of rule-violating behavior and who demonstrate little remorse for their actions with students who evidence emotional disorders are naïve may result in bullying” (1992), which further supports my argument that SM and ED should be differentiated and warrant different treatments.
According to Theodore, Akin-Little, and Little students with SM require some treatments that cannot be implemented by the school district. Most treatment options for students with SM involve working with the families of students with SM. the only treatment option recommended that may be used in the school setting is the Cognitive Problem-Solving Skills Training. This method utilized self-monitoring as a way to learn problem-solving skills. However, students with SM who do not recognize the need for such skills will not be willing to engage in such treatment activities. A student cannot be forced to change if they see no need to change. Other methods recommended included Parent Management Training, Multisystemic Therapy, and Functional Family Therapy, all of which are based in a family approach. Again, students with SM may come from a culture outside of societal norms. If this is the case, the family of the student may not recognize the behavior of their child as problematic behavior.
Determining whether problematic behavior is due to SM or ED is confounded without a clear definition of SM from IDEA. Although Merrell and Walker support their argument with statistics that show 50% of students with ED have been arrested at least once “within 3 years of leaving school” (2004), it is important to recognize this statistic is twenty years old and may not be true today. The statistic was gathered before the 1997 and 2004 changes in IDEA and is a reflection of a generation before today’s students were born. Clear distinctions can be made between students with SM and students with ED. Such distinctions include remorse, internalized/externalized behaviors, and calculated/compulsive behaviors. The differences in behaviors of students with SM can cause difficulties in the special education classroom and can negatively affect the social, emotional, and educational growth of other students who receive special education services. Most importantly, students with SM often do not want help and no matter what an IEP or a BIP may say, a student with SM will not change their behavior to fit into a culture they do not see themselves as being part of.
References
Kehle, T. J., Bray, M. A., Theodore, L. A., Zhou, Z., & McCoach, D. B. (2004). Emotional Disturbance/Social Maladjustment: Why Is the Incidence Increasing? Psychology in the Schools, 41(8), 861-865.
Merrell, K. W., & Walker, H. M. (2004). Deconstructing a Definition: Social Maladjustment Versus Emotional Disturbance and Moving the EBD Fiend Forward. Psychology in the Schools, 41(8), 899-909.
Theodore, L. A., Akin-Little, A., & Little, S. G. (2004). Evaluating the Differential Treatment of Emotional Disturbance and Social Maladjustment. Psychology in the Schools, 41(8), 879-886.
Thursday, March 21, 2013
Emotionally Disturbed
Brenner, Gregory J., Nelson, J. Ron, Neill, Stern and Stage, Scott A., (2006). Interrelationships Among Language Skills, Externalizing Behavior, and Academic Fluency and their Impact on the Academic Skills of Students with ED. Journal of Emotional and Behavior Disorders, 14, (4), 209-214.
The researchers claim students with emotional disturbance are more likely to have deficits at the academic level than their peers. According to their work, the researchers show a link between children with emotional disturbance and language problems. Furthermore, the researchers have shown that externalized behaviors are directly related to academic achievement, but internalized behaviors are not. The researchers admit the study under represents the minority classes, and the sample of students assessed was relatively small. From their studies the researchers suggest that intervention strategies that focus on developing language for students with emotional disturbance. However, it should be noted that the above-mentioned intervention only addresses the students’ language difficulties, and does not suggest an intervention strategy to address the students’ externalized behavior.
Gresham, Frank M., (2005). Response to Intervention: An Alternative Means of Identifying Students as Emotionally Disturbed Education and Treatment of Children, 28, (4), 328-344.
Gresham states that children with emotional disturbance can be disruptive in the classroom. Unfortunately these students are often underserved in the school setting, which is often the result of the inability to properly identify students with emotional disturbance. Once emotional disturbance is suspected, issues often can be addressed during the response to intervention process. During RTI the following factors must be taking in consideration: severity of behavior, chronicity of behavior, generalizability of behavior change, treatment strength, treatment integrity, and treatment effectiveness. The RTI model requires that the changes in behavior must be reliable changes, which are to be measured by the absolute change index, reliable change index, percent nonoverlapping data points, percent change from baseline, and effect size estimates. These changes should address the social impact the behavior has on everyday life of the student. The researcher concludes if the behaviors do not adequately change, the student should be considered for special education services.
Levinson, Edward M., and Rudy, Heide L.. (2008). Best Practices in the Multidisciplinary Assessment of Emotional Disturbances: A Primer for Counselors. Journal of Counseling and Development, 86, (4) 494-504.
The researchers suggest the rules and regulations set up by the American School Counselor Association and No Child Left Behind has changed the role of school counselors without providing them with proper standards, guidelines, and training to work with children with emotional disturbances. The researchers suggest because the school-based counselors are only part of a multidisciplinary team needed to meet the mental health needs of students with emotional disturbance, the school-based counselors should work closely with the parents and community-based counselors. This is important because of the academic impact of emotional disturbance on students. Because of the lack of standards for identifying students with emotional disturbance, the researchers suggest a variety of assessments to be implemented by the counselor, such as empirically based assessments, standardized rating scales, interviews, direct observations, and functional behavior analysis. With the aid of the other members in the multidisciplinary team and the assessments, counselors will be more apt to provide appropriate services for the student with emotional disturbance.
Page, Patricia and Regan, Kelley (2008). “Character” Building: Using Literature to Connect with Youth. Reclaiming Children and Youth: The Journal of Strength-based Interventions, 16, (4), 37-43.
The researchers suggest literature can be used to help with the emotional, academic, and social skill development of students with emotional disturbance. The use of literature to help students obtain the coping skills needed when dealing difficult emotions can be an effective intervention strategy. The researchers suggest bibliotherapy should be used in conjunction with other positive behavioral programs. The Circle of Courage Model is suggested to be beneficial in the development of children with emotional difficulties. This model gives the students a sense of belonging, independence, generosity, and mastery. The researchers conclude the use of literature in this model allows students to align their own experiences with other human experiences. In this manner, the literature can be used as a powerful tool to help heal students with emotional problems and can provide positive experiences to the students’ lives.
Silver, Rawley, (2008). Identifying Children and Adolescents at Risk for Depression and/or Aggression. Online Submission.
The aggressive behavior of children with major depression plagues many schools throughout the United States. The researcher has proposed from six research studies that a stimulus-drawing assessment can help identify at risk students. In the first study there was a correlation between depression and negative responses on the Draw a Story task. The second study, which focused on incarcerated adolescents, showed that the respondents’ reactions to the drawings might not agree with the therapists’ findings. The third study found that both males and females responded similarly in their drawings. The fourth study showed that students who scored one point in Self Image and Emotional content were depressed. The fifth study showed little cultural differences between delinquent and non-delinquent adolescents. The final study showed that art therapy does help with the emotional behavior of children with emotional problems. All six studies seem to show that stimulus drawing assessments can be used to determine students who are at risk for emotional disturbance.
The researchers claim students with emotional disturbance are more likely to have deficits at the academic level than their peers. According to their work, the researchers show a link between children with emotional disturbance and language problems. Furthermore, the researchers have shown that externalized behaviors are directly related to academic achievement, but internalized behaviors are not. The researchers admit the study under represents the minority classes, and the sample of students assessed was relatively small. From their studies the researchers suggest that intervention strategies that focus on developing language for students with emotional disturbance. However, it should be noted that the above-mentioned intervention only addresses the students’ language difficulties, and does not suggest an intervention strategy to address the students’ externalized behavior.
Gresham, Frank M., (2005). Response to Intervention: An Alternative Means of Identifying Students as Emotionally Disturbed Education and Treatment of Children, 28, (4), 328-344.
Gresham states that children with emotional disturbance can be disruptive in the classroom. Unfortunately these students are often underserved in the school setting, which is often the result of the inability to properly identify students with emotional disturbance. Once emotional disturbance is suspected, issues often can be addressed during the response to intervention process. During RTI the following factors must be taking in consideration: severity of behavior, chronicity of behavior, generalizability of behavior change, treatment strength, treatment integrity, and treatment effectiveness. The RTI model requires that the changes in behavior must be reliable changes, which are to be measured by the absolute change index, reliable change index, percent nonoverlapping data points, percent change from baseline, and effect size estimates. These changes should address the social impact the behavior has on everyday life of the student. The researcher concludes if the behaviors do not adequately change, the student should be considered for special education services.
Levinson, Edward M., and Rudy, Heide L.. (2008). Best Practices in the Multidisciplinary Assessment of Emotional Disturbances: A Primer for Counselors. Journal of Counseling and Development, 86, (4) 494-504.
The researchers suggest the rules and regulations set up by the American School Counselor Association and No Child Left Behind has changed the role of school counselors without providing them with proper standards, guidelines, and training to work with children with emotional disturbances. The researchers suggest because the school-based counselors are only part of a multidisciplinary team needed to meet the mental health needs of students with emotional disturbance, the school-based counselors should work closely with the parents and community-based counselors. This is important because of the academic impact of emotional disturbance on students. Because of the lack of standards for identifying students with emotional disturbance, the researchers suggest a variety of assessments to be implemented by the counselor, such as empirically based assessments, standardized rating scales, interviews, direct observations, and functional behavior analysis. With the aid of the other members in the multidisciplinary team and the assessments, counselors will be more apt to provide appropriate services for the student with emotional disturbance.
Page, Patricia and Regan, Kelley (2008). “Character” Building: Using Literature to Connect with Youth. Reclaiming Children and Youth: The Journal of Strength-based Interventions, 16, (4), 37-43.
The researchers suggest literature can be used to help with the emotional, academic, and social skill development of students with emotional disturbance. The use of literature to help students obtain the coping skills needed when dealing difficult emotions can be an effective intervention strategy. The researchers suggest bibliotherapy should be used in conjunction with other positive behavioral programs. The Circle of Courage Model is suggested to be beneficial in the development of children with emotional difficulties. This model gives the students a sense of belonging, independence, generosity, and mastery. The researchers conclude the use of literature in this model allows students to align their own experiences with other human experiences. In this manner, the literature can be used as a powerful tool to help heal students with emotional problems and can provide positive experiences to the students’ lives.
Silver, Rawley, (2008). Identifying Children and Adolescents at Risk for Depression and/or Aggression. Online Submission.
The aggressive behavior of children with major depression plagues many schools throughout the United States. The researcher has proposed from six research studies that a stimulus-drawing assessment can help identify at risk students. In the first study there was a correlation between depression and negative responses on the Draw a Story task. The second study, which focused on incarcerated adolescents, showed that the respondents’ reactions to the drawings might not agree with the therapists’ findings. The third study found that both males and females responded similarly in their drawings. The fourth study showed that students who scored one point in Self Image and Emotional content were depressed. The fifth study showed little cultural differences between delinquent and non-delinquent adolescents. The final study showed that art therapy does help with the emotional behavior of children with emotional problems. All six studies seem to show that stimulus drawing assessments can be used to determine students who are at risk for emotional disturbance.
Monday, March 18, 2013
Devon: Oppositional Defiant Disorder
Personal Reaction
I have never fully understood oppositional defiant disorder (ODD). Until I saw this video, I believed that people with ODD choose to act the way the do. I never before believed that people could not control their actions. However, after listening to Devon, I have come to realize that the control does not come easily to everyone. Some people have to be taught anger management techniques and other behavioral management skills so they can control their disorder. I am able to see that Devon shows remorse when he has lost control. In comparison to Ashley, he does seem to fully understand the implications of his actions and does care how his disorder affects how others view him.
Essential Points
Characteristics of ODD. Devon states that he swears too much and gets in fights at school. Devon argues with his parents and has to take medication to help him control his anger. Devon states that he does not think when he fights, he just reacts. Once he becomes angry, he pushes anything that gets in his way. He said it was like he could not control his arms and legs and they react in a way that he did not want. It has taken three teachers to hold Devon down when he is angry. He states that he does not become afraid when he is restrained and often has to be out of the sight of the person who has angered him in order to regain control. Devon knows that kids fear him and that brings him down.
Impact of ODD on Education. Devon has been expelled from his school. He is no longer able to attend the private school that he loves. He states that he misses his old teachers and his friends. Devon often reacts negatively when he is playing sports. He feels that teachers could be more helpful by providing warnings and giving him time and space for regrouping. He feels that teachers who argue with him push the issue too much and cause the problems to worsen. Devon worries about his grades and is afraid his mood disorder will prevent him from playing college basketball and being a NBA basketball star. Other students at school fear Devon, and he has very few friends.
Positive Impacts of Therapy. Devon states that he is now beginning to understand his disorder. In counseling, he is being taught behavior management skills as well as anger management techniques. Devon knows that he has choices when he is angered and knows that he should walk away when confronted. Though Devon still engages in fighting, he is able to calm down once he is pulled off of other kids and teachers. Devon does say that counseling has taught him to calm his anger by counting to ten, thinking of something else to do, or thinking happy thoughts. Sometimes Devon is able to stop his rage when prompted to stop. He does not like getting into fights and tries to forget about them, but counseling helps him to own up to his behavior, as well as helping him to get things off of his chest. Devon knows if he could control his anger, school would be much better and he would not be grounded as much.
Application of the Essential Points
I feel this video helped me to understand oppositional defiant disorder to an extent. I will probably teach students that have anger issues in my classroom to use the anger management tools taught to Devon. I would also be sure to give space to students once I realize that an outburst is about to happen. I will not push students who are being defiant and will give them space to regroup.
I have never fully understood oppositional defiant disorder (ODD). Until I saw this video, I believed that people with ODD choose to act the way the do. I never before believed that people could not control their actions. However, after listening to Devon, I have come to realize that the control does not come easily to everyone. Some people have to be taught anger management techniques and other behavioral management skills so they can control their disorder. I am able to see that Devon shows remorse when he has lost control. In comparison to Ashley, he does seem to fully understand the implications of his actions and does care how his disorder affects how others view him.
Essential Points
Characteristics of ODD. Devon states that he swears too much and gets in fights at school. Devon argues with his parents and has to take medication to help him control his anger. Devon states that he does not think when he fights, he just reacts. Once he becomes angry, he pushes anything that gets in his way. He said it was like he could not control his arms and legs and they react in a way that he did not want. It has taken three teachers to hold Devon down when he is angry. He states that he does not become afraid when he is restrained and often has to be out of the sight of the person who has angered him in order to regain control. Devon knows that kids fear him and that brings him down.
Impact of ODD on Education. Devon has been expelled from his school. He is no longer able to attend the private school that he loves. He states that he misses his old teachers and his friends. Devon often reacts negatively when he is playing sports. He feels that teachers could be more helpful by providing warnings and giving him time and space for regrouping. He feels that teachers who argue with him push the issue too much and cause the problems to worsen. Devon worries about his grades and is afraid his mood disorder will prevent him from playing college basketball and being a NBA basketball star. Other students at school fear Devon, and he has very few friends.
Positive Impacts of Therapy. Devon states that he is now beginning to understand his disorder. In counseling, he is being taught behavior management skills as well as anger management techniques. Devon knows that he has choices when he is angered and knows that he should walk away when confronted. Though Devon still engages in fighting, he is able to calm down once he is pulled off of other kids and teachers. Devon does say that counseling has taught him to calm his anger by counting to ten, thinking of something else to do, or thinking happy thoughts. Sometimes Devon is able to stop his rage when prompted to stop. He does not like getting into fights and tries to forget about them, but counseling helps him to own up to his behavior, as well as helping him to get things off of his chest. Devon knows if he could control his anger, school would be much better and he would not be grounded as much.
Application of the Essential Points
I feel this video helped me to understand oppositional defiant disorder to an extent. I will probably teach students that have anger issues in my classroom to use the anger management tools taught to Devon. I would also be sure to give space to students once I realize that an outburst is about to happen. I will not push students who are being defiant and will give them space to regroup.
Thursday, March 7, 2013
About Locus of Control
Locus of control refers to how a person perceives the cause of life events. Someone with an internal locus of control would generally perceive herself as responsible for certain occurrences (his actions would have a direct bearing on the result), while a person with an external locus of control would most often blame (or thank) fate, destiny, luck, society or some other force beyond her control.
Different people credit different forces for such life events as personal successes and failures. For example, if a struggling actor does audition after audition only to be rejected time and time again, he might blame his own lack of ability ("I'm a terrible actor" or "Nobody likes my acting"). In this case, his locus of control for his failures would be internal. But if one day, this same actor were actually offered an acting job, he might place this success on circumstances beyond his control. He might not believe that his own performance, talent, hard work, or exceptional efforts got him the job, but would rather make rationalizations against his own effort ("I was probably the only audition" or "Gosh, that was a stroke of luck"). When it comes to success, he believes that he has no say in what happens-he is merely a helpless participant in a fate determined by random circumstances. Evidently, one can have a different locus of control for personal successes than for personal failures.
There is a certain tried and true recipe for coping with the challenges and stresses of life. In fact, research has shown that in academics, athletics, and other competitive fields, a particular locus of control is most likely to encourage success. In terms of success, it is best to attribute it to stable internal forces. For example, a public speaker who concludes his first speech to uproarious applause would do best to thank his own orating abilities, writing skills, and sense of humor. He would also benefit by believing that he could do it again if he had to.
When it comes to failures, however, it is wisest to adopt another strategy. Those who are best off feel that they fell on their face (figuratively speaking) due to unstable and even external forces. For example, it is healthiest for an athlete to blame a slight headache or tension (both are unstable internal forces), poor weather conditions, or bad shoes (both are unstable external forces) for coming up short of the mark. By doing so, the athlete is maintaining a fundamental confidence in her own abilities, since presumably the headache will go away, she can relax, or wear different shoes, and the conditions will be better next time. With a basic faith in her capability, she will feel motivated to try again. In short, it is important to internalize success, but NOT failure.
However, there are limitations. While it is best to thank your own talent and abilities for success and to blame failure on something out of your control, it is also important to remain firmly grounded. It is of no benefit to miss out on learning from your mistakes because you consistently blame society for your failures. Nor is it useful to be totally blind to your own limitations (we all have them) or lack of effort. There are obvious advantages to realizing where YOU might have come up short in an instance of failure. Then you can go about fixing the problem in order to heighten the probability of success the next time. To find this balance, one needs a healthy sense of self and a reasonable grasp on reality.
Different people credit different forces for such life events as personal successes and failures. For example, if a struggling actor does audition after audition only to be rejected time and time again, he might blame his own lack of ability ("I'm a terrible actor" or "Nobody likes my acting"). In this case, his locus of control for his failures would be internal. But if one day, this same actor were actually offered an acting job, he might place this success on circumstances beyond his control. He might not believe that his own performance, talent, hard work, or exceptional efforts got him the job, but would rather make rationalizations against his own effort ("I was probably the only audition" or "Gosh, that was a stroke of luck"). When it comes to success, he believes that he has no say in what happens-he is merely a helpless participant in a fate determined by random circumstances. Evidently, one can have a different locus of control for personal successes than for personal failures.
There is a certain tried and true recipe for coping with the challenges and stresses of life. In fact, research has shown that in academics, athletics, and other competitive fields, a particular locus of control is most likely to encourage success. In terms of success, it is best to attribute it to stable internal forces. For example, a public speaker who concludes his first speech to uproarious applause would do best to thank his own orating abilities, writing skills, and sense of humor. He would also benefit by believing that he could do it again if he had to.
When it comes to failures, however, it is wisest to adopt another strategy. Those who are best off feel that they fell on their face (figuratively speaking) due to unstable and even external forces. For example, it is healthiest for an athlete to blame a slight headache or tension (both are unstable internal forces), poor weather conditions, or bad shoes (both are unstable external forces) for coming up short of the mark. By doing so, the athlete is maintaining a fundamental confidence in her own abilities, since presumably the headache will go away, she can relax, or wear different shoes, and the conditions will be better next time. With a basic faith in her capability, she will feel motivated to try again. In short, it is important to internalize success, but NOT failure.
However, there are limitations. While it is best to thank your own talent and abilities for success and to blame failure on something out of your control, it is also important to remain firmly grounded. It is of no benefit to miss out on learning from your mistakes because you consistently blame society for your failures. Nor is it useful to be totally blind to your own limitations (we all have them) or lack of effort. There are obvious advantages to realizing where YOU might have come up short in an instance of failure. Then you can go about fixing the problem in order to heighten the probability of success the next time. To find this balance, one needs a healthy sense of self and a reasonable grasp on reality.
Saturday, November 10, 2012
Albert
Knowing what is the best educational environment for students whose behavior is extremely aversive to others is not simple. It demands thinking about what is best not just for the student whose conduct is unacceptable but for other students as well.
When I observed Albert just before Christmas in the resource room where he was taught one-on-one, he was noncompliant with reasonable requests (e.g., "Sit in your chair"), and verbally and physically aggressive toward his full-time aid[e], his teacher, and his classmates on the playground. He had frequent tantrums, vomited and ate his vomitus, blew his nose and wiped the mucous on others. Albert had not started his academic life isolated in the resource room. When his parents registered him at school, they requested that Albert be fully included in the general education classroom. And even though the psychological folder from a school in another state delineated Albert's difficult behaviors, the strong medications he took every day, and his institutionalization for three months the previous year, the school agreed to the parents' request. They placed him in a second grade class. Albert was a rising third grader, but was so small that parents and school administrators decided that he would do better in the second grade.
I was consulting in this school, and as part of this process I interviewed the teachers who were responsible for Albert's education. Mrs. Tinsley, the second grade teacher, had volunteered to have Albert as part of her class. She had special education training, had fully included other children with disabilities successfully in her class, and was looking forward to Albert's coming. Her second grade class consisted of "mostly well-behaved achieving students." Albert was coming to the Dream Team—to experienced teachers who wanted him and to classmates who would be good role mod¬els for him. But Albert had not read the textbooks. He continued the unpleasant behaviors mentioned in the psychological folder; wiping mucous on others when his will was thwarted, screaming constantly, vomiting (once into the printer because he didn't wish to stop using the computer), pulling and grabbing the other children's clothes, biting adults for no apparent reason other than that they were there. At first, according to Mrs. Tinsley, the other students wanted to help him. They became "big brother" or "big sister" to him. Most of the interactions his classmates initiated with him con¬sisted of trying to cue him to comply with teacher requests, and praising him on the rare occasions when he did—just what we would have taught them to do as peer confederates.
Although a few students encouraged him to misbehave, most wanted to help him. After a while, according to Mrs. Tinsley, the students were afraid and confused by Albert's behavior. School personnel could not find strong enough rewards (or effective response cost procedures) to moderate Albert's behavior. He continued to vomit and eat it, to yell and scream. Even though all the teachers involved with Albert tried to cue him about appropriate and inappropriate comments, he still initiated conversations with classmates by asking them if they loved him or if they would marry him. He continued to pull and to grab the other children's clothing and tried to urinate on the boys when he went to the bathroom.
Albert was gradually isolated more and more in the resource room with his full-time aide. Since most of the resource students were taught in the general education classroom, Albert and his aid had the room to themselves much of the day. Even then, life was difficult, and many of the aberrant behaviors remained; the tantrums, the bit¬ing, the vomiting, and wiping his mucous on others. He added pinching to his reper¬toire of tortures. Albert became a despotic dictator who engaged in any and all of the aggressive behaviors mentioned if he did not get his way. The aide and teacher main¬tained a program of strict rules with sanctions for not complying and rewards for obey¬ing. Gradually, the aid and teacher began to see moderate improvements in Albert's behavior. Although most of his problem behaviors did not totally disappear, Albert did establish a relationship with both the aid[e] and the resource teacher and began to improve academically and behaviorally. Even then, he tested them periodically. The resource teacher remarked, "Just when I feel like I have a handle on this little boy, he proves me wrong."
1. How would you describe the environment that is least restrictive for a child like Albert?
This is a tough one. I agree that Albert should be included as much as possible. Albert should be removed from the classroom to neutral territory when he engages in problematic behaviors. However, if the function of the behavior is to be removed from the classroom, then other arrangements and options should be discussed. A lot of things about Albert remind me of peter. I cannot help but remember how difficult having Peter in the class was for his classmates. A least restrictive environment (LRE) for Albert is not going to be a fully inclusive setting, because Albert’s classmates deserve a LRE as well. After all, FAPE is a free appropriate public education. A fully inclusive classroom is not appropriate for Albert.
2. When should a student's classmates' welfare be weighed in choosing an educa¬tional placement?
Always, the goal of LRE is to provide a LRE for all of the students. If a student misbehaves in a classroom, the results of such behavior are counterproductive for all students in the classroom. Learning is interrupted, and the students with inattention and distraction difficulties may not be able to get back on task because of these disruptions in their routines. Furthermore, as educators, we are required to provide a safe environment for all students. If a student is a danger to others, it is our responsibility to protect the other students.
3. If you were Albert's teacher, what strategies for reducing his noxious behaviors would you try?
Albert could benefit from frequent breaks. I would begin with social stories to help Albert understand how he is supposed to behave. I would teach Albert the rules and model appropriate behaviors for each environment so he understands how to behave. I would try proximity control and positive/negative reinforcement to try to curb problem behaviors. Attempting to discover the function of Albert’s behavior in order to discover what interventions could be implemented to stop unwanted behaviors would be helpful. I would continue the reward system and discover what interests Albert has. This could help me to design lessons that include his interests, and to provide me with reinforcement for behavior interventions by allowing free time to work on interests for desired behavior. I would be sure to pick out the most problematic behavior first and teach a more appropriate replacement behavior for that one behavior. I would not try to work on more than one problem behavior at a time. Anytime a behavior intervention is successful, I would communicate with Albert’s other teachers and parents about the intervention used so I could ensure consistency in each setting. This could help Albert generalize behaviors in multiple settings.
When I observed Albert just before Christmas in the resource room where he was taught one-on-one, he was noncompliant with reasonable requests (e.g., "Sit in your chair"), and verbally and physically aggressive toward his full-time aid[e], his teacher, and his classmates on the playground. He had frequent tantrums, vomited and ate his vomitus, blew his nose and wiped the mucous on others. Albert had not started his academic life isolated in the resource room. When his parents registered him at school, they requested that Albert be fully included in the general education classroom. And even though the psychological folder from a school in another state delineated Albert's difficult behaviors, the strong medications he took every day, and his institutionalization for three months the previous year, the school agreed to the parents' request. They placed him in a second grade class. Albert was a rising third grader, but was so small that parents and school administrators decided that he would do better in the second grade.
I was consulting in this school, and as part of this process I interviewed the teachers who were responsible for Albert's education. Mrs. Tinsley, the second grade teacher, had volunteered to have Albert as part of her class. She had special education training, had fully included other children with disabilities successfully in her class, and was looking forward to Albert's coming. Her second grade class consisted of "mostly well-behaved achieving students." Albert was coming to the Dream Team—to experienced teachers who wanted him and to classmates who would be good role mod¬els for him. But Albert had not read the textbooks. He continued the unpleasant behaviors mentioned in the psychological folder; wiping mucous on others when his will was thwarted, screaming constantly, vomiting (once into the printer because he didn't wish to stop using the computer), pulling and grabbing the other children's clothes, biting adults for no apparent reason other than that they were there. At first, according to Mrs. Tinsley, the other students wanted to help him. They became "big brother" or "big sister" to him. Most of the interactions his classmates initiated with him con¬sisted of trying to cue him to comply with teacher requests, and praising him on the rare occasions when he did—just what we would have taught them to do as peer confederates.
Although a few students encouraged him to misbehave, most wanted to help him. After a while, according to Mrs. Tinsley, the students were afraid and confused by Albert's behavior. School personnel could not find strong enough rewards (or effective response cost procedures) to moderate Albert's behavior. He continued to vomit and eat it, to yell and scream. Even though all the teachers involved with Albert tried to cue him about appropriate and inappropriate comments, he still initiated conversations with classmates by asking them if they loved him or if they would marry him. He continued to pull and to grab the other children's clothing and tried to urinate on the boys when he went to the bathroom.
Albert was gradually isolated more and more in the resource room with his full-time aide. Since most of the resource students were taught in the general education classroom, Albert and his aid had the room to themselves much of the day. Even then, life was difficult, and many of the aberrant behaviors remained; the tantrums, the bit¬ing, the vomiting, and wiping his mucous on others. He added pinching to his reper¬toire of tortures. Albert became a despotic dictator who engaged in any and all of the aggressive behaviors mentioned if he did not get his way. The aide and teacher main¬tained a program of strict rules with sanctions for not complying and rewards for obey¬ing. Gradually, the aid and teacher began to see moderate improvements in Albert's behavior. Although most of his problem behaviors did not totally disappear, Albert did establish a relationship with both the aid[e] and the resource teacher and began to improve academically and behaviorally. Even then, he tested them periodically. The resource teacher remarked, "Just when I feel like I have a handle on this little boy, he proves me wrong."
1. How would you describe the environment that is least restrictive for a child like Albert?
This is a tough one. I agree that Albert should be included as much as possible. Albert should be removed from the classroom to neutral territory when he engages in problematic behaviors. However, if the function of the behavior is to be removed from the classroom, then other arrangements and options should be discussed. A lot of things about Albert remind me of peter. I cannot help but remember how difficult having Peter in the class was for his classmates. A least restrictive environment (LRE) for Albert is not going to be a fully inclusive setting, because Albert’s classmates deserve a LRE as well. After all, FAPE is a free appropriate public education. A fully inclusive classroom is not appropriate for Albert.
2. When should a student's classmates' welfare be weighed in choosing an educa¬tional placement?
Always, the goal of LRE is to provide a LRE for all of the students. If a student misbehaves in a classroom, the results of such behavior are counterproductive for all students in the classroom. Learning is interrupted, and the students with inattention and distraction difficulties may not be able to get back on task because of these disruptions in their routines. Furthermore, as educators, we are required to provide a safe environment for all students. If a student is a danger to others, it is our responsibility to protect the other students.
3. If you were Albert's teacher, what strategies for reducing his noxious behaviors would you try?
Albert could benefit from frequent breaks. I would begin with social stories to help Albert understand how he is supposed to behave. I would teach Albert the rules and model appropriate behaviors for each environment so he understands how to behave. I would try proximity control and positive/negative reinforcement to try to curb problem behaviors. Attempting to discover the function of Albert’s behavior in order to discover what interventions could be implemented to stop unwanted behaviors would be helpful. I would continue the reward system and discover what interests Albert has. This could help me to design lessons that include his interests, and to provide me with reinforcement for behavior interventions by allowing free time to work on interests for desired behavior. I would be sure to pick out the most problematic behavior first and teach a more appropriate replacement behavior for that one behavior. I would not try to work on more than one problem behavior at a time. Anytime a behavior intervention is successful, I would communicate with Albert’s other teachers and parents about the intervention used so I could ensure consistency in each setting. This could help Albert generalize behaviors in multiple settings.
George
Children with covert antisocial behavior often exhibit overt antisocial behavior as well. In fact, multiple problems are more the norm than are isolated problems. George is a case in point.
George's first grade teacher, Mrs. Anderson, came to the child study meeting concerned about his behavior, which was frightening her and her other students. George was highly noncompliant, aggressive, and abusive to himself and others. Some teachers thought George should have a full evaluation immediately, but an administrator demanded prereferral strategies in Mrs. Anderson's class. Mrs. Anderson was visibly upset, even though she was given a list of strategies recommended by "experts."
Mrs. Anderson faithfully followed the strategies and documented the results for two weeks. George was no better. She described George's daily fights with his classmates. She also told the child study committee how George had stolen a tooth from another child's backpack in an attempt to get a reward from the "tooth fairy." After he was told that if he lost one of his own teeth he would get the reward, but not if he stole someone else's tooth, George put a block in his mouth, chomped hard on it, broke his tooth, and demanded a reward. The school nurse corroborated the story.
The administrator who had demanded prereferral strategies maintained that the female teachers were over reacting, that George was just a normal, active little boy. However, George's fighting, cursing, and stealing increased in spite of the best efforts of the teachers. In fact, his behavior got worse. Mrs. Anderson refused to plead his case before the child study committee anymore. "What does it take to get you people to refer a student? Murder? Suicide?"
George stomped the innards out of a dead bird one day on the playground. He cackled and laughed while stomping. He hit a teacher who tried to stop him from throwing rocks at other kids on the playground. And his teacher told others that one day he stroked her breast and said, "This'll be our secret. Don't tell anyone, and we can do it again."
The final act that got George referred was hanging from a railing around open steps to the basement level of the school. Had he lost his grip, he likely would have been very seriously injured or killed. He was finally referred, found eligible for special education, and placed in a special class for students with emotional disturbance. The class was on the second floor of the school, and George made repeated attempts to jump out of the window. After being moved to another school with only one floor, he tried repeatedly to run away, and his violence escalated.
1. What might have been done to prevent George's increasingly troublesome behavior?
The teacher should have documented every incidence of problem behavior from the start. She could have also acted like she was not as bothered by the behavior as she was. If she was confronting George in front of the class, this may have escalated the problem behaviors.
2. If George were your student, what would be your primary objective? Why?
I would be concerned of the fact that George exhibits signs of conduct disorder such as aggression toward people and animals, theft, inappropriate sexual conduct, and running away. My concerns also include a lack of remorse shown by George. Therefore, my primary objective would be to ensure the welfare of George’s classmates. Then, I would determine why he is acting out, so that I can teach a new, more appropriate replacement behaviors.
3. What suggestions would you have given Mrs. Anderson for prereferral interventions?
I would have suggested proximity control, positive/negative reinforcement systems, and ask for additional support in the classroom. I would try to build a positive relationship with George and his family. I would communicate my concerns to the family in a way that is appropriate and non-threatening. I would also draw on George’s interests to keep him involved in the classroom. The busier George is kept, the less likely he will disrupt the class. Also George seems to be stressed when changes are made. It is possible that Mrs. Anderson’s classroom is not structured enough for George and that she may not have a set routine. If this is the case, I would definitely suggest her working on that to not only benefit George, but also benefit any other students that need a highly structured environment.
George's first grade teacher, Mrs. Anderson, came to the child study meeting concerned about his behavior, which was frightening her and her other students. George was highly noncompliant, aggressive, and abusive to himself and others. Some teachers thought George should have a full evaluation immediately, but an administrator demanded prereferral strategies in Mrs. Anderson's class. Mrs. Anderson was visibly upset, even though she was given a list of strategies recommended by "experts."
Mrs. Anderson faithfully followed the strategies and documented the results for two weeks. George was no better. She described George's daily fights with his classmates. She also told the child study committee how George had stolen a tooth from another child's backpack in an attempt to get a reward from the "tooth fairy." After he was told that if he lost one of his own teeth he would get the reward, but not if he stole someone else's tooth, George put a block in his mouth, chomped hard on it, broke his tooth, and demanded a reward. The school nurse corroborated the story.
The administrator who had demanded prereferral strategies maintained that the female teachers were over reacting, that George was just a normal, active little boy. However, George's fighting, cursing, and stealing increased in spite of the best efforts of the teachers. In fact, his behavior got worse. Mrs. Anderson refused to plead his case before the child study committee anymore. "What does it take to get you people to refer a student? Murder? Suicide?"
George stomped the innards out of a dead bird one day on the playground. He cackled and laughed while stomping. He hit a teacher who tried to stop him from throwing rocks at other kids on the playground. And his teacher told others that one day he stroked her breast and said, "This'll be our secret. Don't tell anyone, and we can do it again."
The final act that got George referred was hanging from a railing around open steps to the basement level of the school. Had he lost his grip, he likely would have been very seriously injured or killed. He was finally referred, found eligible for special education, and placed in a special class for students with emotional disturbance. The class was on the second floor of the school, and George made repeated attempts to jump out of the window. After being moved to another school with only one floor, he tried repeatedly to run away, and his violence escalated.
1. What might have been done to prevent George's increasingly troublesome behavior?
The teacher should have documented every incidence of problem behavior from the start. She could have also acted like she was not as bothered by the behavior as she was. If she was confronting George in front of the class, this may have escalated the problem behaviors.
2. If George were your student, what would be your primary objective? Why?
I would be concerned of the fact that George exhibits signs of conduct disorder such as aggression toward people and animals, theft, inappropriate sexual conduct, and running away. My concerns also include a lack of remorse shown by George. Therefore, my primary objective would be to ensure the welfare of George’s classmates. Then, I would determine why he is acting out, so that I can teach a new, more appropriate replacement behaviors.
3. What suggestions would you have given Mrs. Anderson for prereferral interventions?
I would have suggested proximity control, positive/negative reinforcement systems, and ask for additional support in the classroom. I would try to build a positive relationship with George and his family. I would communicate my concerns to the family in a way that is appropriate and non-threatening. I would also draw on George’s interests to keep him involved in the classroom. The busier George is kept, the less likely he will disrupt the class. Also George seems to be stressed when changes are made. It is possible that Mrs. Anderson’s classroom is not structured enough for George and that she may not have a set routine. If this is the case, I would definitely suggest her working on that to not only benefit George, but also benefit any other students that need a highly structured environment.
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