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Bryan is sad, socially withdrawn, disinterested in activities, and has physical manifestations.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 emotions. Show all posts
Showing posts with label emotions. Show all posts
Tuesday, June 30, 2015
Sunday, June 9, 2013
Pauline
We ordinarily think about special schools as having particular value for students with acting-out behavior. Special classes and special schools, however, also provide environments where students with internalizing disorders feel safe and can flower.
Pauline entered the school bedraggled. Tall and slender, she hobbled in more like a wounded crow than a graceful swan. This was Pauline's first day in a special school for students with emotional and behavioral difficulties. She was now 14 years old.
For the past three years in secondary school her life had been a story of daily trauma. Due to her height, she had very quickly become the butt of jokes among her peer group. The jokes led to bullying—verbal taunts and eventually physical attacks. Teachers tried to intervene, but always the hunting pack of students would seek out its prey, and Pauline would again fall victim to abuse from her peers.
Pauline changed from being an outward-going student of average ability, always eager to contribute in class. She became withdrawn, pale, shoulders hunched, frightened to speak or to be spoken to for fear of ridicule. When teachers, unaware of the peer pressure she was suffering, urged her to play a more active role in class, she became distraught. School was no longer a safe place; Pauline began to play truant. When her parents discovered this, they forced her to attend school daily by taking her there themselves. This caused Pauline physical distress to the extent that she would vomit. Her peer group turned on her even more, barring her from entering the bathroom when she needed to be sick (pretending, if a teacher passed by, to be helping her).
Pauline's emotional state did not cause her to display aggressive behavior, but it certainly reflected a disturbed child who found her whole school environment disturbing and alien. Such was her mental state that she began to underachieve in all lessons. There were suggestions from teachers that she had specific learning difficulties. She was certainly suffering from curriculum malnourishment. The curriculum diet she was receiving was failing to give her any sustenance. She was failing to thrive in her school environment, merely existing as a lonely, hyper-anxious, vulnerable child. She had lost her dignity.
At the instigation of the educational psychologist, an alternative placement was sought in a special school for students with emotional and behavioral difficulties. As the weeks passed in the special school, Pauline began to make contact with the teachers. She would never speak in class, but after a lesson ended, she would hang around to discuss some point with the teacher. Teachers were soon convinced that she did not have any significant learning difficulty.
Her attendance was good. Gradually, the dreadful pallor began to fade; her eyes lost some of their traumatized glare. She eventually shared with the school counselor the extent of her personal pain and anguish over the previous three years. She described it as "a daily nightmare." She had found the secondary school of 1,500 students totally disorientating. Once her peer group abandoned her, she described herself as "floating in a sea of people," none of whom she recognized, or who recognized her.
In the small special school of 40 students, Pauline found peace. She learned to trust again—first adults, and then fellow students. She became an active participant in classroom learning experiences, no longer the peripheral onlooker. Her capacity to care for others became clear, and she befriended many isolated individuals.
Her time at the special school was short. She left at the age of 16, and not all problems had been solved by far. Three years of lost education cannot be regained in two. New situations or change still caused Pauline anxiety. But when she left the school, she had a renewed sense of self-worth. This "restrictive environment" had been her safe haven; it had given her back her dignity.
1. How would you respond to someone's argument that Pauline belonged in a general education class in a general education school, not the special school?
I would explain that Pauline was traumatized by her school experience, and she is now suffering from high anxiety due to the experience. I would also explain that anxiety is not easily remedied in a loud and crowded space such as a large school. However, the small school setting could help her learn in an environment in which she feels safe. I would further explain how research shows that children in survival mode have a great deal of difficulty learning
2. If you were a teacher in a general education school, how would you respond to bullying of students like Pauline?
I would advocate on Pauline’s behalf by suggesting the administration really does something about the bullying problem instead of making it worse. I get so frustrated with administrators who say if they do something about bullying, it will only cause more problems for the victim (oops – tangent). I would also suggest that a respect policy be devised, implemented, and practiced in the school as seen on the behavioral supports video we watched in class. In the classroom, I would make sure Pauline felt safe and would not tolerate any bullying, teasing, or belittling. If I saw that Pauline was uncomfortable with anything I asked of her, I would not push her and would allow her space. I would also build a relationship with Pauline so that she would be more comfortable in my classroom.
3. What would be required to make all schools small, supportive, and inviting places for students like Pauline?
They could make the classes smaller, hire more staff, stagger schedules for students (begin and release times for classes could be staggered), split the classes in the cafeteria to prevent overcrowding, and schedule restroom breaks. This would not have to be done for all of the students, just for students who are overwhelmed with crowds and noise, i.e. Pauline, students with an ASD, students with high anxiety, etc.
Pauline entered the school bedraggled. Tall and slender, she hobbled in more like a wounded crow than a graceful swan. This was Pauline's first day in a special school for students with emotional and behavioral difficulties. She was now 14 years old.
For the past three years in secondary school her life had been a story of daily trauma. Due to her height, she had very quickly become the butt of jokes among her peer group. The jokes led to bullying—verbal taunts and eventually physical attacks. Teachers tried to intervene, but always the hunting pack of students would seek out its prey, and Pauline would again fall victim to abuse from her peers.
Pauline changed from being an outward-going student of average ability, always eager to contribute in class. She became withdrawn, pale, shoulders hunched, frightened to speak or to be spoken to for fear of ridicule. When teachers, unaware of the peer pressure she was suffering, urged her to play a more active role in class, she became distraught. School was no longer a safe place; Pauline began to play truant. When her parents discovered this, they forced her to attend school daily by taking her there themselves. This caused Pauline physical distress to the extent that she would vomit. Her peer group turned on her even more, barring her from entering the bathroom when she needed to be sick (pretending, if a teacher passed by, to be helping her).
Pauline's emotional state did not cause her to display aggressive behavior, but it certainly reflected a disturbed child who found her whole school environment disturbing and alien. Such was her mental state that she began to underachieve in all lessons. There were suggestions from teachers that she had specific learning difficulties. She was certainly suffering from curriculum malnourishment. The curriculum diet she was receiving was failing to give her any sustenance. She was failing to thrive in her school environment, merely existing as a lonely, hyper-anxious, vulnerable child. She had lost her dignity.
At the instigation of the educational psychologist, an alternative placement was sought in a special school for students with emotional and behavioral difficulties. As the weeks passed in the special school, Pauline began to make contact with the teachers. She would never speak in class, but after a lesson ended, she would hang around to discuss some point with the teacher. Teachers were soon convinced that she did not have any significant learning difficulty.
Her attendance was good. Gradually, the dreadful pallor began to fade; her eyes lost some of their traumatized glare. She eventually shared with the school counselor the extent of her personal pain and anguish over the previous three years. She described it as "a daily nightmare." She had found the secondary school of 1,500 students totally disorientating. Once her peer group abandoned her, she described herself as "floating in a sea of people," none of whom she recognized, or who recognized her.
In the small special school of 40 students, Pauline found peace. She learned to trust again—first adults, and then fellow students. She became an active participant in classroom learning experiences, no longer the peripheral onlooker. Her capacity to care for others became clear, and she befriended many isolated individuals.
Her time at the special school was short. She left at the age of 16, and not all problems had been solved by far. Three years of lost education cannot be regained in two. New situations or change still caused Pauline anxiety. But when she left the school, she had a renewed sense of self-worth. This "restrictive environment" had been her safe haven; it had given her back her dignity.
1. How would you respond to someone's argument that Pauline belonged in a general education class in a general education school, not the special school?
I would explain that Pauline was traumatized by her school experience, and she is now suffering from high anxiety due to the experience. I would also explain that anxiety is not easily remedied in a loud and crowded space such as a large school. However, the small school setting could help her learn in an environment in which she feels safe. I would further explain how research shows that children in survival mode have a great deal of difficulty learning
2. If you were a teacher in a general education school, how would you respond to bullying of students like Pauline?
I would advocate on Pauline’s behalf by suggesting the administration really does something about the bullying problem instead of making it worse. I get so frustrated with administrators who say if they do something about bullying, it will only cause more problems for the victim (oops – tangent). I would also suggest that a respect policy be devised, implemented, and practiced in the school as seen on the behavioral supports video we watched in class. In the classroom, I would make sure Pauline felt safe and would not tolerate any bullying, teasing, or belittling. If I saw that Pauline was uncomfortable with anything I asked of her, I would not push her and would allow her space. I would also build a relationship with Pauline so that she would be more comfortable in my classroom.
3. What would be required to make all schools small, supportive, and inviting places for students like Pauline?
They could make the classes smaller, hire more staff, stagger schedules for students (begin and release times for classes could be staggered), split the classes in the cafeteria to prevent overcrowding, and schedule restroom breaks. This would not have to be done for all of the students, just for students who are overwhelmed with crowds and noise, i.e. Pauline, students with an ASD, students with high anxiety, etc.
Wednesday, May 1, 2013
Jimmy: Attention Deficit Hyperactivity Disorder
Purpose
The purpose of the Attention Deficit Disorder (ADHD) video is to bring awareness about the disorder and to give a voice to people who live with the disorder as well as their families.
Essential Points
Inattention. Jimmy drifts off during conversations. He said it is like “I go back in my mind.” He also tells the interviewer drifting off happens a lot in school. Later in the interview, Jimmy did not immediately answer the interviewer. Jimmy told her that his mind “went” and a “cartoon just popped in” his head.
Impulse Control Difficulties. When the interviewer asked Jimmy if he moves around a lot, he told her that he does not. His mother laughed a little after he said it. From the start of the interview until this point, Jimmy was in constant motion. He could not sit still. His actual behavior compared to his own idea of his behavior was significantly different. He does not realize that he is in constant motion. When asked about his restlessness, Jimmy does say that it is worse when he has to sit still.
Affects of ADHD on Education. With Jimmy, he does well in school if he is on his medications. However, it is very difficult for Jimmy to get on a routine and schedule. Though he is disorganized, Jimmy has a good memory while he is paying attention. Jimmy does well with math facts and bulleted lists. Jimmy’s mother said that the increased ticks, which are the side effects of the medication, is a good trade-off for his homework being easier. However, Jimmy does admit that he looses things often, but he also eventually finds them. He also says that sometimes he leaves things at school that is supposed to come home, such as homework. Jimmy also said that it is difficult for him to transition from one activity to another. He told the interviewer that it is difficult to do large projects, and writing is the hardest part of going to school. According to Jimmy, copying information goes pretty fast, but writing takes a long time if it is his own ideas. His mother said with the help of an occupational therapist, Jimmy’s handwriting went from being illegible to legible.
Social Implications. Jimmy admits to having problems with his social skills. He tells the interviewer that he often cuts into conversations; interrupts people when they are talking, and speaks so fast people do not understand him. Jimmy does say that he can slow down his speech when the fast pace is brought to his attention. He says that he often becomes obsessed with things, such as Lego’s. Jimmy states that his friends let him know when he is becoming obsessed, and they let him know he needs to do what they want to do as well. Jimmy told the interviewer that he has told his closest friends that he has ADHD, and they understand why he acts as he does.
Affects of ADHD on the Family. In the video, Jimmy relies on his mom quite a bit. She often answers for him, or repeats the question if he does not understand it. She gives him cues to quit fidgeting, such as a light touches on his arm. Because Jimmy is so disorganized, he depends on his mother to keep up with his things. She prepares his backpack for school the next day. She tells the interviewer that Jimmy is forgetful, but he is also easily directed. He and his mother have to work together. She tells the interviewer that having a name helps a bit, but she does not want it to be used as an excuse for his behavior. She says that he has no problem sleeping, but she is concerned about his decrease in appetite, which is another side effect of the medication. Jimmy’s mother says he does not eat lunch. Therefore, she has asked him to at least drink milk at school, and she makes him a large breakfast. Another concern she has is having Jimmy on medication. She said she does not want to have him on medications, but she knows it helps him to learn skills he needs for the future. Jimmy’s mother also states that they have to work as a team, and they have found a balance. The interview closes with us learning that Jimmy’s ADHD is not only exhausting for Jimmy, but it is exhausting for his mother as well.
Application of the Essential Points
I feel this video will help me to be more considerate to the needs of my students with ADHD. Because of this video, I plan to study a bit more on effective redirecting techniques for students with ADHD. Because of my nephew with ADHD, I could relate to Jimmy’s mother. However, I never realized how much Zachary could and could not control until I watched this video. Now, I know that Zachary is not just ignoring me. He is most possibly drifting off because the activity we are involved in is not stimulating enough. Therefore, I will have to find ways to keep my students with ADHD, like Zachary, from not blanking out in the classroom. Now that I have heard from Jimmy that sitting still for long periods of time, I plan to find ways to get the students up and moving in the classroom to try to keep them focused.
Personal Reaction
I liked this video, because showed me a picture of how ADHD looks. It was rather interesting that Jimmy said that he does not move around a lot, and as he said that, he was fidgety. I feel it is important that the educator should know what ADHD looks like. Many students with ADHD are like Jimmy. Many of them do not realize that they are fidgety, talking too fast, or not paying attention. I found myself a bit concerned about Jimmy’s dependence on his mother. I feel he could benefit from self-organization techniques, such as assignment sheets.
The purpose of the Attention Deficit Disorder (ADHD) video is to bring awareness about the disorder and to give a voice to people who live with the disorder as well as their families.
Essential Points
Inattention. Jimmy drifts off during conversations. He said it is like “I go back in my mind.” He also tells the interviewer drifting off happens a lot in school. Later in the interview, Jimmy did not immediately answer the interviewer. Jimmy told her that his mind “went” and a “cartoon just popped in” his head.
Impulse Control Difficulties. When the interviewer asked Jimmy if he moves around a lot, he told her that he does not. His mother laughed a little after he said it. From the start of the interview until this point, Jimmy was in constant motion. He could not sit still. His actual behavior compared to his own idea of his behavior was significantly different. He does not realize that he is in constant motion. When asked about his restlessness, Jimmy does say that it is worse when he has to sit still.
Affects of ADHD on Education. With Jimmy, he does well in school if he is on his medications. However, it is very difficult for Jimmy to get on a routine and schedule. Though he is disorganized, Jimmy has a good memory while he is paying attention. Jimmy does well with math facts and bulleted lists. Jimmy’s mother said that the increased ticks, which are the side effects of the medication, is a good trade-off for his homework being easier. However, Jimmy does admit that he looses things often, but he also eventually finds them. He also says that sometimes he leaves things at school that is supposed to come home, such as homework. Jimmy also said that it is difficult for him to transition from one activity to another. He told the interviewer that it is difficult to do large projects, and writing is the hardest part of going to school. According to Jimmy, copying information goes pretty fast, but writing takes a long time if it is his own ideas. His mother said with the help of an occupational therapist, Jimmy’s handwriting went from being illegible to legible.
Social Implications. Jimmy admits to having problems with his social skills. He tells the interviewer that he often cuts into conversations; interrupts people when they are talking, and speaks so fast people do not understand him. Jimmy does say that he can slow down his speech when the fast pace is brought to his attention. He says that he often becomes obsessed with things, such as Lego’s. Jimmy states that his friends let him know when he is becoming obsessed, and they let him know he needs to do what they want to do as well. Jimmy told the interviewer that he has told his closest friends that he has ADHD, and they understand why he acts as he does.
Affects of ADHD on the Family. In the video, Jimmy relies on his mom quite a bit. She often answers for him, or repeats the question if he does not understand it. She gives him cues to quit fidgeting, such as a light touches on his arm. Because Jimmy is so disorganized, he depends on his mother to keep up with his things. She prepares his backpack for school the next day. She tells the interviewer that Jimmy is forgetful, but he is also easily directed. He and his mother have to work together. She tells the interviewer that having a name helps a bit, but she does not want it to be used as an excuse for his behavior. She says that he has no problem sleeping, but she is concerned about his decrease in appetite, which is another side effect of the medication. Jimmy’s mother says he does not eat lunch. Therefore, she has asked him to at least drink milk at school, and she makes him a large breakfast. Another concern she has is having Jimmy on medication. She said she does not want to have him on medications, but she knows it helps him to learn skills he needs for the future. Jimmy’s mother also states that they have to work as a team, and they have found a balance. The interview closes with us learning that Jimmy’s ADHD is not only exhausting for Jimmy, but it is exhausting for his mother as well.
Application of the Essential Points
I feel this video will help me to be more considerate to the needs of my students with ADHD. Because of this video, I plan to study a bit more on effective redirecting techniques for students with ADHD. Because of my nephew with ADHD, I could relate to Jimmy’s mother. However, I never realized how much Zachary could and could not control until I watched this video. Now, I know that Zachary is not just ignoring me. He is most possibly drifting off because the activity we are involved in is not stimulating enough. Therefore, I will have to find ways to keep my students with ADHD, like Zachary, from not blanking out in the classroom. Now that I have heard from Jimmy that sitting still for long periods of time, I plan to find ways to get the students up and moving in the classroom to try to keep them focused.
Personal Reaction
I liked this video, because showed me a picture of how ADHD looks. It was rather interesting that Jimmy said that he does not move around a lot, and as he said that, he was fidgety. I feel it is important that the educator should know what ADHD looks like. Many students with ADHD are like Jimmy. Many of them do not realize that they are fidgety, talking too fast, or not paying attention. I found myself a bit concerned about Jimmy’s dependence on his mother. I feel he could benefit from self-organization techniques, such as assignment sheets.
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.
Friday, March 15, 2013
How to Read Websites Regarding Disability Categories (Examples)
Emotional Disturbance
http://www.pslgroup.com/dg/4d1fa.htmHow do the authors of the website create a sense of authority within the website?
The name of the website, the Doctor’s Guide to Medical and Other News, gives it a sense of authority as well as the use of credible sources.Four points described that I was drawn to:
- I was drawn to the title of the article.
- I was also drawn to the fact that the report was done by the Substance Abuse and Mental Health Services Administration.
- I was drawn to the fact they used quotes from the CEO of the National Mental Health Association, Michael Faenza.
- I was also drawn to the fact the article made bold claims, which were backed up by statistics from the study.
Four points described that indicate I should be cautious about:
- One of the things that made me a bit cautious was that all dot com websites are suspect because they are commercial sites.
- Another issue that was suspect was that the study only included 8 community-based studies, but the size of and type of community is not disclosed in the article.
- I was also suspicious about the fact that the sample size was not given; therefore, the results may be skewed.
- Another issue that was suspect to me was that there is a solution to the problem given, but the problem is not thoroughly discussed.
Speech Impairment
http://www.voanews.com/english/archive/2008-11/2008-11-06-voa47.cfm?CFID=77452741&CFTOKEN=28545778How do the authors of the website create a sense of authority within the website?
The authors of the website are employs of the Voice of America news group. The authors of the article use trigger words to gain a sense of authority. They do not successfully support their claim because the information included in the article contradicts itself.Four points described that I was drawn to:
- The first statement in the article grabbed my attention because the authors started the article with “Researchers have identified.”
- Later, they keep my attention by restating the claim as “Scientists have identified.”
- The study identified in the article came from the Wellcome Trust Center for Human Genetics at Oxford University.
- The findings of the study were published in The New England Journal of Medicine.
Four points described that indicate I should be cautious about:
- The study was only done on 184 families; therefore, the sample size was relatively small.
- A researcher at Rutgers University in New Jersey is concerned about the findings of the study.
- The same researcher believes that more research is needed.
- The study was not initially done to specifically prove that CNTNAP2 is linked to speech impairments.
Mild Mental Retardation
http://www.faqs.org/health/Sick-V3/Mental-Retardation.htmlHow do the authors of the website create a sense of authority within the website?
From the URL given, the website gives a sense of authority. The authors also lay the site out to where it looks like a professional website.Four points described that I was drawn to:
- The top of the page grabbed my attention because it says the site is a Free Health Encyclopedia.
- The site mentions the rating scales often used to determine intellectual disabilities.
- The site uses a picture of and description of brothers that have mental retardation.
- The site has links to the American Association on Mental Retardation, and The Arc of the United States.
Four points described that indicate I should be cautious about:
- Although the site uses AAMR as a source, the definition is not the official definition of mental retardation.
- The descriptions of the levels of mental retardation do not mention the standard deviation.
- The authors give a lot of information as fact, but they do not cite the facts or statistics.
- Some of the information on the site can be misleading, such as an entire section devoted to putting the blame on the mother of the child.
Other Health Impairments
http://www.spiritlakeconsulting.com/COPT/intro/otherhealth.htmlHow do the authors of the website create a sense of authority within the website?
The name of the website, Spirit Lake Consulting, Inc. gives the website a sense of authority.Four points described that I was drawn to:
- The way the information was written made the site easy to understand.
- The site gives several statistics.
- The site has good links.
- The site helps to bring minimal awareness about the needs of children with OHI in the educational setting.
Four points described that indicate I should be cautious about:
- Although the site gives good statistics, it doe not mention where the statistics come from.
- There is no scientific based evidence mentioned to support the information given, and without scientific based evidence, the information may be biased or skewed.
- Although there are links to IDEA and Section 504, it is not mentioned in the article. Therefore, parents who see this website may not understand the process to which they can gain services for their child.
- There are very few specific details on disabilities, and what disabilities that are discussed are not thoroughly explained and discussed.
Learning Disabilities
http://school.familyeducation.com/learning-disabilities/special-education/34455.htmlHow do the authors of the website create a sense of authority within the website?
The website looks very professional and the fact that the site is titled family education gives it a sense of authority.Four points described that I was drawn to:
- There are good links on the site.
- There are good stats and citations in the links.
- The quizzes are easy to use.
- The site is part of Pearson Education, Inc.
Four points described that indicate I should be cautious about:
- Self-diagnosis and online diagnosis is dangerous.
- The site is a dot com site which is a commercial site, which takes away from the credibility of the authors.
- The quizzes rely on at home behavior.
- The quizzes also rely on parent’s input, which may be biased or skewed.
Sunday, December 2, 2012
COBPD (Childhood Onset Bipolar Disorder)
"All those with bipolar disorder experience mood swings that alternate from periods of sever highs (mania) to severe lows (depression). However, while these abnormally intense moods usually last for weeks or months in adults with the illness, children with bipolar disorder can experience such rapid mood swings that they commonly cycle many times within a day. The most typical pattern of cycling among those with COBPD, called ultra-ultra rapid or ultradian, is most often associated with low arousal states in the mornings followed by increases in energy towards late afternoon or evening.
COBPD is usually inherited." I do have a family member with bipolar disorder.
"Many parents report that their children have seemed different since early infancy. They describe difficulty settling their babies, and they note that their children are easily over-responsive to sensory stimulation. Sleep disturbances and night terrors are also commonly reported.
Later in a child's development, hyperactivity, fidgetiness, difficulties making changes and high levels of anxiety (particularly in response to separation from the child's mother) are commonly seen. Additionally, being easily frustrated, having difficulty controlling anger, and impulsiveness (difficulty waiting one's turn, interrupting others) often result in prolonged and violent temper tantrums.*
Rarely does bipolar disorder in children occur by itself. Rather, it is often accompanied by clusters of symptoms that, when observed at certain points of the child's life, suggest other psychiatric disorders such as ADHD, OCD, ODD, and conduct disorder.**
An estimated 50% to 80% of those with COBPD have ADHD as a co-occurring diagnosis. Since stimulant medications often prescribed for ADHD have been known to escalate the mood and behavior fluctuations in those with COBPD, it is important to address the bipolar disorder before the ADHD in such cases.
Several studies have reported that more than 80% of children who go on to develop COBPD have five or more of the primary symptoms of ADHD - distractibility, lack of attention to details, difficulty following through on tasks or instructions, motor restlessness, difficulty waiting one's turn and interrupting or intruding upon others."
I included information that only pertains to Damien. If you would like more information on COBPD click here.
Researched via D.F. and J.D. Papolos
If you feel that you may have a loved one that is bipolar (manic depressive), here are some signs to look for.
"Symptoms of a depressive episode:
Symptoms of a Manic Episode:
Symptoms for a Hypomanic Episode
*Damien has been witnessed doing all of these things.
**Damien has been diagnosed with all of these disorders.
***Damien was, at one time, considered suicidal. His counselors, psychologists, and doctors all feel he is a threat to himself . Damien has often stressed to us that everyone would be happier if he were dead. He has tried to overdose on medication, walk out into traffic, and threatened to burn the house down. I made the mistake, before any diagnoses, of telling him when he drank some mouth wash, "If you drink anything like that, medicine, cleaners, whatever; you could die." I didn't know that I was giving him ideas and feel guilt for this.
With that being said, Damien is much more in control of his moods and behaviors than what he was when he was young. Though he often has suicidal thoughts, he has learned to go for a walk to cool down. He understands that getting away from the problem and thinking about his options does help. He also understands that we would be hurt and sad if he is gone, and he has said that he doesn't want to hurt us. This diagnosis has been since removed by Damien's psychiatrist, as she believes the behaviors were not due to Bipolar disorder but more related to the difficulty in effectively expressing himself.
COBPD is usually inherited." I do have a family member with bipolar disorder.
"Many parents report that their children have seemed different since early infancy. They describe difficulty settling their babies, and they note that their children are easily over-responsive to sensory stimulation. Sleep disturbances and night terrors are also commonly reported.
Later in a child's development, hyperactivity, fidgetiness, difficulties making changes and high levels of anxiety (particularly in response to separation from the child's mother) are commonly seen. Additionally, being easily frustrated, having difficulty controlling anger, and impulsiveness (difficulty waiting one's turn, interrupting others) often result in prolonged and violent temper tantrums.*
Rarely does bipolar disorder in children occur by itself. Rather, it is often accompanied by clusters of symptoms that, when observed at certain points of the child's life, suggest other psychiatric disorders such as ADHD, OCD, ODD, and conduct disorder.**
An estimated 50% to 80% of those with COBPD have ADHD as a co-occurring diagnosis. Since stimulant medications often prescribed for ADHD have been known to escalate the mood and behavior fluctuations in those with COBPD, it is important to address the bipolar disorder before the ADHD in such cases.
Several studies have reported that more than 80% of children who go on to develop COBPD have five or more of the primary symptoms of ADHD - distractibility, lack of attention to details, difficulty following through on tasks or instructions, motor restlessness, difficulty waiting one's turn and interrupting or intruding upon others."
I included information that only pertains to Damien. If you would like more information on COBPD click here.
Researched via D.F. and J.D. Papolos
If you feel that you may have a loved one that is bipolar (manic depressive), here are some signs to look for.
"Symptoms of a depressive episode:
- depressed mood most of the day, nearly every day, as indicated by either subjective report (e.g., feels sad or empty) or observation made by others (e.g., appears tearful). Note: In children and adolescents, can be irritable mood.
- markedly diminished interest or pleasure in all, or almost all, activities most of the day, nearly every day (as indicated by either subjective account or observation made by others)
- significant weight loss when not dieting or weight gain (e.g., a change of more than 5% of body weight in a month), or decrease or increase in appetite nearly every day. Note: In children, consider failure to make expected weight gains.
- insomnia or hypersomnia nearly every day
- psychomotor agitation or retardation nearly every day (observable by others, not merely subjective feelings of restlessness or being slowed down)
- fatigue or loss of energy nearly every day
- feelings of worthlessness or excessive or inappropriate guilt (which may be delusional) nearly every day (not merely self-reproach or guilt about being sick)
- diminished ability to think or concentrate, or indecisiveness, nearly every day (either by subjective account or as observed by others)
- recurrent thoughts of death (not just fear of dying), recurrent suicidal ideation without a specific plan, or a suicide attempt or a specific plan for committing suicide***
Symptoms of a Manic Episode:
- inflated self-esteem or grandiosity
- decreased need for sleep (e.g., feels rested after only 3 hours of sleep)
- more talkative than usual or pressure to keep talking
- flight of ideas or subjective experience that thoughts are racing
- distractibility (i.e., attention too easily drawn to unimportant or irrelevant external stimuli)
- increase in goal-directed activity (either socially, at work or school, or sexually) or psychomotor agitation
- excessive involvement in pleasurable activities that have a high potential for painful consequences (e.g., engaging in unrestrained buying sprees, sexual indiscretions, or foolish business investments)
Symptoms for a Hypomanic Episode
- inflated self-esteem or grandiosity
- decreased need for sleep (e.g., feels rested after only 3 hours of sleep)
- more talkative than usual or pressure to keep talking
- flight of ideas or subjective experience that thoughts are racing
- distractibility (i.e., attention too easily drawn to unimportant or irrelevant external stimuli)
- increase in goal-directed activity (either socially, at work or school, or sexually) or psychomotor agitation
- excessive involvement in pleasurable activities that have a high potential for painful consequences (e.g., the person engages in unrestrained buying sprees, sexual indiscretions, or foolish business investments)"
*Damien has been witnessed doing all of these things.
**Damien has been diagnosed with all of these disorders.
***Damien was, at one time, considered suicidal. His counselors, psychologists, and doctors all feel he is a threat to himself . Damien has often stressed to us that everyone would be happier if he were dead. He has tried to overdose on medication, walk out into traffic, and threatened to burn the house down. I made the mistake, before any diagnoses, of telling him when he drank some mouth wash, "If you drink anything like that, medicine, cleaners, whatever; you could die." I didn't know that I was giving him ideas and feel guilt for this.
With that being said, Damien is much more in control of his moods and behaviors than what he was when he was young. Though he often has suicidal thoughts, he has learned to go for a walk to cool down. He understands that getting away from the problem and thinking about his options does help. He also understands that we would be hurt and sad if he is gone, and he has said that he doesn't want to hurt us. This diagnosis has been since removed by Damien's psychiatrist, as she believes the behaviors were not due to Bipolar disorder but more related to the difficulty in effectively expressing himself.
Subscribe to:
Posts (Atom)