POWTOON OF TIMMY

With Timmy struggling with his home life due to some family issues, this creates further
problems with parts around his studies. He has previously shown disinterest in some of his
classes, however this type of behaviour is becoming more and more common with Timmy.
He often struggles to pay attention, and avoid both social and physical contact with his
peers. He is usually by himself, and would rather work on his own than in a group. Timmy
has shown signs of Emotional and Behavioural disorder. This type of behaviour has led to
Timmy’s friends not wanting to hang out with him anymore, and his school marks dropping
significantly.

DOT POINT ON A SLIDE

Students with EBD exhibit problem behaviours consistent with the characteristics associated
with their disability such as relating to peers and adults, following directions, and using
critical thinking skills (Brigham, Scruggs, & Mastropieri, 2011).

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Social and Emotional learning is the process through which children and adults acquire and
effectively apply the knowledge, attitudes and skills necessary to understand and manage
emotions, set and achieve positive goals, feel and show empathy for others, establish and
maintain positive relationships, and make responsible decisions.
Research has shown that social and emotional development can be fostered, and social and
emotional skills, attitudes, and behaviours can be taught using a variety of approaches
 V/O FOR NEXT DOT POINT AND IMAGE
The Bio-psycho-social model was first conceptualised in 1977, suggesting that to
understand a person's medical condition it is not simply the biological factors to
consider, but also the psychological and social factors
This model is commonly used in chronic pain, with the view that the pain is a
psycho-physiological behaviour pattern that cannot be categorised into biological,
psychological, or social factors alone. There are suggestions that physio-therapy should
integrate psychological treatment to address all components comprising the experience
of mental health.

DOT POINT ON SCREEN

 Bio (physiological pathology)

 Psycho (thoughts emotions and behaviours such as psychological distress,
fear/avoidance beliefs, current coping methods and attribution)
 Social (socio-economical, socio-environmental, and cultural factors such as work issues,
family circumstances and benefits/economics)

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SLIDE V/O

Students struggling emotionally cannot thrive or learn to their potential. Addressing student
mental health is a prerequisite to learning and achievement, not an add-on or
extracurricular luxury. In most cases, mental health problems don’t simply go away on their
own but often become worse if they are not identified or if they are left untreated. The
near-term consequences range from quiet misery and academic struggles to more serious
behaviour and safety risks. (World Health Organization, 2003).

POWTOON OF TIMMY
Timmy’s social and emotional approach to his schooling cannot carry on this way. Teachers
and school counsellors need to step in and discuss the problems around Timmy’s life. If
these problems persist, it would play a major role in Timmy’s HSC results, meaning it could
affect his final mark drastically and ultimately change his career.
REFERNCES:

https://casel.org/what-is-sel/approaches/

Improving mental health in schools: Eric Rossen and Katherine C. Cowan

https://www.physio-pedia.com/Biopsychosocial_Model

Research-Based Instructional Strategies in Science for Students With EBD

BY: Jonte’ C. Taylor, The Pennsylvania State University–University Park, Pennsylvania

http://www.who.int/whr/2003/en/whr03_en.pdf