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BEHAVIOUR AND EMOTIONAL DISORDERS (E B D)

INTRODUTION Childhood should be a happy time a time for playing growing learning and making friends-and for most children it is. But some children lives are a constant turmoil. Some strive out at others, sometime with disastrous consequences. Others are so shy and withdrawn that they seem to be in their own worlds in their case playing with others making friends and learning all the things a child must learn are extremely difficult for these children. They are children with emotional and behavioral difficulties.Many children with emotional behavioral disorders are seldom really liked by any one their teachers sibilings even parents. Sadder still they often do not even like themselves. The child with EBD is difficult to be around attempt to befriend them may lead only to rejection, verbal abuse or even physical attack. With some emotional withdrawn child approaches seen to fall on deaf ears and yet these are not deaf.Heward (1996) Children with behavior problems carry a border that younger with other disabilities do not. We do not blame a child who is mentally retarded or who has cerebral palsy for defiant behavior. But many people assume that children with EBD can control their actions that they could stop if they wanted to. The sense that these children are some how responsible fotr their disability colors these children interaction. 2 With those around them their families their age mates even their teachers(Kik 1989) Although most children with EBD are of sound mind a body their withdrawn behavior is as serious an impediment to their functioning and learning as the physical and developmental disability that challenge children with disabilities. Children with EBD make up as significant portion of students who need special education Children with EBD represent an extremely heterogeneous group, exhibiting a wide range of behaviour eg schizophrenia, depression anxiety and conduct disorders. These children are referred to with a variety of terms: Emotionally disturbed

Socially maladjusted Psychologically disordered Emotionally handicapped

Or even psychotic if their behaviour is extremely abnormal or bizarre (Heward 1996) TERMS AND CONCEPTS USED IN THE STUDY EMOTION This referees to strong mental or instinctive feeling that a person may haveEmotions may include feelings such as Love,Fear,Hate among others. EMOTIONAL DIFICULTIES this refers to negative emotion that are serious enough. To affect individuals some examples are phobia(to much fear)anxiety and nervoursness BEHAVIOUR Anything that a person says or does conduct manners and human action in relation to stimulus and response BEHAVIOUR DIFFICULTIES It is an umbrella term that covers misbehaviour,proble behaviour, socially in acceptable immoral behaviour,delinquent behaviour and social behaviour,abnormal behaviours and conduct disorders DISRUPTIVE BEHAVIOUR this refers to behaviours such as interrupting interfering, being rough and noise eg others are in school. DELINQUENCY Behaviour that breaches the social law or criminal behaviour among persons like stealing, bullying ,vandalism DISPLINE This refers to internal or external control through which a person appears to set norms and standards of behaviour. In appropriate talking in a meeting Laughing loudly during a lesson Shouting while the lesson is on Singing when examination is in progress Whistling near the classroom when lesson is in progress. Being sarcastic to others

TRUANCY This include staying away from school for on justitrable reason and loitering while

DISOBEDIENCE It means to defy an established system of regulations, law,rules or authority (Rebellions behaviour) BEHAVIOUR MODIFICATION This refers to application of behavioral approaches to teach new behaviour to maintain and improve acceptable behaviours and decrease unacceptable behaviours. DEVIANCE It refers to digressions form acceptable behaviour. HYPERACTIVITY It refers to behaviours that have constant motor activity in which the child races from one activity or interest to another HYPOACTIVITY IT is a pronounced absence of physical eg withdrawal sluggishness slowmoving IMPULSIVITY Acting without thinking adequately or reflecting upon possible consequences of ones actions. NORMS It is the standard of correctness that reflects peoples expectational behaviour and serves to regulate action from the judgment. DEFINATION OF EBD There is no universal definition of EBD,so definition which are given by different people are usually in the context of their profession or expertise.Defination are susceptive. REASIONS Lack of adequate definition of mental health Different conceptual models regarding origin nature and cure of EBD in children. Difficulties in measuring emotions and behavior Variation in both normal and disturbed children emotions and behavior Relationships between emotional disturbance and other handicapping condition Differences in the functions of socialization agents who categories and serve children Differences in social and cultural expectations regarding behavior MENTAL HELTH A mentally ill child is unhappy ,has trouble getting a long with others, is disorganized, under achievement feels worthless and inadequate and has inappropriate behaviour,since most of the EBD children exhibit similar or same charactrericts of the mentally ill then it is difficult 3

to distinguish between a mentally ill child from an emotionally and behaviuorlly disturbed children hence the lack of consensus in definition of EBD Hallahan and Karffman( ) CONCEPTUAL MODEL A)The Biological approach according to which genetic neurological and biochemical factors may cause EBD B)Psycho-anlytic concept can be used to find out underlying cause of EBD C)Humanistic approach- which views that behavior disorders are symptomatic of a child being out of touch with self and feelings D)Psyo-educational approach- It argues that discovering why the children behave the way they behave is important and so is the acquisition fof academic and daily living skills. E)Behaviuoral approach It views emotional disturbances results from poor interaction with the child with the elements of the social environment. DIFFICULTIES IN MEASURING EMOTIONS AND BEHAVIOUR There are no valid reliable and generally accepted test that can be used to measure emotional and behaviour difficulties eg personality, behaviour rating direct observation are not precisely enough to give a basic definition There are no criteria for determing that a certain frequency of behavior indicating emotional disturbances. VARIATION IN EMOTIONS AND BEHAVIOURS Emotional disturbances is determined by the child levels of development the child emotional state and circumstances surrounding the act. Emotional disturbances vary from mild to profound OTHER HANDICAPPING CONDITIONS Children who have emotional and behavioral disorders may have other handicaps which have similar characteristics. These causes confusion in telling what one handicaps contributes to the other eg which contributes to the other mental retardation and EBD. SOCIALISING AGENTS Agents which contribute to children well being tend to define behaviour term of the services they render to the child and their parents eg educators focus on failure in school, legal officers interims of law and mental health clinicians interims of psychological problems.

SOCIAL AND CLUTURAL EXPECTATIONS Behaviours is defined disturbed if it does not conform to the norms and cluture of the a group is a member of that social group the cultural and socal expectations are taken in to account when defining a child as EBD or health. CURRENT DEFINITIONS OF EBD There is a general agreement on the definition of EBD:Kauffman ( ) gives the following definitions of EBD Behaviour that is unacceptable because of the social and cultural expectations Behaviour that goes to an extreme (its not just slightly different from the usually A problem that is chronic (it does not disappear )

TURNBULL AND WEHMEYER (

Gives the idea definition of EBD as condition that is accompanied by one or more of the following characteristic over a long period of time and to a marked degree that adversely affects a child educational performance. Inability to learn which cannot be explained by intellectual,sensory or health factors Inability to build or maintain satisfaction interpersonal relationship with peers and teachers In appropriate types of behavior or feelings under normal circumstances A general pervasive mood of unhappiness of depression. A tendency to develop physical symptoms or fears associated with personal or school problems. SMITH (1998) Gives the definition given by National mental Health and special educational or behaviour disorders as a disability characterized, by behavioral emotional respires in school so different from appropriate age ,cultural or ethnic norms that they adversely affect the education performance(including academic social vocational and personal skills) such adisability : It more than a temporally expected response to stressful events in the environment Is consistently exhibited in two different settings one of them must be school.

Is unresponsive to direct intervention general education or the child condition is such that general education would be insufficient.

From the above definition these extremely experiences in common: These behaviuor rae almost always upsetting and troubling to those who teach live and work the EBD They are often blamed for their disability by those around the (who do not realize that they are disabled) and believes that they can change their behaviour if they wish. They encounter act racism and isolation because of stigma associated with mental illness GAGIULO,(2004) MISCONCEPTIONS ABOUT EBD CHILDREN 1 MYTH Most EBD children escape the notice of people around them FACT Although it is difficult to identify the types and causes of problems most disturbed children wither aggressive or withdraw awn are quite easy to spot 2 MYTH Disturbed children are usually very bright FACT Relatively few disturbed have above average intelligence. Most profoundly disturbed children have scores in the retarded range (average of about 50 ) 3 MYTH Children who exhibit shy anxious behavior are seriously impaired than those whose behavior is hyper aggressive FACT Children with aggressive acting out behavior patterns have less chance for good social adjustment and mental health in adulthood .Neurotic shy and anxious children have a better chances of getting and holding loss overcoming their problems and staying out of laid and mental hospitals especially boys unless when the withdrawal is not extreme. 4 MYTH Most EBD children need a permissive environment in which they feel accepted and can accept themselves for what they are FACT Research shows that a firmly structured and highly predictable environment is of greatest benefit to most disturbed children 5 MYTH Only psychiatrics psychologists and social workers are able to help disturbed children to over come their problems FACTS Most teachers and parents can learn to be highly effective in helping EBD children often without extensive training or professional certification 6 MYTH 6

The undesirable behaviors we see a disturbed child perform are only systems the real problems are hidden deep in the child psyche FACT There is no scientific bases for belief in hidden causes the child behavior and its social contest are the problems. However causes may involve child thoughts feeling and perceptions.

HISTORICAL PERSPECTIVE OF EBD Throughout history people have recognized behaviour disorders and emotional disturbances particularly in adults but this was often confused with other disorders(Safford and Safford, 1996).It was probably Leo Kanners 1935 book entitled child psychiatry that stimulated the development of survives for children in the United state. In accident time people belied that individual who had behavior disorder or emotional disturbance were possessed bydevil or evil spirits. The mysteries surrounding mental illness often resulted in negative assumption about the cause and horrible treatment eg some societies believed that these disorders were contagious hence they removed these people from the community to protect the rest. The treatment reflected such beliefs and commonly included excessive punishment imprisonment, placement in poor houses beating and chairing strait jacketing and other cruel actions The first institution for people with mental disorder was established in London in 1547 that is stemware of Bethel and it become known as bedlam which means a place of noise and uproar. Individual in this institution were chained, starred and beaten, the activities in that institution were a form of entertainment for many families in London. Changes began to occur in the (18TH through the efforts of reform minded individuals like Philippe pinel, a French psychiatrist 1792, who ordered humanitarian reforms like unchain of the mental patients. In the United state major reforms began with the efforts of reformers in 1800 on identification and treat of individual with behaviour disorders and emotional disturbances eg Benjamin Rush 1745- 1813 proposed more human methods of caring for children with this problem:(father of American psychiatry, Samuel Gridler,Havwe worked to improve the treatment of people with mental disordered Dorothea Dix,Inflenced the founding of the state institution for people with mental disorder 7

By 1844 many institution with people with mental disorders had been established and the association of medical superintendents of American institution of insane was founded. But the institutions became primarily custodial. before the late 1800s and the initiations of public school classes for children with B D and E D most of these children received no services at all. The passage of compulsory education laws toward the end of the century caused educational services for tose students to be developed but they attended upgraded classes. In 1871 a class for student who were regarded as trouble markers wasd opened in new Haven, connectional .Many of the early public school classes provided non educational services to these students, Including mental health care and others social services. By the (20TH professional realized that children needed special programmers teachers and teaching techniques. 1935, Laureate Bandera pioneered development of educational services for children with behaviour disorders and emotional disturbances, In 1962 Norris Having and Lakin Philips published a book titled educating Emotionally disturbed children. The 1970 -1980 and 1990s saw expansion of many pilot programmers scientific work on biological causes and break through in diagnosis and treatment progress. Though much has been made in a effect to educate children with behaviour disorders and emotional disturb, it a lone cannot solve their problem, rather real partnership that produce co-ordinate wraparound services;(that meet all the needs of these children and ther families). IDENTIFICATION /SCREENING Identification is the procedure of pin-pointing children who can be considered exceptional or special for the purpose of the special education programmers and intersection procedures instituted for them.Terefore identification takes several forms. Those children who have physical sensory or severe handicaps can be identified by paediatricians,general medical doctors and nurses. Parents can also identify these children by observing behaviour such as identified to follow or respond to command in the case of children with heaving probles;motor in coordination in the case of the physically handicapped and so on . Teachers can identify children with relatively invisible handicaps or characteristics such as the learning disabled, the mild mentally retarded, and the emotionally disturbed. After these children are identified, they are referrd to appropriate personnel for evaluation or

diagnosis.Terefore identification serves the rudimentary purpose of pin pointing children who are suspected to be different from the average or normal child. Screening is a form of assessment where a general assessment tool is used To identify children who may be actuary exceptional. It differs from identification in that it has a generality as well as a specification in it. The screening tool may have several general but specific component although the evaluator may choose to use all or some of them for instance, in a tool for evaluating developmental milestone a component of language development could be used .The same applies to the screening for leaving loss. Visual impairment and so on. T6herefore a screening tool generality and flexibility allows the examiner to choose the specific area to identify problems. There are varieties of models of identifying and screening of behaviour namely:Functional analysis Projective tests Self report Goniometric assessment.

Functional analysis. It is a means of behaviour analysis, which attemp6ts to relate events occurring before, during and after behaviour occurs. Functional analysis is based on careful observation and interviewing relevant people in the immediate environment in which the behaviour occurs as well as gathering information regarding events that are more distant. The analysis of recurring antecedent and consequent events provides some clues as to which of these stimuli potentially influence behaviour. This procedure is referred to as ABC analysis where:A means the antecedent conditions that comes before the behaviour. B means the behaviour itself , that is , what a levers is actually doing in physical terms. C means the consequences of the pupils behaviour, what happens to the pupil and the reactions of others. An example i.e of antecedent behaviour and consequence analysis is given in a table. 9

ABC ANALYSIS. Name of the pupil Date of birth Observer Behaviour Activity Antecedents Behaviour Doing individual / work in Pokes and English learners pulls Consequence other Other learners try to avoid him and sometimes hit

back. Teachers asks to name Calls out know , it is Class laughs the capital of Uganda Nairobi. While he is supposed to be Roams around the class and They call him names too. working on his own PROJECTIVE TESTING calls other learners names He then gets very angry.

It is a method of gaining information about a childs inner life. In this method, the child is not aware of what he/ she is revealing about himself/herself. The child is presented with an ambiguous stimuli and is asked to share his/ her associations. It is assumed that the child was project personal feelings and thoughts on the stimuli e.g ask the child to draw pictures of self, family members or a animals in various story about the picture naming the major characters. Then analyze the story for the themes & repetition of conflicts. SCREENING TESTS This is a procedure where groups of children are examined or / and tested in an effort to identify higher risk. Children who have whatever condition is being screened for. The process of screening children should include:i. ii. iii. iv. v. An interview with the guardian / parents. A behaviour check list. Direct classroom observation Peer evaluation Self evaluation.

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Defining behaviour check list. List of behaviours gathered from record interviews and teacher reports that have been standardized on groups of children receiving special services for EBDS. They include proposals for positive behaviour along with negative, disruptive behaviours but many contain only items that deal with problem behaviour. Checklist is used together with interviews or direct observation. One observes the child or asks questions and then fill in the responses in the checklist. Behavior 1. 2. 3. 4. 5. SELF REPORT This involves asking a child to talk or write something about self. In order to assess his/ her expectations, attributes and self concept e.g. how they expect to do in relation to a specific behaviour. It helps one to determine the childs efficacy, belief in self and expectations of success in terms of performing desirable behaviours. Sociometric assessment Socio- means relationship. Metric measurement. This is a form of screening that provides information on the opinions and attitudes of pupils towards other pupils. It gives some guidance to the pupils level of acceptance by the peers. The information derived from the goniometry maybe in a report form to be used in interventions, meant to reintegrate the pupil to the peers e.g. asking the child whom are would like to work or play with. Asking the child to describe the personality and behaviour of a particular pupil. Pull others Kicks others Scratches others Throws items others Pinches others Yes/No Remarks

at

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TYPES / CATEGORIES: Therefore 3 categories 1. Externalizing behaviour problems (typically aggressive). Aggressive behaviour as expressed outwardly usually towards other people e.g. hyperactivity, persistent, aggression, hostility, stealing, defiance, argumentative, tantrums, harms others or threatens to harm them, deliquesce (e.g. theft, assault, ignore teachers reprimands, destructive. 2. Internalizing behaviours ( typically withdrawn these are behaviours typically expressed through social withdrawal e.g. Anorexia, bulimia, depression, anxiety, panic, low esteem, unfounded fears and phobia, suicidal shyness, teased and neglected by peers. Depression can be expressed through harming oneself e.g. running into a busy street, hurting himself of a ledge. Anxiety excessive worry, fear, avoiding relatives or strangers. NB: children with internalizing behaviours tend to go unnoticed leaving many threatened or not receiving the relevant services or receiving them ate. 3. Low incidence behaviour and emotional disorders. It has low prevalence rate. They are infrequent and tragic behaviours when they occur e.g. schizophrenia, Autism, toilettes syndrome, such behaviour have severe consequences to the individual and their families. Schizophrenia- psychosis (passive develop-mental disability usually characterized by hallucinations ( voices) disconnected thoughts loss of association). Toilettes syndrome sudden recurrent , rapid motor movements or vocalization that is uncontrolled movement of different body parts, strange noise, inappropriate words or ( phrases) or both movements and verbal characteristics. CLASSIFICATION/CHARACTERISTICS OF EBDS There is no generally agreed upon systems of classifying the Behaviors children. Because of the following:a) Reliability and ascertain behavior or child is classified the same way over a span of time under different conditions by different classifiers. The child will

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not be classified to different categories by different classifiers eg at school home or by psychologists in all these ares must be classified in one category. Most classification of Beds children are unreliable. A valid classification refers to one where a child placement to a certain category is predictable on theoretical basis and has a sound implication on how the child behaviour should be managed. This means if a child is classified in a certain category placement should work in management rehabilitation or treatment of the child. However most of the placement does not serve in management or medical or education (revalidation treatment and education. b)Significance of Etiology-(causes of mental disease)psycliatess and mental health professionals hope in identifying causal factors to emotional and Behaviour difficulties which will lead to classifying the children into relevant categories and consequent c)Legal considerations Legal considerations often confused the issue of classification eg in case a child exhibits behavior that violates the law the court may be required to intervene eg if the child is categorized as (psychotic or criminally insane),runaway. hence legal definition are sometimes at odds with clinical judgments and psychiatric definitions On of the recent approach that has been used in classification is a contributor. nay and others have used behaviour rating by teachers and parents children life history characteristics and responses of children to questionnaire and have come up with four dimension or cluster of interrelated traits that is:-The cluster were found using statistical procedure called factors analysis i. Cnduct disorders exhibit the following characteristic eg disobedience,distructiveness,sealogy and boisterousness.Teir life history characteristic include defiance of authority and inadequate feeling of guity.Some of ther responses answer to question aims indicate that a)They do as they wish despite what other people b)They like to think of themselves as tough c)They do not trust other people ii. Anxiety withdrawal category characterized by think

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 iii. iv.

Feelings of inferiority Self consciousness Social withdrawal Anxiety Depression Expression of guity and unhappiness

Immaturity- involves short attention span clumsiness, passivity, day dreaming ,preferring younger playmates Socialized aggression involves association with and being loyal to bad companies being active in delinquent group, stealing and truancy, fighting, destructiveness which result to violation of the law.

The above classification has been found consistently in many samples of children hence they provide reliable basis for the description of the major types of behavior exhibited by EBDs children EBD have also been classified in terms of severity and the type of services required for their interventions. Mild/moderately disturbed e.g. neurosis, they can be effectively managed by parents and teachers in conjunction with a mental health specialists. Profoundly and severely disturbed e.g. psychosis, schizophrenia and autism, these children require intensive and prolonged intervention e.g. they need to be taught at home or in special classes, special day school or residential institutions for s considerable period of time. NB: there is danger in classifying / categorizing EBD on the basis of the types of the services offered as the quality and effectiveness of intervention vary from one locality to another. EBDs here also being characterized according to Psychological Behavioral Social Emotional. Psychological and behavioral characteristics 14

Research indicated that an average mildly and moderately disturbed child has an IQ in the dull normal range ( around 90) and very few disturbed children score above the bright normal range. Many disturbed children are slow learners and mildly retarded. Severely and profoundly disturbed children ( those who can be tested) are likely to have IQs in the retarded age with an average of 50. Most disturbed children under achieve in school according to Kauffmans standardized test, a disturbed child does not achieve / perform at the level expected ones mental age. So most of them do not advance academically. Most severely and profoundly disturbed children lack the most basic reading and arithmetic skills. Those who seem to be competent in reading and maths are unable to apply their skills to everyday life problems. Many of them lack basic self care r daily living skills e.g. toileting, grooming, dressing and feeding. Socio and emotional characteristics. 1 Conduct disorders socialized aggression dimension. a) They are impressive and often crying and hitting, yelling, fighting, refusing to comply with requests which attract the attention of adults. b) They are not popular with their peers, the peers discriminate them, they have negative feelings about them, they are considered undesirable for friendship. c) They dont respond positively to genuine adults who care for them or try to help them. d) Some are hyperactive ( or brain injured). e) Some are sociopath that is they deliberately hurt others without any sense doing wrong. Their behaviour is extremely troublesome. They appear to be resistant to change through the usual means of discipline. They are frequently scolded and punished such that punishment has lost meaning or means very little. Most of the time they get by with their own misbehavior because the people they must live and get along with cannot withstand their behaviour, of course aggression acting out of

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children typically cannot stand the people they have to get along with , either and usually for good reason. They are usually criticized , punished, yelled at by adults and other children. The seriousness of childrens aggressive acting out od behaviour should not be underestimated because according to the works of several authors, like Robins. ( 1966, 1974, 1979) Watt, Stolorow, Lubbers and Maclelland, 1970 aggressive and social behaviour combined with social failure means a gloomy future in child social and adjustment and mental in the later years especially for boys. 2 Immature, withdrawn behaviour, They find it difficult to meet the pressure and demands of life eg poor adjustment to adulthood especially girls They are reluctant to interact with others people they are social isolates who have frieds,seldom do they interact with children of their age and they lack social skills necessary for funHallahan and Kanffman (1979) Some live in fantasy or day dreaming They dont like participating in normal activities and as such they fake illness or complain with slight ache and pain They have extreme fears to circumstances out of proposition They experience depression for no apparent reason They regress to earlier stages of development and demand constant ate tion and help. SPECIAL CHARACTERISTICS OF PROFOUND AND SEVERELY DISTUBED CHILDREN (AUSTITIC PSYCHOTIC AND SCHIZOPHENIC) These are children whose behaviour is grossly different from the normal They are also referred as severely retarded. They have the following characteristics 1) Lack of daily skills-they lack basic self care skills eg dressing, feeding toeing ,communication with others. 2) Perceptual deviants(deviations)-the child seems to be blend or deaf because one appear not to make sense of what he/she sees or hears eg ignores people ,seems not to be affected by loud noise or bright light. They are not responsive to auditory or visual stimuli.

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3) Cognitive deticits They seems intelligent but cannot apply their skills to every day task. 4) Unrelated ness to other people-They resit or ignore parent, siblings etc when they try to show them affection or lare. There is no reciprocal change of warm the gratification between the adult and the child (does not adapt his posture to the parent when being held or develop anticipatory posture when being picked up) 5) Self-stimulation-_they schibit stereotyped repetitive behaviour to get sensory stimulation some do it constantly that its difficult to engage them in other activities eg thumbs-sucking, drooling saliva, twirling objects, patting ones cheeks, flapping ones hands, staring of lights etc 6) Self-injurious behaviour-Involves the acts that injure them. The acts are done repeatedly eg biting, scratching, poking, bumping or scrapping a part of body 7) Aggression 8) Poor prognosis CAUSES OF EBD They are related to Family School environment Biological and cemented causes Psychological (emotional problems conflict Social and cultural influences A. FAMILY FACTORS i. Deficiencies within the family characterized by poor living standard lack of basic Include extremes poverty toward others-have severe temper tantrums eg kicking,biting,scratching others

necessities small or congested shelter may affect the way children relate to life eg some may aggression, extreme fear lack of self confidence ii. Conflict within the family- for example in case where parents are constantly in fights drug and substances abuse and are separated. These

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may lead to child abuse and cause senors emotional and behavioral difficulties eg extreme stress anxiety and delinquency. iii. Parental rearing techniques eg Authoritarian/autocratic parents extreme punishment may lead a child to have anxiety low self concept trust rations aggression. On the other hard for permissive child not able to fit in the society. iv. Family site and type The size or type and family may determine the attention of parents toward their children and consequently affect the children behavior eg very big families may lead to neglect and the child lack v. Family guidance from parents also the child looses the emotional instability-Eg quarrels divorce,disorganissed attachment to parents. homes(unstable),disability etc may lead to stress and consequent emotional and behavioral difficulties eg depression, aggression, anxiety etc vi. Excessive demands/expectation-Parents may put undue pressure on the children and thus affect teir behavior eg excellent performance in school high discipline. This cause anxiety fear,unhappyiness (misery) which may lead to chronic emotional and behavioral difficulties like poor selfconcept phobia and conduct disorders vii. Terminal illness when either of the parent or sibling has a terminal illness likes cancer, HIV and AIDS, children get physically and emotionally involved. This puts pressure on the child and may result to emotional and behavioral difficulties B SCHOOL FACTORS The life that children are exposed to in school influences their behaviour.Some examples of school factors that may cause emotional and behavioral difficulties include i. Curriculum-imbalanced, narrow or irrelevant activities that are unsuitable for students needs affect their learning and behavior rearing practices may lead to loss of valves in life and disorient the child hence

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standard eg using education materials that are not within the level of the leaer,inflexible teaching methods /styles may adversely affect the leaner behavior learning to EBDs eg withdrwal,phobia avoidance of group participation ,depictive behaviors, truancy etc

Curriculum that supports EBD Narrow Imbalanced Irrelevant Inflexible in meeting students needs ii.

Curriculum that does not support EBD Broad Balance Relevant Flexible in meeting students needs

Environment-School environment which does not stimulate learner growth and development and is insensitive to learners individuals differences eg destruction and learners lacks of appropriate teaching and learning materials, where learners are unable to explore as they learn can lead to behavior such as selfstimulation, disruptive behavior attention seeking behaviour,truancy etc.

NB Children need barrier free environment which is rich with learning materials. iii. Teachers attitudes-If a teacher uses prorocative language or behavior one creates a bad relationship with the learns eg abusive language,sarcasm,loaded language,punishment,unrealistic up expectation etc may make learners is paid angrily build negative self-image disobedience, truancy. iv. Lucansistent management-eg uses of threats that are not implemented punishing undesirable behavior sometimes and reinforcing it other times. This makes learns to take management for granted and at the same time confuse those with acceptable behavior. 19

furious resentment leading to behavior difficulties as aggression,

v.

Communication-Lack teaching staff and confusion.

of effective communication among the with learners which makes teachers

inconsistent in dealing with learners behavior leading to vi. School routine eg unexpected changes made on daily routine may become potential source of confusion and trust ration to learners. Departure from the normal daily routine can affect learners behaviors. vii. School rules-Lack of school behaviors policy may lead to lack of direction in dative behavior in school. Inflexible school rules, that are stated negatively hence they do not teach dative behavior but only emphasis on negative and undesirable behaviors. viii. Peer pressure According to the sociological the any children behavior is influenced by the behavior of these around them specially that peerspg 50This have effective during the adolescence ix. Low grade achievement-if the learners is unable to compete fairy with the others and attains low grade one may have low self steam, withdrawal, apathy and truancy. C)BIOLOGICAL FACTORS i. Genetic factors Genetic disorders seem to contribute to severe Psychotic disorders which leads to conditions such as schizophrenia(14 sever mental illness).Children inherit some characteristics from their parents through genes. Such behavior difficulties as Hyperactivity criminality are claimed to be caused by genes. ii. Chromosomal factors eg-Chromosomal disorders eg dawns syndrome and clinometers syndrome (extra chromosome) which leads to low intelligence (law performance in school) and unstable personality. iii. Biochemical factors Unstable body chemistry and brain damage affects behavior may result to a. Congenital nerrogcal impairment eg hyperactivity

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b. Biological imbalance eg P.K.U c. Hamanal changes during poverty (cause chemical imbalances in a child resulting to changes in behavior) iv. Nutritional factors Severe malnutrition in young children may lead to mental retardation in brain leading to apathy, social withdrawal and school failure (underachievement).Building up of unmetabolised camp aments eg toxins in the blood may cause changes in children behavior eg phenyiketoniria (P.K.U)-a genetically metabolic disorders whereby the enzyme that metabolizes some protein is deficient. Child with pku becomes easily irritable and is hyperactive. Autism is also caused by lack of enzymes that metabolizes specific can parents of proteins (they reacts negatively to proteins like (soya casein, gluten)_the undigested peptides from these proteins leads into the blood and result to behaviors eg attention deficit disorders, hyperactivity etc) v. Medical factors conditions such as RUBELLA and epilepsy affects behavior .Medicines given to control epilepsy eg can lead to withdrawal, irritability and sluggishiness.Chronic illness also cause irritability and withdrawal vi. Brain damage \Dysfunction-Brain damage may influence the way a child behaviour.Brain trauma may be caused by accident, prolonged high fever, infections factors-Early disease negative eg interactions menegatis,toxic during during chemicals(drugs/poisons)hypoxia (reduced oxygen) etc D) Psychological childhood with parents and caregivers can result in emotions with are released through such behavior as phobia, anxiety withdrawal hostility, immaturity and unpredictability. Low intelligence leading to underachieving and failure to learn and low self-esteem also cause emotional and behavioral difficulties in children. E) Social and cultural influences-Children and their family are embedded in their culture that influences their behaviuor.Valves and behavioural norms are communicated to children through a variety of cultural

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norms,prohibitions and models. Hence the culture in which children are brought up exerts an influence on their social, emotional and behavioral development eg i. Media-Tv,magazine,radio etc.Some information portrays violence as a way of solving problems eg movies. In most cases children imitate the aggression and antisocial behaviors involved.Informatiom that included romance and ponograpy\hy may tempt children to experiment with premarital sex when may lead to teenage pregnancies and st/s ii. Religious demands and restrictions-Different religions and sects lay demands and put restrictions on behavior of its followers eg Christianity demands that their followers do not drink alcohol, smoke or eat certain foods. Others eg muslins dressing. iii. Gender roles-Gender roles are determined by people culture hence the society expects males and females differentry,eg African culture men are regarded as the stronger sex to carry out heavy duties to wear trousers while women are regarded as the weaker sex to carry out light duties. This leads to stereotypic behavior like negative self concept and conduct disorders. iv. Use of terror and coercion-use of terror and coercion as a means of forceful eviction from plots houses etc affect children emotional development.eg the post election violence in 2007.Children who are caught up in such situations may develop severe depression, aggression, withdrawal etc v. Drugs and substances use. When children abuse such drugs as cocaine glue,bhang,alcoholic drinks, their behaviors are greatly influenced eg some may become violent,aggressive,withdrawan and may even develop mental illness. vi. War accidents pandemics and epidemics-when communication involves in wars children are exposed to violence and in some cases they are displaced. Such children may became aggressive anxiety

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withdrawal and phobia..Threats of terrorism and accident eg bomb blast may main the children or take their parents or relative lives which may significantly affect them emotional and behavior development a children living with affected or infected with pandemics eg HIV/AIDS may experience.EBD due to traumatizing experience. vii. Traditional practices-Traditional practices like child marriage and circumcision influences children behavior eg a school going age children who is forced into marriage are forced to leave school and behave like adults. Circumcision of young boys make them loose respect for female teachers hence becoming disobedient and disrespectful viii. Changing standards of sex conducts-Influences of urbanization and foreign culture on the standards of sexual behavior has led to sexual malpractices eg incest,homosexuality,beastiality ix. Physical environment-These may include aspect of climate urban or rural environment ,physical planning of bulding,space available they affect the individual in various ways eg very cold environment may require that children eat a lot in order to caver the metabolism requirement congested environment may cause certain extremes of fears or phobias or leads to the various forms of child abuse and stress. THEORETICAL MODELS EXPLANNING EBDS Different theories give different explanations about the nature and causes of EBD as being within the child while others view them as resulting from external factors and others as a combination of external and internal factors such theories include : Biological theory Psychodynamic theory Behavioral theory Cognitive behavioral theory Humanistic theory 23

Eco-systematic theory Sociological theory

BIOLOGICAL THEORY The theory seeks to utilize understanding of the ways in which individuals biological functioning may cause EBD.It highlights potentials risk factors that can be averted by intervention such as genetic factors, chromosomal imbalance, Biochemical imbalances and nutritional factors PSYCHO-DYNAMIC THEORY Originated from the works of Sigmund Freud who attributed behavior to the unchanged childhood inner world emotions that result in failure to adapt to the environment. The source of maladaptive behavior is the unresolved emotional conflict and unsatisfied emotional needs during the early years of development. These unresolved problems may leads to conflict in the later years of human development eg absence of a mother figure to a girl or father figure to a boy ay affect a child relationship with the peers in the later years. BEHAVIOURAL THEORY. Originated from the thinking of Ian Pavior classical condition learning through association,BF Skinner Operant conditioning Learning through reinforcement or reward extinctions Hlbert Bandura- social learning learning through observation and imitation its based on the principal that there:a) Are events in the environment(desirable and undesirable) which reinforce behaviour. b) Behaviour is learnt and can be unlearn. Hence its possible to change behaviuorby manipulating the consequences/events in the environment which reinforce behaviour disorders especially delinquency when are associated with persons who consider such behavior desirable. COGNITIVE BEHAVIUORAL THEORY Believe that EBDS result from maladaptation in relation to perception,attitude,imades attributed to personal expectations and believe EBD result from children thoughts of self inrelato to the world around them.

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HUMANISTIC THEORY It emphasize that individual are responsible of their own behaviour.The behavior is described in terms of importance to the individual and the person is helped to realize self concept.Therefore a learns who is experiencing behavioral difficulties eg truancy may be due to the fact that the learner does not attqach any value to schooling the learner may priotise other activities than classroom learning is associated to adjust their ways to fit in the society. ECO-SYSTEMATICTHEORY Its based on the systems theory of L von Bertalanffy (1950,1968).It focuses on EBD as being as a result of interactions between the learner and the systems around them eg school, home and relationships with other people. Social systems and sub-systems contribute to a chain of interactions that produce negative or positive behaviour.Some change in one part of the system can result to change through out learners eco-system resulting to behaviour difficulties eg difference between valves upheld at school and home may cause behavior difficulties (the eco-systems are different) SOCIALOGICAL THEORY This theory explains that emotional and behavioral difficulties result from social interaction with parents ,sibilings,peers and other interaction partners. The theory emphasis the importance of standards and norms set within a group ,family class or society in general eg increases use of violence and force among pupils especially boys has been associety with the wide reporting of violence in the media,violence at home ,movies that portray heroes as people who exercise force on others.

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MILDLY AND MODERATELY DISTURBED There are differences according to social economic devil sex and age in the number of the children identified as disturbed and the type of the disorder eg conduct disorder are more prevalent in the lower class Boys are more often labeled as disturbed than girl Boys tend to have conduct problem and immediately as they grow older while girl tend to become more neurotic as they become older boys exhibit more aggressive and conduct disorder pesters than girls [quay 1979,Shultz, salvia and fenny ,1974. Severely and profoundly disturbed which is schizophrenic and autistic prevalence estimate range from 2-6 per 10,000 children that is 0.02% to 0.06% [mores 1975] Juvenile delinquency more arrests and juvenile court appearance are made among those in lower social economic gruup [but the relationship between social economic level and delinquently activities is not known

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There is increased arrest rates being at the junior high school age meaning that younger children are committed more senior offences and violent climes Male eloquent are more involved in clime involving aggressive and female delinquent are involved in sex related crimes PREVENTION OF EBD Prevention of behavior EBD can be prevented in two main ways:1) Eliminating the major case use of disorder for example an expectant woman should avoid drinking alcohol to prevent foetal alcohol syndrome. 2) Eliminating the symptoms of disability at the inital stage or onset. The choice of prevention strategy depends on theoretical orientation of the teacher or therapist eg uses of ABC model. EFFECTS OF EMOTONAL AND BEHAVIUOR PROBLEMS Suran and Rizzo (1979) have highlighted three main effects of EBD namely; Psycho/social development Academic achievement Intellectual functioning PSYCHO-SOCIAL DEVELOPMENT Suran and Rizzo (1979) state that children with EBD experience Psycho-social adjustment problems eg a. High-level of anxiety b. Shyness c. Inhibited ness/passivity d. Timid ness They preserve themselves negatively They are conscious in making new friends starting conversations etc They have limited social interactions and friendship They are isolated mistrusting and critical of themselves and the society. CHILDREN WITH CONDUCT PROBLEM They have tender tantrums They are irresponsible Unco-operative Dominants Quarrelsome Restless and deviant to authority They are prone to delinquency Because of the highlighted social vices they are wanted as companions friends, are difficulty to get along with and embarrassed their parent teachers and peers. Children with conduct are unable to consider the consequences of behavior or to empathies with the feelings of their peers hence they have shallow relationship with their peers. Psychotic children suran and Rizzo;1979 state that a psychotic child : Does not anticipate being picked up. Falls to develop social responses, avoids eyes conduct and with draws from people

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 Treats people as objects Does not play with other children At times may cling in panic but without real recognition of the other person. Appears to be deaf that is does not respond to speech Does not imitate others Sometimes extremely aggressive but in impersonal fashion Prefers to be above He/ she is sometimes stiff aloof when held and sometimes meets to in the holding. This psychotic children, their interpersonal relationship is very limited even with parents. ANTISTIC Suran and Rizzo (1979) nots that young artistic fails to show any response ness or awareness of other. Schizophrenic children initially appears to respond to others but they do not characteristically exhibit normal patterns of relatedness with awareness and concerns for the experiences and feelings of others.(pg 386) 2 academic achievement Anxiety withdrawn emotionally disturbed children experience problem in school. Since they are fearful, tense, timid, shy,withdrawan,self conscious and lack self confidence their performance is academically affected. They do not utilize their potential to the fullest for example some fear making mistake, speaking in class or reading aloud .Some have phobias eg fear of school, fear of examinations and fear of failing. However on the positive note this children compensate their failure in social interactions by expanding their energy on academic success and they may even use this lonesome venues in accomplishing in another lone some venue including in books, becoming bookish and the by doing well academically. Saran and Rizzo (1979). 3 ITELLIGENCE Kanffman (1985) state that majority of the research studies on diligence of the emotionally disturbed children show that only a small number of children feature on the upper range of intelligence on the 10 tests. However this does not mean that EBD children including severly and profoundly disturbed are mentally retarded. They are of normal intelligence in that they are not globally retarded in all respects. The mentally retarded case have global intellectual and adaptive behavior deficits which manifests themselves concurrently during the development period. EBD ITERVENTION 1 MEDICAL INTERVENTION Research indicate that some emotional and behavior disorders have a biological or psychogenic origin,eg of behavior disorders with biological origin are hyperactivity,distractability, impulsivity, and psychosis. To control hyperactivity some physical prescribe stimulant drugs such as methylphenidate (Ritalin).and dextroamphetamine (Dexedrine).However Kanffman (1985) state that the use of medication to control hyperactive behavior is controversial, because its proponents provide no empirical data to atlest the effectiveness of the drugs. 28

Those who oppose the effectiveness of drugs points out that there may be negative side effects and addition. In this regard,Kanffman (1985) contains that one is never safe in presuming that the effects of a drugs will be desirable 2 DIET MODIFICATION Control of nutrition is a key factor This study was carried out by Feingold (1975,1976) he stated that artificial coolers and flavors found in processed food and natural chemicals found in some foods cause the child to become hyperactive. Feingold advocates the following: Removal of food containing artificial coloring and flavors Food containing natural salicylates,mouth washes Tooth paste with artificial colures and flavors . 3 BEHAVIUOR MODIFICATION Behavior modification has been used with handicapped children and found to be an effective methods of managing Children unruly Unpredictable Destructive Disruptive Distractible Impulsive behaviors The success of this intervention, procedure depend on its effective utilization by the teachers who should be knowledgeable about the principles of behaviuor modification such as reinforcement,punishment,contingency contracting, shaping and so no.It also depends on the teachers effectiveness in defining and interpreting desirable and underdisrable behaviuor their frequency and management eg social reinforcement which involvethe teachers behaviors tone of voice words of praise, giving attention,smiling,touchng and being near or patting on the back (Becker et at ,1975).There are other reinforcement such as tokens eg Child is given goldstarts or points which reinforce the child behaviuor. NB Its important for the teacher to know the principles of behaviuor management in order to attain maximum behaviuor changes in emotionally and behaviourally disturbed children. 4 STRUCTURED CLASSROOMS Teachers arrange not only the physical environment but also the daily event, materials and the strategies to be used in teaching and managing the children.It is different from achaotic open ended environment . This structured environment implies an environment that is arranged and is conducive to learning and instructional aspect that are well delineated inoreder to faster learning and behaviuor that accord with the teachers laids down expectation.Kanffman (1985) state that A minimum of distracting stimuli are present in the classroom of the classroom routine is very predictable .Consistent consequences actually an elementally form of behaviuor modification are this applied to hyperactive and non-hyperactive behaviuor.The teachers is highly directive,makng nearly all decision for children until such times as they can wisely manage themselves. Here the teacher is an active participant in the management of the childrens behaviors and learning.

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For easily distracted children Kanffman (1985) cites Cruickshank (1976) who recommended the following points for avoiding distracting stimuli Sound treating the walls and ceiling Carpeting the floors Covering the windows with transients materials or using foisted glass Covering book shelves and cupboards so that their content are not open to view Keeping bulletin boards undercoated except for special occasion or special brief periods during the day. Providing small three sided cubicles where children can work without the distraction present in a lag]rge opens space Giving clear direction Providing a predictable routine Setting and communicating firm expectations Providing consistent consequences 4FOSTERING A NON-THREATENING ENVIROMENT Dr.Carl rogers (1967) We know- and I will briefly describe someof the evidence that the initiation of such learning rest not upon the teaching skills of the programmed learning the utilizes not upon his lectures and presentations not upon an abundance book, though each of these might at one time or another be utilized as an important resources. No the facilitators of significant learning rests upon certain attitudinal qualities which exist in the person relationship between the vacillator and the learner human touch is crucial here because it is real anthentic, accepting and trustworthy is essential in managing children with emotional and behavioral problems (EBDS) These children may be the product of an unloving ,non-accepting family, school or neighbourhood and tend to be suspicious of others.Inorder for them to change and trust they need assurance that they are accepted as they are .Therefore the teacher who empathies with their feelings and experience and seeks to communicate with them in accepting non judgment ways develops abond of trust with them.

SUMMARY Behaviour modification Individual and group counseling Creating good school climate Explaining to the learners that you expect a reasonable standard of behaviuor to be maintained Telling the learns what you expect f thiamin a firm and clear way Rewarding the learners appropriate behaviuor and ignoring inappropriate behaviuor as stipulated in the school rules. Structuring the learning environment so that the learners do not have room for displaying in appropriate behaviuor Guilding and counseling play a major role in improving the behaviuors

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UNRESOLVED ISSUES IN EBDS Definations Classification/identification Wrong placement noschool for EBDS No appropriate curriculum CONCLUTION/SUMMARY Children wth Emotional and behavior problems are those whose problems are not a result of intellectual,sensory or health probles.These children have learning problems and exhibits inappropriate feelings even when the prevailing climate is normal. They may also be moody violent, and fateful of school, objects and people. As a result these children have problems maintain satisfactory friendships with peers and classmates. There are various theory of the causes of emotional and behaviuor problems some theory attribute emotional and behavior disorders to biological factors and others to psychological factors. Not withstandarding the merits and demerits of the theories children with emotional and behaviuor problems require help because they experience psychosocial adjustment and learning problems. Academically these children tend to lag behind they receive disciplinary action drop out of school and are often absent from school permission. Procedures for helping children with emotional and behavioral problems include behaviuor modification structured ness of environment and non-threatening counseling and encounters.

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