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Casual Factors

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Casual Factors “Emotional/behavioral disorder (EBD) is a condition in which behavioral or emotional responses of an individual in school are so significantly different in degree and/or kind from his/her accepted age appropriate, ethnic, or cultural norms that they adversely affect educational performance in one or more areas: self-care, social relationships, personal adjustments, academic progress, classroom behavior, or work adjustment” (Level 1V: Program Planning, n.d.). Emotional/behavioral disorders are the most under diagnosed and/or misdiagnosed group of disorders that students may have. The signs and symptoms of emotional/behavioral disorders can be missed, mimic other disorders and some cases emotional/behavioral disorders coincide with other disabilities. There are a few categories that must be taken into consideration when assessing a student for emotional/behavioral disorders as well as implementing interventions that will meet the specific needs of EBD students. The categories that the following essay will discuss are biological, family, school and culture. Within each category are a few factors that need to be fully understood and considered in order to have a clear, complete and concise view of the student’s emotional and behavioral needs and the causes of it.
Biological Factors Biological factors occur naturally and within the child. According to the article Biological Issues Related to Emotional/behavioral Disorders (2014) biological factors includes chemical imbalances, genetic predisposition; exposure to harmful chemicals during and after pregnancy and poor nutrition. When children are exposed to harmful chemicals during and after pregnancy it puts them “at risk for physical and mental health problems that can begins during the onset of pregnancy and beyond” (Bauer, Shea, 2014). Physical problems, such as lead poisoning and poor nutrition, have been related to children's behavioral problems in school. In some instances exposure to prenatal drugs can cause damage to the brain which can also cause chemical imbalances. The type of chemical imbalances that can occur includes imbalances with serotonin and dopamine etc. Genetic predisposition simply means that children who are born to parents with a certain characteristics are more likely to inherent those same characteristics. For example, in the case of students who may have emotional/behavioral disorders there is a possibility that if their mother or father has EBD such as Attention Deficit Hyperactivity disorder (ADHD), schizophrenia or depression or mood disorders, there is an increased possibility that child may inherent the same EBD as the mother or father.

Family Factors The family dynamics within the home plays a major factor and needs to be considered in regards to EBD students. The family factors include abuse, poverty, family relationships and ineffective or lack of discipline. All of the mentioned family factors can impact the student’s ability to learn socialize and behave in an appropriate manner. Children who are being abused and lack psychological and emotional support from their families have a tendency to develop emotional/behavior. “Children living in poverty are biologically vulnerable due to prematurity, maternal depression, temperamental passivity, and inadequate early stimulation.al disorder (Bauer, Shea, 2014). Ineffective and/or lack of discipline play a major role with EBD children. First and foremost children learn from their parents, siblings and family members. That includes learning inappropriate behaviors that they often bring to school. This inappropriate behavior can impede the student’s ability to be academically, socially and behaviorally successful in school. Lack of discipline and/or ineffective discipline allows the student think the inappropriate is acceptable and that behavior will continue to occur and/or increase.
School Factors There are a few factors within the school setting that can contribute to the development of a student having EBD. Poor classroom management skills, bullying and lack of positive teacher-peer interactions are three factors within the school setting that need to be considered. When teachers have poor classroom management skills and lack positive teacher peer interactions it can cause the student to become physically and verbally aggressive, frustrated and withdraw from the class. The effects of bullying can also contribute to the development of EBD especially if the issues of bullying are not effectively addressed by the personal in the school. Bullying can cause a student to have low self-esteem, decreased confidence, withdraw from others or become aggressive.
Cultural Factors Cultural factors that can contribute to the development of EBD include cultural shock, attitudes, prejudices and expectations. When students are exposed to a variety of different attitudes, prejudices and expectations it can cause them to behave negatively or positively depending on the environment they are in. When students are exposed to a culture that is extremely different from their own and they are not familiar with the culture at all it may cause cultural shock and if that student a difficult time adjusting to their new environment it may cause the student to develop emotional behavioral concerns.
Criteria to Use in Order To Identify These Factors There are various criteria that are utilized to identify children who may have EBD. Medical testing can be utilized to evaluate the student for biological factors that may cause emotional/behavioral disorders. Other criteria consist of psychiatric analysis, behavior rating scales, functional assessments, interviewing parents and teachers, observing the student and reviewing student data. When assessing a student for EBD it is important to use a variety of testing that is reliable, valid and consistent results. By utilizing a variety it will assist with determining if the cause of EBD is biological, family, school and/or culturally related.
Impact of These Factors on Students with EBD The previously discussed factors can impact students with EBD in various ways. Family, school and cultural factors can worsen the effects of EBD. Children who have EBD that are abused, bullied, lack positive family and teacher interactions can become aggressive, withdrawn, and lack trust in adults. Emotional/behavioral disorders that caused by biological factors can lead to more concerns if they are not addressed early on.
How Can The Factors Be Mitigated? They are a few ways that EBD can be mitigated. Cognitive and behavior therapy can be is one way example of how to mitigate EBD. “The goal of behavioral therapy is to “unlearn” self-defeating attitudes and behavior” Healthy Living, 2014) and “Cognitive-behavioral therapy may include social-skills training, because youngsters who are anxious or despondent frequently feel awkward in social situations” (Healthy Living, 2014). Routine medical checkups and early detection can ensure that student is diagnosed aerly and receive the proper assistance that they need. The families of the students with EBD as well as the teacher can provide the child with support, encouragement, love and use interventions in the home and in school that the child will benefit from. It is important for parents and teachers to the time out educate themselves about EBD this can be through behavior management training, social skills training and parent education. When parents and teachers are well educated about the specific disorder the child has they are better suited to interact with the child. Last but not least, another intervention that may mitigate EBD is the use of medication.
Conclusion
Emotional/behavioral disorders can affect a child emotionally, behaviorally and academically. When assessing a student for EBD, it is important to consider all factors (biological, family, school, culture). The factors that were discussed can each affect the development of the child. However, with early detection and the use of the proper interventions the student who has EBD will be to develop properly in the home and in the school environment.

References
Bauer A.M., Shea T.M. (May 1, 2014). Biological Issues Related to Emotional/Behavioral Disorders Retrieved from http://www.education.com/reference/article/biological-issues-related-emotional/
Healthy Living (2014). How Emotional and Behavioral Disorders are Treated Retrieved from http://www.healthychildren.org/English/healthy-living/emotional-wellness/Pages/How-Emotional-and-Behavioral-Disorders-are-Treated.aspx
Level IV: Program Planning (n.d.). What is EBD and who are the Students Experiencing it? http://www.edu.gov.nf.ca/pathways/whatis.htm

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