Emotional and Behavioral disorders

Emotional and Behavioral Disorders School: Number: Describe 2 insights about effective ways to work with and support students with emotional and behavioral disorders. How will you manage your stress by increasing self-awareness?
Emotional and behavioral disorders (EBD) are a group of medical conditions in which the emotional and the behavioral responses of the child who is affected with the disorder is not similar to that of other children from the same age-group and cultural background, and the child tends to perform adversely in various setting including academic performance, social relationships and at home (with relatives and family). The disorder is not a transient condition nor is a normal response to various stressors that may be present in the child’s environment. Some of the common EBD conditions include affective disorders, anxiety disorders, schizophrenia, conduct and attention disorder, and adjustment disorders (Lehr, 2005).
In general for the management of students with EBD in a classroom setting may not really be effective (Keller, 2002). The approaches that are chosen should be evidence-based and proven through empirical literature. The level of support provided to the students should be classified into 3 levels, namely, primary, secondary and tertiary prevention. At the primary level, problems are prevented from developing, and in general all the students are targeted through teaching appropriate behavior. Secondary prevention includes decreasing the severity of the problems and lowering the risks that may be present to the students. At the tertiary level, established problems are reviewed and appropriate interventions are implemented. Besides, the severity and duration of the negative outcomes are reduced using various measures (Lehr, 2005).
Children with EBD may need placement for at least some duration of time in special classrooms that provide a structured environment for development. The outcomes in such an environment are more controlled and predictable. Students in such a program would be rewarded for appropriate behavior (Hewett, 2002). The teacher would constantly assess the needs of the classroom and demonstrate systematic teaching through several modes including discussion, presentation, modeling, etc. Behavior modifications may be required though behavior therapies such as positive reinforcement, contracting, etc. Supportive therapies in the form of music, art and exercise therapies may be needed to increase a self-understanding and self-esteem of the child (Council for Exceptional Children, 2011).
One of the key elements in managing stress that may be required by teachers teaching children with EBD is self-awareness. Through self-awareness, the teacher is better able to understand the emotional processes and behaviors of the student, and the manner in which it would affect their mindset. Through self-awareness, effectiveness and job-satisfaction can be ensured. The teachers should be able to identify the problems along with students, develop individual strategies and take calculated risks with each case. There may be several unsuccessful attempts, which should be a learning curve for the teachers, rather than treating them as failures (Richardson, 2003).
References:
Council for Exception Children (2011), Behavior Disorders/Emotional Disturbances, Retrieved on September 18, 2011, from Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Behavior_Disorders_Emotional_Disturbance
Hewett, M. B. (2005), ‘Meeting the Challenge of Inclusion for Students with Emotional Disabilities,’ Retrieved on September 18, 2011, from Web site: http://www.behavioradvisor.com/InclusionOfEBD.html
Keller, E. (2002), Strategies for Teaching Students with Behavioral Disorder, Retrieved on September 18, 2011, from Web site: http://www.as.wvu.edu/~scidis/text/behavioral_disorder.html
Lehr, C. A., &amp. McComans (2005), Students with Emotional/Behavioral Disorders: Promoting Positive Outcomes,’ Impact: Feature Issue on Fostering Success in School and Beyond for Students with Emotional/Behavioral Disorders 18(2). http://ici.umn.edu/products/impact/182/over1.html
Richardson, B. G., &amp. Shupe, M. J. (2003), ‘The Importance of Teacher Self-Awareness in Working with Students with Emotional and Behavioral Disorders,’ Teaching Exceptional Children, 36(2): 8-13. http://www.casenex.com/casenex/cecReadings/theImportanceOfTeacher.pdf