Labeling and Categorizing Children and Youth with Emotional and Behavioral Disorders in the USA

Kauffman, James M.

doi:10.4324/9780203117378.ch2

Cited by 80 publications

(134 citation statements)

References 0 publications

Supporting

Mentioning

126

Contrasting

Unclassified

Order By: Relevance

“…It has been very difficult to understand disturbances of child development and the wide range of abnormalities and symptoms these children present [5]. Many of the problems seem elusive and are difficult to define: lack of normal spontaneous activity, low creativity and fantasy during play, poor social skills, diminished ability to give and take, subnormal curiosity, little joy of life, faint intuitive competence, dumbness, or lack of mental sharpness.…”

Section: Loss Of Health Coping and Quality Of Life In Childhoodmentioning

confidence: 99%

The Life Mission Theory IV. Theory on Child Development

Ventegodt

Merrick²

2003

The Scientific World JOURNAL

View full text Add to dashboard Cite

We can identify five important needs that children have: the need for acknowledgment, acceptance, awareness or attention, respect, and care. If these needs are not met, children will modify themselves by denying central parts of their nature in order to adjust to their parents and the situation at large.When a child denies his or her talents, powers, and gender or aspects thereof, he or she loses quality of life, the ability to function, and physical or mental health. The loss of ability takes the form of diminished social ability, psychosexual potency, joy, energy, and fantasy while playing, as well as diminished ability to concentrate, focus, and learn. Many modifications result in a child with severely damaged self-confidence, self-worth, and poor performance. A child more or less deprived of self-worth cannot enjoy, give, or receive. A child deprived of emotions turns cold, rational, asocial, socially stiff, uncomfortable, and in the extreme case… intentionally "evil". When a child denies his or her own sex, it becomes invisible, uninteresting, and vague or becomes like the opposite sex in behavior and appearance.The general holistic solution to the vast diversity of symptoms in children with low quality of life is to improve the situation for the child and give the child the holding and support he or she needs. It is very important to realize that a negative belief often has survival value to the child as it helps the child to avoid taking responsibility for problems, which really belong to the parents or other adults. Children have a fine capability for spontaneous healing, and seem to enter this process more easily than adults, given sufficient holding.The symptoms of children with poor thriving ability are often difficult to understand, as they are caused by a complex combination of self-modification in five existential dimensions. This often leads to complex medical diagnosis, giving the idea that the child is sick and without therapeutic reach, while sufficient holding could solve the problem.If holding and support of the child is not enough, the situation must be carefully analyzed to find other possible causes of poor quality of life, health, and functional ability. Education of the parent in holding is often mandatory. Most children with bad thriving ability can thus be helped by simple means.

show abstract

Section: Loss Of Health Coping and Quality Of Life In Childhoodmentioning

confidence: 99%

The Life Mission Theory IV. Theory on Child Development

Ventegodt

Merrick²

2003

The Scientific World JOURNAL

View full text Add to dashboard Cite

show abstract

“…Low levels of engagement have been shown to be one of the primary reasons for skipping classes (Fallis & Opotow, 2003), and a significant predictor of high-school dropout (Christenson & Thurlow, 2004). For example, students with EBD have roughly a 50% probability of dropping out of high school (Aron & Loprest, 2012;Kauffman & Landrum, 2006), which is significantly higher than the general figure of about 30%, as represented by the United States' 2010 class (Snyder & Dillow, 2010). Indeed, students with EBD have higher dropout rates compared to students with other types of special educational designations (Christenson, Sinclair, Lehr, & Godber, 2001;Kauffman, 2001).…”

Section: Academic Characteristicsmentioning

confidence: 93%

Students’ Perceptions of Schooling: The Path to Alternate Education

Pereira

Lavoie

2016

IJCYFS

View full text Add to dashboard Cite

Policies governing education in North America have given schools the responsibility of meeting the needs of a diverse student population, including those with emotional and behavioural difficulties (EBD). To balance their need for individualized programs with their right to inclusion in schools, students with EBD may be placed in alternate programs within a mainstream school setting. However, little is known about student experiences leading to this placement or their experiences in these programs. The purpose of this study was to explore youth's perceptions of the factors that influenced their being placed in an alternate program for students with EBD. Six eighth-grade students participated in semi-structured interviews and created a visual map of their school trajectories. An interpretative phenomenological analysis (IPA) of the data suggested that their schooling was a tumultuous journey that contributed to their emotional, behavioural, and academic struggles, and to their placement in an alternate school program. Students described disrupted school services, lack of supports, a negative school climate, and disengaging instructional strategies as contributing to their difficulties. An understanding of the influence of school context and policy on student behaviour is necessary if we are to improve educational outcomes and properly support child and adolescent development.

show abstract

“…However, a dilemma for educators is that the very act of identifying a child as having SEN/ASN and the provision of additional support may carry with it attendant risks of labelling and stigmatisation. Yet if educators, concerned about the potential negative effects of such, withhold from children therapies and interventions which could potentially be of benefit to them, the risks posed to children could be even greater (Kauffman 2005(Kauffman , 2012. The implication of the above is that educators and other professionals with whom they engage have to make highly complex decisions in which the wellbeing of the child is paramount, recognising that it is a matter of fine judgement.…”

Section: Introductionmentioning

confidence: 91%

‘Inclusion – that word!’ examining some of the tensions in supporting pupils experiencing social, emotional and behavioural difficulties/needs

Mowat

2014

Emotional and Behavioural Difficulties

View full text Add to dashboard Cite

This paper explores issues around stigmatisation and labelling as they pertain to pupils with SEBD. The paper draws upon an evaluative case study, conducted in two Scottish local authorities, of the implementation of support groups, and examines how the approach was experienced by pupils who participated within the intervention, drawing from a range of accounts. The study was implemented in upper primary (aged 10-12) and lower secondary (aged 12-14). It is principally qualitative and draws upon data generated from open questionnaires, interviews and focus group discussions. Pupil responses to intervention were largely positive, but there was evidence that a minority of children had experienced the intervention as stigmatising. Variables relating to the establishment of trusting and respectful relationships within the group, partnerships with parents, professional development for staff and the adoption of a whole-school approach emerged as key variables in determining how pupils experienced the intervention.

show abstract

Labeling and Categorizing Children and Youth with Emotional and Behavioral Disorders in the USA

Cited by 80 publications

References 0 publications

The Life Mission Theory IV. Theory on Child Development

The Life Mission Theory IV. Theory on Child Development

Students’ Perceptions of Schooling: The Path to Alternate Education

‘Inclusion – that word!’ examining some of the tensions in supporting pupils experiencing social, emotional and behavioural difficulties/needs

Contact Info

Product

Resources

About