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Assignment On Guidance and Counsellin1
Assignment On Guidance and Counsellin1
Assignment On Guidance and Counsellin1
and Counselling
: P.Muthu Selvam
Roll No
: 12MD36
Introduction
Emotionally disturbed children are special children. Emotionally disturbed children
may be either of mild and moderate type or of severe type. Teachers in regular schools are
expected to manage the mildly and moderately disturbed children in their classrooms.
Teachers and peers are in better position to observe the behavior of the disturbed. Hence, it is
imperative for teachers to be familiar with the behavioural and psychological characteristics
of mildly and moderately disturbed children to provide guidance.
Definition
The emotionally disturbed child is a social failure. Underlying all the specialized
terms and complex diagnostics levels used to describe him is the implication that his
behavior, for whatever reason, is maladaptive according to the expectations of the society in
which he lives.
-F.M. Hewett
The American Psychiatric Association (APA) defined emotional disturbance as
follow: It is a type of Psychiatric disturbances without clearly defined physical cause or
without structural damage to the brain
In general, mildly and moderately disturbed children are found to be dull. Their IQ
falls around 90. Very dew disturbed children are found to be bright.
Most severely disturbed children are untestable. Those who can be tested are found to
Conduct disorders are the most common problems exhibited by disturbed children.
Hitting, fighting, yelling, refusal to comply with requests, crying, destructiveness,
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Some disturbed children are withdrawn. Their drawing back from interaction with
others-their social isolation is clearly self-imposed. When will meaning adults and
others care about them and try to help them, such children strike out with hostility and
aggression. It is easy to see why they are friendless. They are abusive, destructive,
unpredicatable, irresponsible, bossy, quarrelsome, irritable, jealous, defiant-anything
about pleasant and nice to be with. Naturally other children and adults choose not to
spend their with this kind of person.
Their behaviour is not only extremely troublesome but also resistant change through
the usual means of discipline. Often they are so frequently reprimanded and punished
that punishment means little or nothing for them.
3.Behavioural Characteristics
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Behaviour traits:
Feelings of inferiority, Self-consciousness, Social withdrawal, Social withdrawal, Anxiety,
Crying, Hypersensitive, Seldom smiles, Chews finger nails, Depression, Chronic sadness and
Shykness.
Life History Characteristics:
Seclusive, Shy Sensitive, Worries, Timid, and Has anxiety over own behaviour.
Emotional disturbance is the result of some inner conflict. Hence, before giving
guidance these children teacher psychologists and psychiatrists must help to uncover
the underlying inner conflict in an effort to improve psychological functioning as well
The mildly and moderately disturbed children should be kept in the mainstream as
much as possible. If it is no feasible to keep the disturbed child in regular classes all
the time then he may be removed to the resource room of the special class for a part of
There are specially trained resource teachers for all categories of disabled children,
but trained resource teachers are not available for teaching emotionally disturbed
children. It is, therefore, obvious that disturbed children are to be educated in regular
classrooms by regular teachers. Regular teachers are therefore, to play a very befitting
guessing about what the teacher has in mind regarding behaviour and goals.
The teacher must have realistic expectations concerning the childs behaviour and
academic performance. His tasks should be well within his capacity, but still a
challenging. The child must feel success and pride in what he accomplishes.
The teacher managing emotionally disturbed children should remember that good
behaviour management for disturbed children has a lot in common with good
behaviour management for all children. The best preventive action any teacher can
take is to make sure that the classroom is a happy place where children take pride in
their work and learn to treat others with respect.
Conclusion
A teacher-counsellor is a decent adult, educated, well trained; able to give and
receive affection; to live relaxed and to be firm; a professional through and through; a person
with a sense of the significance of time, of the usefulness today and the promise of tomorrow;
a person of hope, quiet confidence, and joy; one who has committed himself to children and
to the proposition that children who are emotionally disturbed can be helped by the process of
re-education.