Unit : 4

EMOTIONALLY DISTURBED CHILDREN: ROLE OF THE

TEACHER IN HELPING THESE CHILDREN WITH SPECIAL
NEEDS
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 important for teachers to be familiar with the
behavioural and psychological characteristics of mildly and moderately disturbed
children to provide guidance.
DEFINITION:
Emotionally disturbed child is a child who has emotional problems that are serious
enough to adversely affect his relationship to some aspects of his environment.
This includes his self concept and his interaction with his family, peers, school
situation or community life Harold D. Love
CAUSES OF THE EMOTIONALLY DISTURBED BEHAVIOR
ENVIRONMENTAL FACTORS
Early separation of the child from his parents on account of desertion, death,
etc.

Hostility of parents, elders, peers and teachers towards the child including
physical abuse, neglect, rejection, substance abuse, etc.

 The reinforcement of the inappropriate behavior of the child at the hands of

the parents, elders and teachers through recognition and special attention.
( including criticism, punishment, etc)

Limitation of the improper and emotionally disturbed behavior exhibited by

the parents, elders, teachers and other role models of the mass media like
television serials, movies, etc.
The effect of the bad company and influences of the delinquent peers,
gangsters, mafia, drug and alcohol abusers and sexual deviants on the life
style of the children.
Partiality, prejudices and unjustice done to the child by the parents, elders
and teachers.
ORGANIC OR BIOLOGICAL FACTORS
Cases of emotional disturbance like schizophrenia, we may get some convincing
evidence that it may be caused by the like genetic factors; yet it is very difficult to
blame heredity or genetic factors for transmitting emotional or behavioural
disorders in the offspring. At the most genetic factors for transmitting emotional or
behavioural disorders in the offspring. At the most, genetic material may said to be
responsible for inheriting a particular type of neurological and constitutional make
up and the related biochemical composition of ones physiological or bodily
structure, which turn may predispose or prove a fertile ground for the germination
as well as perpetuation of the emotional or behavioural disorders among some or
the other children. However it cannot be said with absolute certainly that the
children affected with mild or even severe neurological impairments, constitutional
defects, organic injury diseases etc; would essentially be subjected to emotional
disturbance or behavioural disorders.
Therefore, genetic organic or biological factors are not at all supposed to be the
major contributing factors for the germination or perpetuation of the emotional
problems. In fact, there do not exist enough substantial evidences for blaming

ones heredity, physiological structure, neurological or biochemical balances,

organic injury or diseases, etc. for the outcome of the emotional or behavioural
problems and it is therefore, always advisable to search for the probable causes of
ones emotional disturbance in ones interaction with his environment.
NATURE AND
CHILDREN

CHARACTERS

OF

EMOTIONALLY DISTURBED

LEARNING DIFFICULTIES
Academically performing below grade level.
May function two or more years below grade level in reading, math, writing,
and spelling.
Emotional disabilities may be related to learning difficulties. For example, if
student has severe anxiety, they may be unable to attend, listen, and learn
while in school.
May struggle with organization and time-management.
Are at risk for dropping out of school, affecting their future.
May have average, or even above-average academic achievement.
SOCIALIZATION AND BEHAVIOR
May exhibit symptoms of depression
May avoid interactions with peers or adults
May not interact appropriately with peers, teachers, siblings, and parents
May have few or no friends
May blame behavioral or social problems on teachers or other students

 May be aggressive with peers and adults and cause injury when playing or
interacting with others
May display covert aggression (e.g. lying, cheating, vandalizing)
May display relational aggression (i.e. manipulating, gossiping, excluding
someone)
May display limited perspective-taking skills
May act out in class, and may not appear to respond to discipline from
teachers
May seem not to care about class and school rules
Demonstrates immaturity (inappropriate crying, temper tantrums, poor coping
skills)
AFFECTIVE CHARACTERISTICS
Depression: Characterized by a depressed mood most of the day, nearly
every day, and markedly diminished interest or pleasure in nearly all
activities most of the day. Other persistent characteristics might include
feelings of guilt or worthlessness, insomnia, and diminished ability to
concentrate.
Anxiety Disorders: Anxiety that can be excessive and overwhelming,
resulting in a fear of everyday situations, such as school.
Bipolar Disorder: Bipolar disorder (also known as manic disorder) is a
condition that causes dramatic mood swings that go back and forth, from
very high and/or irritable to sad and depressed. There may be periods of
normal mood in between.

 Conduct Disorder: Refers a group of behavioral and emotional problems,

such as physical aggression, property destruction, lying, stealing, truancy
(skipping school), and other serious rule violations.
Eating Disorders: Characterized by extremes in eating behavior or extreme
feelings of concern about body weight or shape. Anorexia nervosa is
characterized by starvation and dramatic weight loss. Bulimia nervosa is
characterized by binge eating, followed by vomiting or purging. Binge
eating is characterized by eating excessive amounts of food, with feelings
about inability to control how much or what is eaten.
Psychotic Disorders: Characterized by abnormal perceptions and thoughts,
such as delusions and hallucinations. Delusions refer to false beliefs, such as
thinking that you are being plotted against. Hallucinations refer to hearing,
seeing, or feeling something that is not there. Schizophrenia is a type of
psychotic disorder.
NEEDS OF THE CHILDREN
INSTRUCTIONAL NEEDS
Smaller classrooms environment dictate.

Use of audio for reading (books on CD, podcasts

High interest/low reading level texts.
Often choices for assignments.
Images and visuals during lessons to increase.

BEHAVIOURAL NEEDS

Access to crisis intervention

Cleary defined classroom rules
School wise positive behavior program
Frequent breaks
Daily progress reports between school and home
Student and teacher checklists

SOCIAL NEEDS

Group counseling with guidance counselor or social worker

Peer tutoring to encourage relationships
Collaborative learning groups
One on one counseling
Class meetings
GUIDANCE FOR EMOTIONALLY DISTURBED CHILDREN
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 as behaviour and achievement of the
child.
Emphasis should be placed on teacher-pupil relationship in which the child
feels accepted and free to act out his impulses in a permissive environment.
Initially little emphasis should be given on academic achievement or change
the surface behaviour of the child. If the teacher can uncover the mental
conflict half of his work achieved.
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 the day with the goal of reintegration
in the regular classes.
The curriculum for such children will be the same as for normal children
with emphasis on basic academic skills (reading, writing, and arithmetic),
art, music, dance, social skills, and effective experiences.
The basic idea in the education of disturbed children is that they can be reeducated if the social system is changed and if teachers play their role with
sincerity and dedication.

GUIDANCE BY TEACHER IN SCHOOL

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 role in managing such
children.
The special educator or any other special education personnel for advice
concerning behaviour management, behaviour modification and teaching
technique.
It is essential that the teacher communicates his expectations to the child
clearly and firmly. Nothing is to be gained by beating around the bush or
keeping the child 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.

Guidance by Teacher in School

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 role in managing such
children.
The special educator or any other special education personnel for advice
concerning behaviour management, behaviour modification and teaching
technique.
It is essential that the teacher communicates his expectations to the child
clearly and firmly. Nothing is to be gained by beating around the bush or
keeping the child 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.