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Educational Implications
The educational programs for students with a serious
emotional disturbance need to include attention to mastering academics,
developing social skills, and increasing self-awareness, self-esteem,
and self-control. Career education (both academic and vocational programs)
is also a major part of secondary education and should be a part of every
adolescent's transition plan in his or her Individualized Education Program
(IEP).
Behavior modification is one of the most widely used approaches to helping
children with a serious emotional disturbance. However, there are many
other techniques that are also successful and may be used in combination
with behavior modification. Life Space Intervention and Conflict Resolution
are two such techniques.
Students eligible for special education services under the category of
serious emotional disturbance may have IEPs that include psychological
or counseling services as a related service. This is an important related
service which is available under the law and is to be provided by a qualified
social worker, psychologist, guidance counselor, or other qualified personnel.
There is growing recognition that families, as well as their children,
need support, respite care, intensive case management services, and multi-agency
treatment plan. Many communities are working toward providing these wrap-around
services, and there are a growing number of agencies and organizations
actively involved in establishing support services in the community. Parent
support groups are also important, and organizations such as the Federation
of Families for Children's Mental Health and the National Alliance for
the Mentally Ill (NAMI) have parent representatives and groups in every
state.
| A Success Story - Julie |
| Julie is an African-American
female who lives with her mother and younger brother. Her teacher
reported she was having a difficult time in school. She reportedly
had temper tantrums when she didn't get her way, avoided doing work,
threw objects across the room, frequently displayed oppositional behavior
and openly talked of suicide. She was retained in the fourth grade
and referred for special education testing. She qualified for special
education services as a seriously emotionally disturbed student.
At the beginning of the year Julie did exhibit
oppositional behavior with staff members. At this point, it was
imperative that the school staff discover what the triggers were
that preceded this behavior. Her teachers observed that Julie had
difficulty interacting with male staff members. The first thing
her counselors did was remove Julie from the situation. Then, the
therapist and special education teacher talked with Julie. When
it was determined that Julie was ready, she returned to class. In
order to reduce negative behavior and increase educational performance,
Julie's teachers implemented a token system. When Julie exhibited
appropriate behavior, she was given tokens, which accumulated to
extra time on the computer. Julie's teachers used a peer mediation
team to assist in determining disciplinary action for Julie's inappropriate
behavior.
After receiving psychological counseling services and special education
services, a noticeable improvement was evident in Julie's behavior.
At the end of the year, SAT-9 testing revealed Julie was in the
top 3% of her class. Additionally, after consulting with the building
level team and additional testing from the special education teacher,
it was determined Julie should be placed in regular education full
time and does not require further special education services.
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Other Considerations
Families of children with emotional disturbances may need help in understanding
their children's condition and in learning how to work effectively with
them. Help is available from psychiatrists, psychologists or other mental
health professionals in public or private mental health settings. Children
should be provided services based on their individual needs, and all persons
who are involved with these children should be aware of the care they
are receiving. It is important to coordinate all services between home,
school, and therapeutic community with open communication.
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