Postmodernism and Emotional and Behavioral Disorders: Distraction or Advancement?

1998 ◽  
Vol 23 (3) ◽  
pp. 171-177 ◽  
Author(s):  
George Sugai
Keyword(s):  
Individual Differences ◽  
Social Behavior ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Scientific Data ◽  
Educational Policies ◽  
Educational Programming ◽  
The Impact

Because students with emotional and behavioral disorders (E/BD) present significant academic and social behavior challenges for educators, solutions are likely to be incremental, slow, and expensive, and educational programming must be direct, effective, and efficient. The postmodern perspective offers a solution that emphasizes individual differences, particularity, irregularity, and divergence. In response to the postmodern perspective, this article offers two main considerations. First, we must increase, rather than decrease, our dependence on scientific data and theories to guide educational policies and research efforts. Second, we must assume responsibility for measuring and owning the impact of our actions and decisions on the lives of students with E/BD and their families and communities. The value of our empirical tradition, the need to continue this perspective, and the potential perils of assuming a postmodern perspective when educating students with E/BD are discussed.

A Challenging Future: Current Barriers and Recommended Action for Our Field

1997 ◽  
Vol 22 (3) ◽  
pp. 167-178 ◽  
Author(s):  
Jo Webber ◽  
Brenda Scheuermann
Keyword(s):  
Public Policy ◽  
Young People ◽  
Behavioral Disorders ◽  
Social Factors ◽  
Emotional And Behavioral Disorders ◽  
Children And Youth ◽  
Educational Programming ◽  
Recommendations For Action ◽  
Recommended Action

More children and youth are developing emotional and behavioral disorders (EBD) while services are dwindling. Social factors, unsympathetic public policy, and ineffective educational programming are formidable barriers for those of us who care about and work with these young people. However, we cannot desist in our responsibility as professionals. Through expanded expertise and ardent advocacy, we can make a difference in these regressive trends. This article presents an overview of current forces impinging on the field of EBD and offers some recommendations for action.

Teacher Reports of Verbal Aggression in School Settings Among Students With Emotional and Behavioral Disorders

2017 ◽  
Vol 27 (1) ◽  
pp. 52-64 ◽  
Author(s):  
Gregory G. Taylor ◽  
Stephen W. Smith
Keyword(s):  
Teacher Perceptions ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Verbal Aggression ◽  
Future Research ◽  
Verbal Aggressiveness ◽  
Teacher Reports ◽  
Perpetrators And Victims ◽  
The Impact ◽  
Problem Behavior In Schools

Verbal aggression (VA) is among the most prevalent forms of problem behavior in schools with detrimental effects for both perpetrators and victims, yet little is known about VA among students with emotional and behavioral disorders (EBD). Accordingly, we surveyed 279 teachers of students with behavioral disorders to examine the prevalence, frequency, locations, bystander presence and interactions, student responses, and teacher assigned consequences for verbal aggressiveness. A majority of teachers indicated daily student-to-student and student-to-adult VA with students frequently reporting, complaining, or seeking advice. Teachers noted that VA takes place in multiple locations, with at least one bystander present, and they observed victim verbal retaliation and physical assaults. Teacher responses included redirection and verbal warnings. Few teachers reported instruction of alternative prosocial behaviors. We discuss the potential implications of these findings and the impact teacher perceptions may have on strategy selection when addressing VA. We propose a few areas for future research including teachers’ level of concern about the harmfulness of VA, the intent to harm when students with EBD engage in VA, the need for specialized teacher training, and the development of a conceptual framework to inform an integrated and substantive view of the VA phenomenon.

Endrew F. v. Douglas County School District (2017): Implications for Educating Students With Emotional and Behavioral Disorders

2019 ◽  
Vol 45 (1) ◽  
pp. 53-62
Author(s):  
Mitchell L. Yell
Keyword(s):  
School District ◽  
Behavior Problems ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Academic Difficulties ◽  
Free Appropriate Public Education ◽  
Education Act ◽  
Definition Of ◽  
And Behavior ◽  
The Impact

In 2017, the Supreme Court ruled on a special education case Endrew F. v. Douglas County School District. In this important case, the High Court addressed the degree of educational benefit necessary for a school district to fulfill the requirements for a free appropriate public education (FAPE) under the Individuals With Disabilities Education Act (IDEA). The ruling was especially meaningful for the field of emotional and behavioral disorders, because the plaintiff in this case, Endrew F., exhibited serious academic difficulties and behavior problems. In this article, I first analyze the IDEA’s definition of FAPE and the importance of addressing students’ behavior problems in their individualized education programs (IEPs) to provide a FAPE. Second, I examine the U.S. Supreme Court’s ruling in the Endrew decision, specifically addressing the impact of the school district’s failure to address a student’s behaviors in his IEP. Third, I discuss the implications of the Endrew ruling for developing and implementing IEPs for students with serious behavior problems. I end by advocating for changes in the upcoming reauthorization of the IDEA to bring the law into conformity with the spirit and letter of this important ruling.

Attachment Theory Expanded

2018 ◽  
pp. 538-566
Author(s):  
Mario Mikulincer ◽  
Phillip R. Shaver
Keyword(s):  
Individual Differences ◽  
Social Behavior ◽  
Systems Theory ◽  
Attachment Theory ◽  
The Other ◽  
Original Form ◽  
Social Situations ◽  
Research Attention ◽  
Behavioral Systems ◽  
The Impact

This chapter moves from the original form of attachment theory and research to a more comprehensive behavioral systems theory of personality, motivation, and social behavior that considers both individual differences and the impact on mental processes and behavior of relationship partners and other aspects of social situations. The chapter begins by explaining the behavioral systems construct, including its species-universal and individual-differences aspects, which interact with social situations to shape social behavior. The behavioral systems studied to date are discussed: attachment, exploration, caregiving, sex, and power. More emphasis is placed on the attachment system than on the other behavioral systems because it has received more research attention, but new research related to the other behavioral systems is summarized. Avenues are suggested for further theorizing and research that will lead to a more complete behavioral systems theory of personality and social behavior.

scholarly journals Family Functioning in Families of Adolescents with Mental Health Disorders: The Role of Parenting Alliance

Children ◽  
2021 ◽  
Vol 8 (3) ◽  
pp. 222
Author(s):  
Sofía Baena ◽  
Lucía Jiménez ◽  
Bárbara Lorence ◽  
Mᵃ Victoria Hidalgo
Keyword(s):  
Mental Health ◽  
Behavioral Disorders ◽  
Family Cohesion ◽  
Protective Factor ◽  
Emotional And Behavioral Disorders ◽  
Sociodemographic Factors ◽  
Family Processes ◽  
Parenting Alliance ◽  
The Impact

This study primarily examined the predictive role of emotional and behavioral disorders in family cohesion and the moderating role of parenting alliance. Adolescents’ mental health issues are a major concern, with important implications for individuals and their families. However, the impact of mental disorders on family processes has been less widely studied. Participants in this study were 72 parents of adolescent beneficiaries of mental health services. Questionnaires assessed family cohesion, parenting alliance, and sociodemographic factors. Results indicated that emotional and behavioral disorders did not have an influence on family cohesion. They also suggested that parenting alliance may be a protective factor for family cohesion. This paper highlights the role of parenting alliance as a potential protective factor in positive family processes. These findings support the importance of focusing on the parental subsystem in therapy, and the need to incorporate a positive parenting perspective when working with these families.

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