How Do Casual Factors Affect Children's Growth And Development?
Casual Factors
Ionie Bailey
Professor: Christine Burke
GCU: SPE 357
October 26, 2014
Emotional and behavioral disorders are a few of the most common and well known disorders amongst children and adolescents. Though many children and adolescents suffer from emotional and behavioral disorders, there are quite a few cases that are diagnosed correctly (Epstein, 1998). The reason for this is because there are many signs of these conditions that give the impression of similar to normal conduct of children during the stages of growth and development. Without good observation from both parents and teachers. There are numerous factors that attributes to the growth and development children with emotional and behavioral disorders. …show more content…
These factors can be characterized into school, family, culture, and biological factors. This essay will explore these factors; the criteria for identification of these factors as well as their impacts on children with emotional and behavioral disorders will be explored. Also, recommendations on how to mitigate these factors will be discussed.
Biological Factors
Biological factors may perhaps be able to give an explanation as to the reasons why psychosomatic theories fall short. Children are born with a specific psychological or biological tendency (Rothbart & Bates, 2006), nonetheless together they are pliable to both social and educational influences. There is also indication of genetic relations in certain behavioral and emotional disorders for example, schizophrenia. Studies have also revealed that children who are antisocial generally comes from households where excessive punishment is used by the parents or diminutive time is spend in a social setting or environment with their children, show neglect, and also display little or no affection and love for noble or good behavior. These cycles are often repeated by these children whenever they themselves become parents, therefore biological factors are attributes to what is learned.
Family Factors
During the first years of a child’s life, the main influence on children is family environment. Prior to exposure in a school setting, children have experienced various influences that may possible foresee how they will behave. Negative behavior may possible increase the families stress level, or could perhaps put the family at risk for disharmony and dysfunction. Within the last three years, there has been an extensive rise of single-parent homes for the reason relating to due to out-of-wedlock births and higher divorce. Other contributing features include interpersonal conflicts, alcohol or drug, abuse, neglect, and economic hardship. These features are some of the reasons that contribute to authorized efforts in working collaboratively with parents. “With all that we know relating to the role of family 's with emotional or behavioral disorders children, it would not be wise for educators to ignore the effects of home circumstances on school conduct and performance (Kauffman 2001).” As a result, the family or home environment influences students with emotional and behavioral disorder should not be underestimated.
Cultural Factors
Expectations vary throughout cultures, and the expectations for children growing up are also different. When children are required to be their best due to their cultures they will display signs of frustration or feeling of be overwhelmed, they may possible develop or displays signs of emotional and behavioral disorders. Another illustration of how cultures could lead to emotional and behavioral disorders the variety of cultures within a classroom also known as a “culture shock.” When children are exposed to a variety cultures that is significantly unlike their own, and received no assistance with adjusting, they too may possibly develop emotional behavioral disorders. Cultural influences can be considered as a form of social interaction that affects how children act. As children are exposed to a multiplicity of expectations, prejudices and attitudes, they learn how to imitate and adapt both negative and positive behaviors. Educators should make a concentrated effort to eliminate any cultural predisposition when assessing students. Educators must always recognize and acknowledge students whose cultures are different .
Criteria to use in order to identify these factors as causalities of EBD
There are countless criteria that can be used to assess emotional and behavioral disorders causativeness. Medical testing is required in detecting various disorders that is caused by biological influences such as lack of minerals or genes in the body (Kauffman & Landrum, 2008). This evaluation method includes medical or mental health screening. Another criterion comprises of therapeutic test and methodologies, there are a number of therapy methods which are used in identifying weaknesses or delayed within the brain that affects and cause emotional behavior or a delay in mental development. This evaluation is most often used to distinguishing factors that may be related to biological, family, and cultural factors.
Impact of these factors on students with EBD
The impacts of biological, family and cultural factors are copious to those with emotional and behavioral disorders. Biological and family dynamics such as physical, mental, verbal abuse, in addition to the lack of parental connection in the early developmental stages of a child’s life results in an adverse outcome on that particular child with emotional and behavioral disorder. According Rutherford & Quinn, 2004, children who are abused have little or no trust in adult figures and as a result are less likely to ask for assistance whenever they are faced with certain issues (Rutherford & Quinn, 2004). Biological factors that results in emotional behavioral disorders may perhaps lead to the development of added difficulties such as mental disorders if not identified and treated early. It is also possible the individuals with emotional and behavioral disorders are likely to become or suffer from depression, suicidal, or abuse substances mainly when they do not seek out assistance or therapeutic interventions. How they can be mitigated
Emotional and behavioral disorders can be mitigated in several ways. With medical checkup that are regular or routine form birth. Medical personnels are skilled in their area of expertise and can identify signs of disabilities. They can be referred to a physiologist, where further and more intense testing is done to properly make a diagnosis and decide on the best strategies to contain, confine or reduce the violent behaviors. “Many of these disorders are hard to identify since they have similar traits to normal behavior however a skilled health care personnel will be able to diagnosis and treat the disorders (National Association of School Psychologists, 2010). With early treatment will results in the child experiencing normal development and growth
Secondly parents and family must ensure that the child experience compassion, love, and security throughout the various stages of development.
This helps the child to develop and become confident, thus reducing the possibility of the development of emotional and behavioral disorders. Parents and teachers have an obligation to protect children from abuse and other factors that may perhaps affect their development both mentally and physically. Lastly, adequate progresses within the education systems that focus on students’ intervention, which will teach, encourage and prepare children with emotional behavioral disorder to become productive members of …show more content…
society.
Summary and conclusion
Emotional and behavioral disorders are common among children. There are numerous characteristics that have been perceived to be the cause of emotional behavioral disorders which include biological, family, cultural, and school factors. The child’s normal growth and development are affected by these factors which causes limits to their potential. Nonetheless, with interventions, the effects of emotional and behavioral disorders can be diminished. Interventions such as routine medical screening and treatment of emotional behavioral disorders early, adequate progresses within the education systems that focus on students’ intervention. Parents and teachers must learn the various signs and be able to identify them, having knowledge and understanding of the seriousness of emotional behavioral disorders and take the appropriate steps in ensuring that children who are at risk should be identified, diagnosed and treated early.
References
Eisenberg N, Sadovsky A, Spinrad TL, Fabes RA, Losoya SH, Valiente C, et al.
The relations of problem behavior status to children 's negative emotionality, effortful control, and impulsivity: Concurrent relations and prediction of change. Developmental Psychology. 2005;41:193–211
Epstein, M.H.(1998).Educating students with disabilities: A national perspective on programs and services. Journal of Emotional and Behavioral Disabilities, 14,12-30
Kauffman, J.M.,Landrum, (2008).Characteristics of emotional and behavioral disorders of children and youth 9th ed. Upper Saddle River (NJ): Pearson.
National Association of School Psychologists. (2010b). Standards for the credentialing of school Psychologists. Proposed for adaption by NASP Delegate Assembly, March 2010.
Rutherford, R.B. & Quinn, M.M. (2004). Handbook of research in emotional and behavioral disorders.
Rothbart MK, Bates JE. Temperament. In: Eisenberg N, Damon W, editors. Handbook of child psychology: Vol 3. Social, emotional, and personality development. 6th ed. Wiley; New York: 2006. pp. 99–166.
.
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Ionie Bailey
Professor: Christine Burke
GCU: SPE 357
October 26, 2014
Emotional and behavioral disorders are a few of the most common and well known disorders amongst children and adolescents. Though many children and adolescents suffer from emotional and behavioral disorders, there are quite a few cases that are diagnosed correctly (Epstein, 1998). The reason for this is because there are many signs of these conditions that give the impression of similar to normal conduct of children during the stages of growth and development. Without good observation from both parents and teachers. There are numerous factors that attributes to the growth and development children with emotional and behavioral disorders. …show more content…
These factors can be characterized into school, family, culture, and biological factors. This essay will explore these factors; the criteria for identification of these factors as well as their impacts on children with emotional and behavioral disorders will be explored. Also, recommendations on how to mitigate these factors will be discussed.
Biological Factors
Biological factors may perhaps be able to give an explanation as to the reasons why psychosomatic theories fall short. Children are born with a specific psychological or biological tendency (Rothbart & Bates, 2006), nonetheless together they are pliable to both social and educational influences. There is also indication of genetic relations in certain behavioral and emotional disorders for example, schizophrenia. Studies have also revealed that children who are antisocial generally comes from households where excessive punishment is used by the parents or diminutive time is spend in a social setting or environment with their children, show neglect, and also display little or no affection and love for noble or good behavior. These cycles are often repeated by these children whenever they themselves become parents, therefore biological factors are attributes to what is learned.
Family Factors
During the first years of a child’s life, the main influence on children is family environment. Prior to exposure in a school setting, children have experienced various influences that may possible foresee how they will behave. Negative behavior may possible increase the families stress level, or could perhaps put the family at risk for disharmony and dysfunction. Within the last three years, there has been an extensive rise of single-parent homes for the reason relating to due to out-of-wedlock births and higher divorce. Other contributing features include interpersonal conflicts, alcohol or drug, abuse, neglect, and economic hardship. These features are some of the reasons that contribute to authorized efforts in working collaboratively with parents. “With all that we know relating to the role of family 's with emotional or behavioral disorders children, it would not be wise for educators to ignore the effects of home circumstances on school conduct and performance (Kauffman 2001).” As a result, the family or home environment influences students with emotional and behavioral disorder should not be underestimated.
Cultural Factors
Expectations vary throughout cultures, and the expectations for children growing up are also different. When children are required to be their best due to their cultures they will display signs of frustration or feeling of be overwhelmed, they may possible develop or displays signs of emotional and behavioral disorders. Another illustration of how cultures could lead to emotional and behavioral disorders the variety of cultures within a classroom also known as a “culture shock.” When children are exposed to a variety cultures that is significantly unlike their own, and received no assistance with adjusting, they too may possibly develop emotional behavioral disorders. Cultural influences can be considered as a form of social interaction that affects how children act. As children are exposed to a multiplicity of expectations, prejudices and attitudes, they learn how to imitate and adapt both negative and positive behaviors. Educators should make a concentrated effort to eliminate any cultural predisposition when assessing students. Educators must always recognize and acknowledge students whose cultures are different .
Criteria to use in order to identify these factors as causalities of EBD
There are countless criteria that can be used to assess emotional and behavioral disorders causativeness. Medical testing is required in detecting various disorders that is caused by biological influences such as lack of minerals or genes in the body (Kauffman & Landrum, 2008). This evaluation method includes medical or mental health screening. Another criterion comprises of therapeutic test and methodologies, there are a number of therapy methods which are used in identifying weaknesses or delayed within the brain that affects and cause emotional behavior or a delay in mental development. This evaluation is most often used to distinguishing factors that may be related to biological, family, and cultural factors.
Impact of these factors on students with EBD
The impacts of biological, family and cultural factors are copious to those with emotional and behavioral disorders. Biological and family dynamics such as physical, mental, verbal abuse, in addition to the lack of parental connection in the early developmental stages of a child’s life results in an adverse outcome on that particular child with emotional and behavioral disorder. According Rutherford & Quinn, 2004, children who are abused have little or no trust in adult figures and as a result are less likely to ask for assistance whenever they are faced with certain issues (Rutherford & Quinn, 2004). Biological factors that results in emotional behavioral disorders may perhaps lead to the development of added difficulties such as mental disorders if not identified and treated early. It is also possible the individuals with emotional and behavioral disorders are likely to become or suffer from depression, suicidal, or abuse substances mainly when they do not seek out assistance or therapeutic interventions. How they can be mitigated
Emotional and behavioral disorders can be mitigated in several ways. With medical checkup that are regular or routine form birth. Medical personnels are skilled in their area of expertise and can identify signs of disabilities. They can be referred to a physiologist, where further and more intense testing is done to properly make a diagnosis and decide on the best strategies to contain, confine or reduce the violent behaviors. “Many of these disorders are hard to identify since they have similar traits to normal behavior however a skilled health care personnel will be able to diagnosis and treat the disorders (National Association of School Psychologists, 2010). With early treatment will results in the child experiencing normal development and growth
Secondly parents and family must ensure that the child experience compassion, love, and security throughout the various stages of development.
This helps the child to develop and become confident, thus reducing the possibility of the development of emotional and behavioral disorders. Parents and teachers have an obligation to protect children from abuse and other factors that may perhaps affect their development both mentally and physically. Lastly, adequate progresses within the education systems that focus on students’ intervention, which will teach, encourage and prepare children with emotional behavioral disorder to become productive members of …show more content…
society.
Summary and conclusion
Emotional and behavioral disorders are common among children. There are numerous characteristics that have been perceived to be the cause of emotional behavioral disorders which include biological, family, cultural, and school factors. The child’s normal growth and development are affected by these factors which causes limits to their potential. Nonetheless, with interventions, the effects of emotional and behavioral disorders can be diminished. Interventions such as routine medical screening and treatment of emotional behavioral disorders early, adequate progresses within the education systems that focus on students’ intervention. Parents and teachers must learn the various signs and be able to identify them, having knowledge and understanding of the seriousness of emotional behavioral disorders and take the appropriate steps in ensuring that children who are at risk should be identified, diagnosed and treated early.
References
Eisenberg N, Sadovsky A, Spinrad TL, Fabes RA, Losoya SH, Valiente C, et al.
The relations of problem behavior status to children 's negative emotionality, effortful control, and impulsivity: Concurrent relations and prediction of change. Developmental Psychology. 2005;41:193–211
Epstein, M.H.(1998).Educating students with disabilities: A national perspective on programs and services. Journal of Emotional and Behavioral Disabilities, 14,12-30
Kauffman, J.M.,Landrum, (2008).Characteristics of emotional and behavioral disorders of children and youth 9th ed. Upper Saddle River (NJ): Pearson.
National Association of School Psychologists. (2010b). Standards for the credentialing of school Psychologists. Proposed for adaption by NASP Delegate Assembly, March 2010.
Rutherford, R.B. & Quinn, M.M. (2004). Handbook of research in emotional and behavioral disorders.
Rothbart MK, Bates JE. Temperament. In: Eisenberg N, Damon W, editors. Handbook of child psychology: Vol 3. Social, emotional, and personality development. 6th ed. Wiley; New York: 2006. pp. 99–166.
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