EMOTIONAL HANDICAPS

IDENTIFICATION—one of more of the following, over a long period of time and to a marked degree  An inability to learn that cannot be explained by intellectual, sensory or other health factors  An inability to build or maintain satisfactory interpersonal relationships with peers and teachers  Inappropriate types of behaviors or feelings under normal circumstances  A general pervasive mood of unhappiness or depression  A tendency to develop physical symptoms or fears associated with personal or school problems

COMMON EMOTIONALLY HANDICAPPING CONDITIONS SEEN IN CHILDREN  Anxiety disorders  Depression  Bi-Polar Disorder  Post Traumatic Stress Disorder  Reactive Attachment Disorder

CAUSES  Heredity  Biology  Psychological Trauma  Abuse/Neglect  Environmental Stress

DIAGNOSIS  Based on symptoms and signs  Medical exam to rule out physical basis  Social/Emotional testing administered by specially trained professionals  Reports from child, parents, teachers, other adults

TREATMENTS  Medication  Counseling  Creative (music, art, play) therapies  Therapeutic Environments

SOME SYMPTONS ASSOCIATED WITH MENTAL ILLNESS IN CHILDREN: inability to cope with daily problems or activities abuse of drugs or alcohol changes in sleeping/eating habits excessive complaints of physical ailments defying authority, skipping school, stealing, damaging property intense fear of gaining weight long lasting negative moods, often accompanied by thoughts of death frequent outbursts of anger changes in school performance loss of interest in friends, activities significant increase in time spent alone excessive worrying or anxiety hyperactivity persistent nightmares persistence disobedience or aggressive behavior frequent temper tantrums hearing voices or seeing things that are not there

EMOTIONALLY DISTURBED OR SOCIALLY MALADJUSTED? Emotional Disturbance Qualifies for Special Education Identification and Services Socially Maladjusted Does not qualify for Special Education Identification and Services

SCHOOL BEHAVIOR EMOTIONALLY DISTURBED UNABLE TO COMPLY WITH TEACHER REQUESTS; NEEDY OR HAS DIFFICULTY ASKING FOR HELP SCHOOL IS A SOURCE OF CONFUSION OR ANGST; DOES MUCH BETTER WITH STRUCTURE MISSES SCHOOL DUE TO EMOTIONAL OR PSYCHOSOMOATIC ISSUES UNEVEN ACHIEVEMENT; IMPAIRED BY ANXIETY, DEPRESSION OR EMOTIONS SOCIALLY MALADJUSTED UNWILLING TO COMPLY WITH TEACHER REQUESTS; TRUANCY; REJECTS HELP DISLIKES SCHOOL, EXCEPT AS A SOCIAL OUTLET; REBELS AGAINST RULES AND STRUCTURE MISSES SCHOOL DUE TO CHOICE ACHIEVEMENT INFLUENCED BY TRUANCY; NEGATIVE ATTITUDE TOWARD SCHOOL; AVOIDANCE

SOCIAL ISSUES EMOTIONALLY DISTURBED DIFFICULTY MAKING FRIENDS; IGNORED OR REJECTED PERCEIVED AS BIZARRE OR ODD; OFTEN RIDICULED POORLY DEVELOPED SOCIAL SKILLS; IMMATURE; DIFFICULTY READING SOCIAL CUES, DIFFICULTY ENTERING GROUPS INABILITY TO ESTABLISH OR MAINTAIN RELATIONSHIPS; WITHDRAWN; SOCIAL ANXIETY SOCIALLY MALADJUSTED ACCEPTED BY A SAME DELINQUENT OR SOCIO- CULTURAL GROUP PERCEIVED AS COOL, TOUGH, CHARISMATIC WELL DEVELOPED SOCIAL SKILLS; WELL ATTUNED TO SOCIAL CUES MANY RELATIONSHIPS WITHIN SELECT PEER GROUP; MANIPULATIVE; LACK OF HONESTY IN RELATIONSHIPS

AFFECT EMOTIONALLY DISTURBED POOR SELF CONCEPT; OVERLY DEPENDENT; ANXIOUS; FEARFUL; MOOD SWINGS; DISTORTS REALITY INTERNALIZES HURTS SELF AND OTHERS AS AN END DISPROPORTIONATE REACTIONS NOT UNDER STUDENTS CONTROL REMORSEFUL; OVERLY SELF CRITICAL SOCIALLY MALADJUSTED INFLATED SELF CONCEPT; INDEPENDENT; UNDERDEVELOPED CONSCIENCE; BLAMES OTHERS; EXCESSIVE BRAVADO EXTERNALIZES HURTS OTHERS AS A MEANS TO AN END APPEARS RELAXED AND COOL INTENTIONAL EMOTIONAL OUTBURSTS; EXPLOSIVE LITTLE REMORSE; NON- EMPATHETIC

OTHER EMOTIONALLY DISTURBED ENGAGES IN FANTASY; GUILLABLE; THOUGHT DISORDERS AVOIDS RISKS; RESISTS MAKING CHOICES SUBSTANCE ABUSE LESS LIKELY; MAY USE INDIVIDUALLY IMMATURE SOCIALLY MALADJUSTED “STREET WISE”; MANIPULATES FACTS AND RULES FOR OWN BENEFIT RISK TAKER; DAREDEVIL SUBSTANCE ABUSE MORE LIKELY; PEER INVOLVEMENT DEVELOPMENTALLY AGE APPROPRIATE OR ABOVE

WARNING SIGNS OF SUICIDAL BEHAVIOR IN CHILDREN Many depressive symptoms Social isolation Talk of suicide, hopelessness, helplessness Increased acting out behaviors Increased risk taking behaviors Frequent accidents Substance abuse Focus on morbid and negative themes Talk about death and dying Increased crying and reduced emotional expression Giving away possessions