Defining EBD

Divisions: Emotional Behavioral Disorder

This section touches on the defining characteristics and overall definition of EBD, with a brief explanation of art therapy as reference to the overall goal of this resource (blog). While exploring the three different divisions of the disorder and the different preventative measures that people with EBD can take and utilize throughout their lives. The preventions of EBD are categorized around the severity, on an individual basis. I have incorporated a few paragraphs about Ohio State University's philosophy and medical integration outlook, so that viewers may think about how EBD can be managed and expressed through therapy, specifically Art Therapy. Therapeutic treatments/sessions can be educational and life changing for people who are having trouble expressing their thoughts and feelings. Art therapy is not forever everyone, but as this field becomes more well known and publicized people may become more apt to trying a new way of expressing their internal emotions.

Works Cited:

http://medicalcenter.osu.edu/patientcare/healthcare_services/integrative_medicine/integrative_medicine_services/art_therapy/Pages/index.aspx

Art therapy is the application of a variety of art modalities in conjunction with human developmental and psychological theories. The art therapist uses drawing, painting, clay and other mediums to assess and treat the emotional and psychological need of the client. The medium, the images, the art process and one's responses to the art production are used as reflection of the client's development, abilities, personality, interests, concerns and conflicts, which are explored in the art therapy session.

Art therapy works with children, adolescents, and adults. The client does not need to have artistic skill and the art production does not need to be elaborate. The format may include individual, couples, family and group therapy, which serve populations of all races, and ethnic backgrounds. An art therapy session could consist of developing a focus for the therapy, making art, discussing the art product within the framework of psychological counseling, or a combination of these. Often art therapy is included as part of a clinical team for settings such as mental health, rehabilitation, medical and forensic institutions, community outreach programs, wellness centers, schools, nursing homes, corporate structures, art studios and independent practices.

Works Cited:

http://www.education.com/reference/article/emotional-behavioral-disorders-defined/

Emotional or behavioral disorders can be divided into three groups that are characterized by:

-Externalizing behaviors

-Internalizing behaviors

-Low incidence disorders

Some emotional or behavioral disorders manifest themselves outwardly. Externalizing

behaviors constitute an acting-out style that could be described as aggressive,

impulsive, coercive, and noncompliant. Other disorders are more accurately described

as "inward." Internalizing behaviors are typical of an inhibited style that could be

described as withdrawn, lonely, depressed, and anxious (Gresham et al., 1999).

Students who exhibit externalizing and internalizing behaviors, respectively, are the two

main groups of students with emotional or behavioral disorders, but they do not

account for all of the conditions that result in placement in this special education

category. 

Externalizing Behaviors

When we think about emotional or behavioral disorders, we probably first think of behaviors that are "out of control"—aggressive behaviors expressed outwardly, usually toward other persons. Some typical examples are hyperactivity, a high level of irritating behavior that is impulsive and distractible, and persistent aggression. Young children who have serious challenging behaviors that persist are the mo likely to be referred for psychiatric services (Maag, 2000). Three common problems associated with externalizing behavior are hyperactivity, aggression, and delinquency. Hyperactivity was discussed in Chapter 6 because it is a common characteristic of ADHD. Remember that ADHD and emotional or behavioral disorders often occur in combination. So it shouldn't be surprising to find that hyperactivity is a common problem among these children as well.

Internalizing Behaviors

Internalizing behaviors are typically expressed by being socially withdrawn. Examples of internalizing behaviors include:

- Anorexia or bulimia

- Depression

- Anxiety

Low Incidence Disorders

Some disorders occur very infrequently but are quite serious when they do occur. Consider schizophrenia, which can have tragic consequences for the individuals involved and their families.Schizophrenia, sometimes considered a form of psychosis or a type of pervasive developmental disability (APA, 2000), is an extremely rare disorder in children, although approximately 1 percent of the general population over the age of 18 has been diagnosed as having schizophrenia. When it occurs, it places great demands on service systems. It usually involves bizarre delusions (such as believing one's thoughts are controlled by the police), hallucinations (such as voices telling one what to think), "loosening" of associations (disconnected thoughts), and incoherence. Schizophrenia is most prevalent between the ages of 15 and 45, and experts agree that the earlier the onset, the more severe the disturbance in adulthood (Newcomer, 1993).

Prevention

Works Cited:

http://www.education.com/reference/article/emotional-behavioral-disorders-prevention/?page=3

One of the first steps in preventing the development of emotional or behavioral disorders is determining which children exhibit behaviors that are often predictive of later problems. Astute adults almost universally and immediately identify even very young children with emotional or behavioral disorders, particularly in cases of individuals with externalizing behavior patterns. Why might this be so? Standards for normal behavior change as children grow up and move througl1 the stages of their lives. When children behave quite differently from what is expected for their age group, it becomes a cause for concern. For example, the behavior of an 8-year-old who suddenly begins to wet the bed, clings to his mother, and stops talking creates great concern. Even though almost identical behavior would be totally acceptable for a toddler, an 8-year-old who acts in this way is perceived as having a problem. Think of examples of behavior that provoke concerns about children of one age but, when demonstrated by a child of a different age, raise no questions at all.

The fact that behavior inappropriate for an individual's age draws attention and can result in the individual's being identified as having an emotional or behavioral disorder makes some experts worry about subjectivity in the assessment process. Also, students with internalizing behaviors are often missed when only teacher referrals are used. Experts recommend that standardized tests or procedures be used in the identification process (Gresham et al., 1999). Some such methods are available. For example, the Student Risk Screening Scale and the Systematic Screening for Behavior Disorders are assessment instruments that take some of the subjectivity out of the identification process.

Works Cited & Credible Sites:

This website defines emotional & behavioral disorders, specifically elaborating on the three groups in which they can be categorized by.

The CEC website provides papers and letters from patients, therapists, and researches about the specifics of EBD.

The Ohio State University Medical Center defines art therapy, their practicing philosophy, and scientific background.

Education.com: Preventions for Emotional & Behavioral Disorders within the community, house hold, and school.

This is the National Association of Special Education Teachers website that explores the different topic categories of emotional and behavioral disorders.