Research indicates that dyslexia is caused by biological factors not emotional or family problems. According to his research, the majority of dyslexic preschoolers are happy and well adjusted.
Maria is preoccupied with darker thoughts than the demise of the largest animals that ever roamed the earth.
The year-old is thinking about killing herself. Lamont is 15 years old and frequently absent. His mother is a drug addict, and his abusive father is rarely around.
Lamont was arrested three times in the last year. What can a teacher do to help these youngsters learn? First, be aware of and sensitive to warning signs of developing emotional problems see box on p. Second, use strategies such as those suggested in this article to help students overcome their emotional barriers to learning.
Strategies for Success Make learning relevant. Emotional distress saps motivation. The distress that accompanies failing grades and teacher reprimands can reinforce students' notion that school simply isn't relevant.
Noncompliance, disinterest, and avoidance are symptoms exhibited by students whose perseverance is undermined by poor academic achievement. To offset emotional distress, give students opportunities to experience school success.
Establishing links between the curriculum and the students' lives injects relevance into lessons. Survey students about their interests and how they spend their free time.
Use this information as a backdrop for lessons. Help students establish positive peer relationships. Peers are second only to family in their influence on a youngster's emotional development.
Positive peer relationships foster tolerance of others, help students build effective interpersonal skills, and promote self-confidence. The unwelcome outcomes of negative peer relationships include smoking, alcohol abuse, teenage pregnancy, and delinquent behavior.
Teachers can enhance peer relationships by structuring routines that foster a sense of classroom community.
Cooperative learning, peer tutoring, and classroom meetings promote interdependence. These structured student interactions help to dispel the negative effects of cliques while promoting the notion that everyone has something useful to contribute.
If students don't have the social skills they need to successfully participate in classroom routines, provide instruction in such skills. Teach behavior management skills. It may be difficult to understand why a reasonable request, a minor classroom frustration, or an accidental bump from a peer can prompt sudden rage in some students.
But students who have been rejected by or alienated from significant others believe that further rejection is inevitable.
In situations that trigger feelings of anxiety, insecurity, or fear, their impulsive response is anger and noncompliance. Teachers who remain objective are most effective at defusing conflict. These teachers recognize that misbehavior always has a reason, and this recognition helps them avoid impulsive reactions to a student's conduct that can cause a minor episode to explode into a full-blown crisis.
As teachers practice restraint, they can also teach students to reflect on their actions and to use more constructive ways of managing their emotions. Identifying in-school events that trigger disruptive behavior can provide teachers and students with ideas on how to modify school routines to support constructive actions.
Identify and deal with depression. Almost 5 percent of children and adolescents experience symptoms of depression. Persistent sadness or irritability, loss of interest in previously enjoyed activities, disrupted sleep, agitation, loss of energy, feelings of worthlessness or inappropriate guilt, difficulty concentrating, and recurrent thoughts of death or suicide are major symptoms.The role of PIQ over and above social risk in children's emotional and behavioural functioning is a potential area for further research.
Age differences in the contribution of receptive and expressive language development to emotional and behavioural functioning were identified. Third, the instrument used to assess children's emotional, behavioral and social difficulties (the SDQ) has limitations.
This is a parental questionnaire, with only 5 . Helping Children with Emotional Difficulties: A Response to Intervention Investigation This article describes a Response to Intervention (RTI) model of service delivery implemented within a rural elementary school for students in kindergarten through fifth grade experiencing significant emotional and behavioral difficulties.
Children with emotional and behavioral problems or disorders can require special schooling in order to overcome their academic and social difficulties. Most behavioral problems can be successfully treated by the child’s receiving focused, highly personalized care from professional child care professionals.
An introduction to a special issue of the journal Early Education and Development, featuring articles on the relationships between social and emotional learning (SEL) and both early education programs and child and adult characteristics.
A domestic This page discusses emotional issues affecting adopted children and how to help your child. Emotional Impact of Adoption This is an informative document from the Child .