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2. DEFINING EMOTIONAL AND BEHAVIORAL DISORDERS Many different terms have been used, both in the Czech environment and internationally to designate children who have extreme socialinterpersonal and/or intrapersonal problems. Terms as behaviorally impaired, seriously behaviorally disabled or emotionally conflicted have been used. The Czech scientists developed their own terminology including terms as morally corrupt youth, hard to rear youth, school adaptation disorder, and many others. Even today, the terminological situation in the field is rather complex and sometimes confusing. On the other hand, as the international cooperation between professional in the field broadens, the terminology used in different countries also becomes more united. In accordance with the international trends the term person/individual/child/pupil/student with emotional and behavioral disorder is now being used in the Czech Republic to describe the diverse group of individuals. Defining emotional and behavioral disorders has always been problematic. Professional groups and experts have felt free to construct individual working definitions to fit their own professional purposes. This has been mainly due to the difficulties in defining normal behavior, differences among conceptual models, difficulties in measuring emotions and behavior, relationships between EBD and other disabilities and finally differences in the professionals who diagnose and serve children and youths. The definition that we perceive as the most up to date and least stigmatizing is the one proposed by the Council for Children with Behavioral Disorders. Emotional or behavioral disorder means a disability that is characterized by emotional or behavioral responses in school programs so different from appropriate age, culture, or ethnic norms that the responses adversely affect educational performance, including academic, social, vocational or personal skills; more than a temporary, expected response to stressful events in the environment; consistently exhibited in two different settings, at least one of which is school related; and unresponsive to direct intervention in general education, or the condition of the child is such that general education interventions would be insufficient. This definition clarifies the educational dimensions of the disability; focuses directly on the childâs behavior in school settings; places behavior in the context of appropriate age, ethnic, and cultural norms; and increases the possibility of early identification and intervention. Another well known definition is the one proposed by Eli Bower, who defines Emotional disturbance as a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects educational performance: (a) An inability to learn which cannot be explained by intellectual, sensory and health factors; According to this definition, three conditions must be met: chronicity, severity, and difficulty at school. However, this definition is rather vague and leaves too much to the subjective opinion of the authorities who surround the child. As it is evident from the above mentioned definitions, children with EBD could be characterized by behavior that falls significantly beyond the norms of their culture age group. Even though each child with EBD displays unique set of behaviors, they can be grouped in two categories: internalizing and externalizing behaviors. Both patterns of abnormal behavior have adverse effects on childrenâs academic achievement and social relationships. Children with externalizing behavior frequently do the following:
One could say that all children sometimes display some of the above mentioned behaviors. They cry, hit others and refuse to comply with requests of parents and teachers; but children with EBD do so frequently. Also the antisocial behavior of children with EBD often occurs with little or no provocation. Aggression takes many forms â verbal abuse towards adults and other children, destructiveness and vandalism, and physical attacks on others. These children seem to be in continuous conflict with those around them. Their own aggressive outbursts often cause others to strike back. It is no wonder that children with EBD are seldom liked by others and find it difficult to establish friendships. Many would believe that most children with above mentioned behavior will just grow out of them. This dangerous myth leads parents and professionals to do nothing early on when the problem can be effectively addressed. The stability of aggressive behavior, however, may be equal to the stability of intelligence. A pattern of antisocial behavior early in a childâs development is the best single predictor of delinquency in adolescence. We should not forget to mention another group of children with EBD, which is anything but aggressive. Their problem is the opposite â too little social interaction with others. They are said to have internalizing behavioral disorder with little or no social skills to make friends and have fun. They often retreat to into daydreams and fantasies. Children who exhibit the internalizing behaviors characteristic of some types of anxiety and mood disorders are usually less disturbing to classroom teachers. Because of this, they are in danger of not being identified. The severe anxiety and mood disorders experienced by some of the children cause pervasive impairments in their educational performance and may even threaten their very existence, because extreme emotional disorders may lead to selfinflicted injury or even death from substance abuse, starvation, or suicidal behavior. According to MĂźhlpachr suicidal behavior is the result of stress caused by interactions of mental processes and environment. Suicidal behavior is more common in children above the age of fourteen. It is often connected with psychotic and affective disorders, emotional disorders, behavioral disorders, and substance abuse. Some research alleges that suicide is the second most common cause of death in adolescents. Children with externalizing behavior frequently do the following:
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