Education of Individuals
with Behavioral Disorder
Organisation, requierements
ACTIVE PARTICIPATION
ON MEETINGS
GROUP PRESENTATIONS ESSAY
Group presentations
• Groups of 3-4 students
• Approximately 10-15 minutes
• Presentations will be presented on 2nd meeting
• Choose one of the following options:
• Any topic connected to EBD (the role of trust, ADHD/ADD, labeling,
conduct disorder...)
• An interesting interview with someone that works with children with
EBD (good practice)
• An overview of an organization/instutition that works with children
with EBD that you have positive experience with (good practice)
• An overview of an interesting program/intervention for children with
EBD (good practice)
• If you have other ideas, I will be more than happy to consult
Essay
• Pick any topic connected to EBD and write a
short essay (2 normostrany)
• Deadline:
• End of the assessment period
• Via odevzdávárna
Introduction
Who am I?
• Introduce yourself and tell us:
• What is your name?
• What do you study?
• What is your most favourite
place in the world?
• What is the one thing about
yourself, that you are very
proud of?
Structure of this course
1st meeting
• Developmental needs
• Sources of stress in childs
development
• Protective and risk factors
• Basic terminology
• Definition of EBD
• Target groups
2nd meeting
• The development of EBD
• Differences between behavioral
problems and EBD
• Characteristics of children with EBD
• Conflicts and how to handle them
• Support system
Let us get into it ☺
Developmental needs – what are they?
• Mentimeter
Developmental
needs
• Human beyings are born with the implicit
ideas of their needs
• Not only WHAT those needs are, but also
WHEN (what age) and in interaction with
WHOM are they suppose to be fulfilled
• If we are able to fullfill our needs, we can
self-actualize and develope in a healthy
way
• If we are NOT able to fulfill our needs,
we develope frustration, feeling of
helplesness and lack of sense
…we get lost in our own lives…
Developmental needs at different
stages of development
• What characteristics are typical for children at that
age?
• What are their developments tasks?
• What do parents and/or teachers expect from
children at that age?
• What happens, if children are not able to fullfill
those expectations?
• What is the role of parents?
• What is the role of teachers?
Maslow’s
hierarchy
of needs
8 Stages of Development by Erik Erikson
• 8 Stages of Development by Erik Erikson - YouTube
What happens, if our
developmental needs are not
met?
• In teams of 3 people go through short summary
of Erikson developmental stages
• Pick one of the developmental stages and find,
what can be the consequences of success or
failure at chosen stage
• Prepare short summary for your colegues
• A Brief Overview of Erikson's 8 Stages of
Development - Spring Ridge Academy
• Erikson's Stages of Development
(verywellmind.com)
Developmental needs –
why are they
important?
• Before we can achieve autonomy, we need
to go through all stages of development
and gather enough specific experience
• Those experienceshappen in interaction
with others (in early stages parents or
close family)
• If we dont get those experience at home,
we later seek alternatives elsewhere – but
those might not be adequate and we seek
the „adequate“ fullfillment for the rest of
our lives, but in wrong TIME and in wrong
INTERACTIONS
Developmental needs
– why are they
important?
• None of us experienced „ideal childhood“
– we all have strenghts but also weak
spots and some stress situations are easier
for us than other
• Some deprivations can show in everyday
life, while other are visible only in certain
situations connected to that need
Some examples
from Ericson
• Trust vs. Mistrust
• Failure to develop trust will result in fear and a belief that the world
is inconsistent and unpredictable
• Industry vs. Inferiority
• Children who are encouraged and commended by parents and
teachers develop a feeling of competence and belief in their skills.
Those who receive little or no encouragement from parents,
teachers, or peers will doubt their abilities to be successful.
• Identity vs. Confusion
• This stage plays an essential role in developing a sense of personal
identity which will continue to influence behavior and development
for the rest of a person's life. Success leads to an ability to stay true
to yourself, while failure leads to role confusion and a weak sense of
self. Completing this stage successfully leads to fidelity, which Erikson
described as an ability to live by society's standards and expectations
• Intimacy vs. Isolation
• Young adults need to form intimate, loving relationships with other
people. Success leads to strong relationships, while failure results in
loneliness and isolation
Break time!
Areas of protective
and risk factors
• In ones development, needs are
always fullfilled (or failed to be
fullfiled) in interatcion with
others in different environments
• It is not possible to say, that THIS
or THAT will lead to behavioral
disorders, but it is possible to
determine certain areas of
protective and risk factors
How would you define risk and
protective factors?
Protective and Risk Factors
• Risk factors are characteristics that precede and are associated with a higher likelihood of negative outcomes
• Protective factors are characteristics associated with a lower likelihood of negative outcomes or that reduce a risk factor’s impact. Protective
factors may be seen as positive countering events.
• Some protective and risk factors are fixed – they do not change over time, but some of them are considered variable and can change over time
Areas of
Protective and
Risk Factors
• Individual
• Family
• School
• Society/community
• In teams of X read the second page of
given story of a child
• Try to define specific protective and risk
factors in following areas:
• Individual
• Family
• School
• Society/community
• Prepare a short presentation for
your colegues
Protective and Risk
Factors
Key features
of protective
and risk
factors
Risk and Protective Factors Exist in Multiple
Contexts
• People grow, learn and live their lives in different
environments
• A variety of risk and protective factors operate
within multiple environments
• Targeting only one enrivonmment when addressing
a person’s risk or protective factors is unlikely to be
successful, because people don’t exist in isolation
Key features
of protective
and risk
factors
Risk and Protective Factors Are Correlated
and Cumulative
• Risk factors tend to be positively correlated with one
another and negatively correlated to protective
factors
• People with some risk factors have a greater chance
of experiencing even more risk factors, and they are
less likely to have protective factors
• Risk and protective factors also tend to have a
cumulative effect on the development
• Young people with multiple risk factors have a
greater likelihood of developing a condition that
impacts their physical or mental health
• Young people with multiple protective factors
are at a reduced risk
Key features
of protective
and risk
factors
Risk and Protective Factors Are Influential
Over Time
• Risk and protective factors can have influence
throughout a person’s entire lifespan
• For example, risk factors such as poverty and
family dysfunction can contribute to the
development of mental and/or substance use
disorders later in life
So…what even are EBD?
Try to write your own definition in pairs
Definitions
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;
• It is 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 it unresponsive to direct intervention in general education, or the condition of the
child is such that general education interventions would be insufficient.
Definitions
Eli Bower
• An inability to learn which cannot be explained by intellectual, sensory and health
factors;
• An inability to build or maintain satisfactory interpersonal relationships with peers and
teachers;
• Inappropriate types of behavior 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.
Different
terminology
What is the difference?
• Behavioraly impaired
• Seriously behaviorally disabled
• Emorionally conflicted
• Corrupt youth
• Rear youth
Child/pupil/student with emotional and
behavioral disorder (EBD)
Who is our target group?
Who are we supporting?
Target groups
Children without
considerable
behavioral
problems
Children At-Risk
Children with
behavioral
problems and EBD
Children without considerable behavioral
problems
All children
• To eliminate risk factors and dangerous conditions in school environment
• To help them remain „without problems“
Our goals:
• Early assessment
• General school prevention programs
• Peer programs
• General support on individual, school, family and societal level
Strategies:
Children At-Risk
Children, who face many risks in their development
• To eliminate risk factors and dangerous conditions in school environment
• To support/build-up childs resilience against risk factors
Our goals:
• Early assessment
• General school prevention programs
• Peer programs
• Individualised assessment and support on individual, school, family and societal level
Strategies:
Children with behavioral problems or EBD
Children who developer behavioral problems or EBD
•To stop and eliminate problematic behaviour
•To build trust and positive self-perspective
•To build positive relationships
•To provide new experience
•To build new competencies
•To help to see owns future/perspective
Our goals:
•Early assessment and intervention
•Individualised support on individual, school, family and societal level
•Intervention
•Rehabilitation
Strategies:
Questions?
Task for next
meeting
• Prepare group presentations and
be ready to share them with your
colegues!
Thank you for your
attention ☺