Chat with us, powered by LiveChat c resource on your own before you bid. Main references | Writedemy

c resource on your own before you bid. Main references

c resource on your own before you bid. Main references

c resource on your own before you bid. Main references come from Van Wormer, K., & Davis, D. R. (2018) and/or American Psychiatric Association. (2013). You need to have scholarly support for any claim of fact or recommendation regarding treatment. I have also attached my discussion rubric so you can see how to make full points. Please respond to all 3 of my classmates separately with separate references for each response. You need to have scholarly support for any claim of fact or recommendation like peer-reviewed, professional scholarly journals. If you draw from the internet, I encourage you to use websites from the major mental health professional associations (American Counseling Association, American Psychological Association, etc.) or federal agencies (Substance Abuse and Mental Health Services Administration (SAMSHA), National Institute of Mental Health (NIMH), National Institutes of Health (NIH), etc.). I need this completed by 03/01/19 at 8pm.

Expectation:

Responses to peers. Note that this is measured by both the quantity and quality of your posts. Does your post contribute to continuing the discussion? Are your ideas supported with citations from the learning resources and other scholarly sources? Note that citations are expected for both your main post and your response posts. Note also, that, although it is often helpful and important to provide one or two sentence responses thanking somebody or supporting them or commiserating with them, those types of responses do not always further the discussion as much as they check in with the author. Such responses are appropriate and encouraged; however, they should be considered supplemental to more substantive responses, not sufficient by themselves.

Read a your colleagues’ postings. Respond to your colleagues’ postings.

Respond in one or more of the following ways:

· Ask a probing question.

· Share an insight gained from having read your colleague’s posting.

· Offer and support an opinion.

· Validate an idea with your own experience.

· Make a suggestion.

· Expand on your colleague’s posting.

1. Classmate (G. Sim)

Exceptionalities

Mental health services are limited especially when working with a child or adolescent that has an emotional or behavioral disorder (EBD; Samuel, 2018).  Behaviors can be aggressive and emotional responses can be extremely intense (Samuel, 2018).  There are significant challenges that arise with a child or adolescent with EBD.  One area that is a challenge for a child with EBD is the school environment (Samuel, 2018).  Families, educators, and peers all play an important role in the success of a child with EBD.

Emotional or Behavioral Disorder

Children and adolescents with EBD struggle to maintain positive relationships with their families, their teachers, and their peers (Samuel, 2018).  They struggle with being able to regulate their emotions and impulses.  Because of this inability to always effectively self-regulate their behaviors can be extremely disruptive to their environments (Samuel, 2018).  1 out of 10 children have been diagnosed with an emotional or behavioral disorder that affects their ability to successfully navigate a school setting (Kutash, Duchnowski, & Green, 2015 as cited by Samuel, 2018).  This author works in a high school with a significant EBD population and interacts with these students regularly.  It has been observed that a rigidity within their school setting is not always positive or helpful.  This author has witnessed students with EBD be labeled derogatory terms and as burdensome.  This type of thinking and atmosphere is detrimental to the success of students with EBD.  These students are secluded from their peers in the classroom and during lunch times.  Exclusion is never a positive or helpful intervention.  This labeling and exclusion can intensify maladaptive behaviors which in turn carries over to the home environment.  Families struggle with EBD because of the disruptive and maladaptive behaviors.  Emotional outbursts, lack of social skills, hypersexual activity, lack of boundaries and oppositional behaviors are characteristics of a student with EBD (Samuel, 2018).  These behaviors negatively affect the parent-child relationship and the sibling relationship, if applicable.  A student with EBD will suffer in their peer relationships and can be at a higher risk of being the victim of bullying (Samuel, 2018).

Interventions

Samuel (2018) identified Positive Behavioral Intervention and Supports (PBIS) as an effective intervention program within a school setting and showed an overall decrease in disciplinary referrals with the implementation of PBIS.  The program consisted of a five-person team including a school counselor and parent representatives and the program included specific goals and a token economy (Samuel, 2018).  This is a positive intervention that has proven to be effective within the school.  Families were notified of how the student was performing at school keep families updated and to continue the positive behaviors in the home environment (Samuel, 2018).  Families can implement a token economy at home to help modify and encourage positive behaviors.  This would also provide consistency and continuity for the child.  This is designed to teach emotion regulation and positive conflict resolution.

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