Students with Emotional Disorders in Public School Systems

Students with Emotional Disorders in Public School Systems

Introduction

The paper discusses the ways by which parental involvement can improve students with emotional or behavioral disorders behaviors in public school systems. Children with emotional disorders typically require a diversity of professional interventions including medication, psychological treatment and rehabilitation along with the support from parents and teachers at school (McCloskey, 2010). One of the most efficient means of ensuring academic achievements is to connect families in the education of their children. Children with disabilities i.e. emotional or behavioral disorders often face multifaceted classroom issues requiring special attention from teachers and active commitment from their families (Schwartz, 2005).

In U.S., a child or young person in five (20%) suffered from a mental disorder that can be diagnosed. Among these, we find disorder attention deficit hyperactivity disorder (ADHD), anxiety, depression, drug abuse or alcohol, eating disorders and learning disabilities. Many other children have emotional and behavioral problems lighter, but still significant (Boeltzig et. Al., 2009).

Background

The parents of students with emotional behavior can play a significant role in shaping the lives of their children in an effective way. By providing love and affection, children can be provided suitable education and ways which will be helpful in their adult lives (Schwartz, 2005). Their families can play a number of supporting roles, including as their advocates and as people who can give valuable insight into their specific needs to instructors, who may at times feel pressed by trying to meet the needs of diverse groups of students.

Emotional development in preschool children in relation to the earlier phases of development is characterized by enrichment and diversity of emotional life. This is due both to the maturation of the nervous system, as well as from the influence of the environmental impacts. Though already in previous periods can observe the emergence of the first child's feelings: fear, anger, pleasure, it is a real boom feelings, their wealth is for the period pre-school. At this age child is experiencing feelings such as jealousy, anger, fear and anxiety, joy, pleasure, affection, concern, curiosity (Staples & Diliberto, 2010).

The difficulties faced by the child in the process of self-construction are relatively unfamiliar with the real world around it, plus the lack of support from parents who do not fully understand every stage of life, and often end up harming the process (Wicks & Israel, 2003). Teachers also ignorant from the point of view of the psychosocial development of the child, may encourage discriminatory attitudes, delete or neglect child support. The preparation and good judgment of the teacher is the key element that these issues can be better addressed.

The problem varies with each stage of schooling, and especially according to the personal traits of personality of each student. In general, there is the most stressful times in the life of any child, for example, changes, news, adaptive requirements, a new school, or simply adapting to adolescence. Children and adolescents, as in any other age group, react differently ...