1

PRESENTATION DRAFT:

Course title: educational psychology

TOPIC: Emotional Problems

Submitted to: Ma’am Samina

Submitted by:

Samiya Fatima (433)

Hina Tahir (429)

Hajra batool (428) Gulmeena Tahir (441) Naima Saleem (453) Noor-ul-ain (450)

Date: 24-10-2014

Class: BS Psychology (3rd)

Section: A

2

1

EMOTIONAL PROBEMS

Definition:

Students with such problems are categorized as having an emotional disturbance, which is

defined under the Individuals with Disabilities Education Act as follows: "...a condition

exhibiting one or more of the following characteristics over a long period of time and to a

marked degree that adversely affects a child's educational performance:

An inability to learn that cannot be explained by intellectual, sensory, or 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

factors.

Students with emotional problems have serious and persistent difficulties that can be

described by a psychiatric diagnosis. When special educators identify a student as having an

emotional or behavioral disorder, they are assisted by a psychologist or psychiatrist who

conducts a thorough evaluation and makes a diagnosis of the disorder, using the categories

listed in the Diagnostic and Statistical Manual of Mental Disorders (American Psychiatric

Association, 2000). This medical manual, known as the DSM, groups behaviors in clusters

corresponding to common clinical disorders.

The 4th edition of the Diagnostic and Statistical Manual (DSM-IV-TR) published by the

American Psychiatric Association (APA, 2000) also describes disorders usually first diagnosed

in children, but not all of these are considered disabilities by the federal government.

Identification of emotional problems:

Characteristics which identify an individual as having a behavior disorders are demonstrated in a

variety of settings:

Academic characteristics:

Disrupts classroom activities

Impulsive

3

2

Inattentive, distractible

Preoccupied

Does not follow or appear to care about classroom rules

Poor concentration

Resistance to change and transitions in routines

Often speaks out with irrelevant information or without regard to turn taking rules 

Demonstrates aggressive behavior

Intimidates and bullies other students

Regularly absent from school

consistently blames others for their dishonesty

Low self esteem

Difficulty working in groups

Demonstrate self injurious behavior

Can not apply social rules related to others personal space and belongings

Often manipulative of situations

If a student demonstrates behaviors listed above they may be considered to have a behavior

problem.  A psychologist or behavior specialist is most likely to be able to provide an appropriate

diagnosis for a child, based on observations,

Two groups of emotional problems:

Externalizing behaviors

Internalizing behaviors

Externalizing behaviors: constitute acting-out style that could be described as aggressive,

impulsive, coercive, and noncompliant. Other disorders are more accurately described as

"inward."

Internalizing behaviors: are typical of an inhibited style that could be described as withdrawn,

lonely, depressed, and anxious. Students who exhibit externalizing and internalizing behaviors,

respectively, are the two main groups of students with emotional or behavioral disorders, but

they do not account for all of the conditions that result in placement in this special education

category.

4

3

Signs of emotional problems:

Emotional symptoms can be positive or negative and can come from within you or be a reaction

to your environment. Emotional changes can be normal, temporary responses to events;

however, disproportionate, extreme, persistent or unstable emotional reactions may indicate an

underlying problem.

Emotional symptoms include anger, anxiety, disgust, excitement, fear, happiness, joy and

sadness, to name a few.

Emotional symptoms can cause legal or financial problems, relationship difficulties, and

problems at home, school or work. They can be associated with aggression, agitation,

feelings of emptiness, guilt, helplessness and hopelessness, and loss of pleasure.

Some emotional symptoms can also be related to medication side effects or chronic medical

conditions. Medications and substances can directly affect the nervous system and thus can

cause emotional symptoms. Medical conditions, such as dementia, can contribute to

emotional symptoms by damaging brain tissue.

However, when children have serious emotional problems, problematic thinking and

behavior continues over a long period of time. Their behavior signals that they are not coping

with their environment or peers; indeed, a child with a severe psychological disturbance will

have great difficulty acting or interacting effectively.

TYPES OF EMOTIONAL PROBLEMS:

The list of types of Emotional problems mentioned in various sources includes:

Anxiety problems

Depressive problems

Behavioral problems

Personality problems

Anxiety problems:

Anxiety is the experience of having worry, fear, or feelings of trepidation. Anxiety can

manifest in one's mood, behavior, thoughts, and emotions. Although the experience of

anxiety can be unpleasant, a normal amount of anxiety can serve to help people to recognize

and more effectively deal with stressful situations

5

4

Anxiety can also be experienced without any stimulus at all or due to a perceived stressor

that may not exist, such as a child who is afraid of a monster in the closet at night or a

straight-A student who worries about getting a failing grade. If anxiety rises to excessive

levels or becomes recurring or continuous, it can develop into a mental health condition.

Anxiety problems include

Panic problems

Obsessive compulsive problems :

Post traumatic stress problems :

Generalized anxiety problems:

Phobias

Depressive problems:

A depressive disorder is an illness that involves the body, mood, and thoughts. It affects the way

a person eats and sleeps, the way one feels about oneself, and the way one thinks about things. It

is not a sign of personal weakness or a condition that can be willed or wished away. People with

a depressive illness cannot merely "pull themselves together" and get better. Without treatment,

symptoms can last for weeks, months, or years. Appropriate treatment, however, can help most

people who suffer from depression.

Depressive problems include:

Dysthymic problem: It is a less severe type of depression that is not as disabling as

major depression, but is long lasting and negatively affects effective functioning and

feelings of well being.

Bipolar problem: also known as manic depressive disorder, involves cycling mood

changes, from depression to mania, an extremely energetic and "up" state.

Post-partum depression: It is a depression that occurs after childbirth.

Behavioral problems:

6

5

These disorders affect the way a child or youth acts or behaves. Some people think a child or

youth with a behavioural problem is “bad” and may even blame a parent for their child’s

behaviour. But these disorders are real problems that affect many children and youth.

Attention Deficit Hyperactivity problem: A behavior problem originating in childhood

in which the essential features are signs of developmentally inappropriate inattention,

impulsivity, and hyperactivity. The problem is more frequent in males than females.

Onset is in childhood. Symptoms often attenuate during late adolescence although a

minority experiences the full complement of symptoms into mid-adulthood.

Drug abuse: Addiction to any of various illicit drugs.

Personality problems:

Personality problems are a group of mental conditions characterized by abnormal

experiences or behaviour with respect to thinking, mood, personal relations and impulse

control. People with personality disorders have a long-term history of behaviors and

experiences that don't conform to the expectations of their culture or society. The behaviour

of sufferers can cause them stress or reduced ability with respect to their personal, social and

working life.

Anti-Social Personality problem: A psychiatric condition characterized by chronic

behavioral and social problems which often involves criminal behaviour.

Paranoid Personality problem: personality problem where the patient believes other

people are hostile, devious and untrustworthy. They react badly to disappointments or

perceived humiliations. Sufferers tend to bear grudges, have unfounded suspicions of

friends and partners.

WHAT CAUSES EMOTIONAL PROBLEMS?

1) Environmental causes:

Situational or environmental factors also play a role in emotional symptoms. These factors

include traumas or stressors, such as the loss of a loved one, loss of a job, or a divorce. As

life circumstances improve, the emotional symptoms may or may not resolve.

Emotional issues, or problems, are generally linked to traumatic life events, chronic stress or

not having basic needs met, especially in childhood.

7

6

School and Society: Children spend a great deal of their childhood at school, clubs,

church and sporting activities. These groups help shape a child, positively or negatively.

Social rejection by peers can worsen an emotional condition, making it more difficult for

the child with a behavior problem to develop the necessary skills to deal with his issues.

Children in these situations may withdraw or become overly aggressive in an attempt to

control their situation. Teachers can intensify the child's problems by not setting clear

expectations or ridiculing or embarrassing the child in front of his peers.

Bullying: Children can be harmed by humiliation. Researchers at Royal Children's

Hospital in Australia conducted a study to find out if bullying caused emotional problems

in teenagers. More than 2,500 children were followed for three years. None of the

children had emotional problems when the study began. Victimization, or bullying,

during year one was associated with the development of depression and other symptoms

by year three of the study, especially among girls. Recent bullying did not account for

emotional problems, including depression, anxiety, loneliness and low self-esteem. The

findings, published in the September 2001 issue of the "British Medical Journal,"

concluded that bullying occurred before emotional issues developed, the impact was seen

over time and that reducing victimization can improve the well-being of young people.

Trauma: Violence, rape, war and natural disasters are known to create a set of emotional

issues in victims known as post-traumatic stress disorder (PTSD). According to the Help

Guide website, PTSD is the most severe form of psychological trauma. People with

PTSD may suffer from memories that take the form of nightmares or flashbacks. They

may feel terrified in ordinary situations, be easily startled and live in a state of hyper-

vigilance.

2) Biological Causes:

Heredity: A great deal of evidence suggests that behavioral and emotional problems in

children may be influenced by neurological, biochemical or genetic factors. Researchers

are still uncertain whether the biological component is the actual cause of the child's

emotional or behavioral difficulties or just associated with the problems in another,

unknown way. Continued research may bring new light to the issue in the years to come.

8

7

Blood pressure: Blood pressure can make your mental health decline since your diet of

cholesterol things has been reached to effect the brain. People are born with emotions,

and in which people do have different behaviors and emotions.

Poor Sleeping: Not sleeping well or sleeping late is the common cause of emotional

problems.

Menstrual Cycle in females: Females may face emotional problems during their

menstrual cycles.

Medication and Chronic medical conditions:

Emotional symptoms can also be related to medication side effects or chronic medical

conditions. Medications and substances that have direct effects on the nervous system can

cause emotional symptoms. Medical conditions, such as dementia, can contribute to

emotional symptoms by damaging brain tissue.

3) Family Life:

A child's positive relationship with his parents encourages and influences socially acceptable

behavior. If your child has an emotional or behavior problem, he will have an easier time

learning self-control and coping skills when his family environment is a positive one. Children

who spend their early childhood years in a negative family environment may develop emotional

problems due to familial stress, poor parenting or abuse.

Family Problems:

Emotional trauma is more likely to be related to attachment issues and to be caused by

neglect rather than abuse, according to the Santa Barbara Graduate Institute Center for

Clinical Studies and Research. Bonding between mother and child that begins at birth has

a profound effect on the infant's brain development and structure. Early separation,

emotionally unavailable caretakers or illness can interfere with the attachment process

and initiate insecurity. Many families struggle with addictions, depression or grief.

Losses include divorce, serious illness or death. Living in a dangerous neighborhood or

dealing with an alcoholic parent may also take a toll on emotional development. One

effect of chronic stress and early trauma is vulnerability, so that children grow up less

9

8

able to deal with stressful situations. When families need help, and they don't get it, the

stage is set for emotional issues to arise.

Children generally don't come through childhood unscathed. Most children are resistant

to negative episodes in their lives. When there is an excessive combination of negative

experiences over a longer period of time, emotional and behavioral difficulties can

become apparent or exacerbated. Among the examples of negative experiences are

abusive homes, poverty, parenting that is too lenient or overly and constantly critical and

poor adult role models.

TREATMENT OF EMOTIONAL PROBLEMS:

Emotional problems and mental illnesses can be treated in a variety of ways, including

psychotherapy, medication, or physical treatments. Psychotherapy, or “talking therapy,” is an

effective and commonly prescribed method of treatment for mild to moderate cases of emotional

and mental disorders. In more severe cases, psychotherapy is used in combination with

medication or physical treatments

Physical Treatment

Electroconvulsive therapy (ETC):is a form of therapy in which regulated electric

shocks are delivered to the brain to induce seizures. It is an effective treatment for severe

depression, often providing relief much more quickly than psychiatric medication.

Although psychiatric medication and psychotherapy are used much more frequently as

treatments for depression, ETC is generally used in life-threatening situations or other

circumstances where immediate relief from depression is needed.

Psychosurgery: is another form of physical treatment. It involves physically altering the

structure of the brain in an attempt to alleviate severe mental illness. Psychosurgery was

widely used in 1950's. The use of psychosurgery has greatly diminished with increased

knowledge of psychiatric illness and with the development of psychiatric drugs. Current

psychosurgery methods involve only microscopic alterations to the brain, and are only

used in extreme cases of mental illness with a definite biological cause.

10

9

Psychotherapy:

Psychotherapy applies to various forms of treatment that employ psychological methods

designed to help people understand themselves. With this knowledge, or insight, a person

learns how to handle life—with all its relationships and conflicts—in a happier and more

socially responsible manner.

Psychoanalysis: it seeks to lift to the level of awareness of the individual's repressed

subconscious feelings. The information about subconscious conflicts is explored and

interpreted to explain the causes of the individual's emotional upsets.

Behavior therapy: treatment based on the belief that many types of behavior are learned.

a behavior therapist focuses on the individual's observable behavior and tries to help the

individual control it. In operant conditioning , behavior is controlled using a reinforcer .

Praise or gifts given for good behavior are common examples of reinforcers.

Cognitive therapy: Cognitive therapy involves helping people change the patterns of

thinking responsible for their emotional distress. The change is made by monitoring

negative or distorted thoughts, then correcting or replacing them with positive thoughts.

Group therapy: It  is a form of psychotherapy treatment in which a group of people,

usually ten or fewer, discuss their mental and emotional problems. By talking to one

another about mutual problems and by interacting with one another emotionally under

skillful guidance, people are often helped more quickly than when treated individually.

Psychodrama: It is a therapeutic technique in which an individual or members of a

group create and act out situations based on their personal conflicts.

Play therapy: Play therapy may be a form of individual psychotherapy or group therapy.

In both instances, the therapist observes the play activity.

Family therapy: Family problems can be treated with family therapy . Family members

are sometimes able to discuss their problems of relating to each other within the context

of a group better than they can on an individual basis with a therapist.

Medication:

In the last half of the 20th century, the study of the relationship between biochemical processes

of the brain and mental illness resulted in the development of psychiatric medication. Many

people with mental illnesses have greatly benefitted from the use of these medications. However,

many psychiatric drugs have side effects, some of which are severe, so close medical supervision

11

10

is necessary while taking the drugs. With proper monitoring, psychiatric drugs can be a part of a

safe, therapeutic approach to alleviating the negative effects of mental illness.

Neurotransmitters: Depression is believed to be caused by low levels of neurotransmitters,

chemicals of the nervous system.

Antidepressant drugs: used to relieve the symptoms of depression, work by increasing the level

of neurotransmitters present in the brain.

Antipsychotic drugs: sometimes called major tranquilizers, are used to relieve delusions,

hallucinations and other psychotic symptoms. Antipsychotic drugs work by blocking the

neurotransmitter dopamine from completing its function in the brain.

Anti anxiety drugs: sometimes called sedatives or minor tranquilizers, are used to relieve

anxiety or tension. By suppressing the brain chemistry responsible for anxiety, these drugs

provide a sense of relaxation. They may also act as a muscle relaxant, and alleviate mild

insomnia.

Mood stabilizers: like lithium, are used to treat bipolar depression. It is not known how lithium

alleviates the symptoms of bipolar disorder, but it is effective. The blood level of lithium in a

person must be monitored carefully. If the level is too low, the medication will not be effective in

stabilizing the person's mood, and if the level is too high, adverse side effects may result.

ADJUSTMENTS OF EMOTIONALY DISTURBED STUDENTS

Cope with the situation:

Help students cope with stress. Like steam building in a tightly lidded pot, emotional distress,

when not vented, exerts pressure on the body. Physical reactions—such as frequent headaches,

abdominal pain, asthma, hives, chest pains, and dizziness—can emerge if students don't address

the causes of stress or if they aren't taught effective coping strategies. Chronic stress can lead to

depression. Local mental health services should be accessed if symptoms persist despite school-

based interventions. A combination of coping strategies will alleviate distress. If eliminating the

source of stress isn't possible, teach students relaxation techniques and other stress-reduction

methods.

Behavior modification is the elementary step at this level of management. Educator must try

to control the deviant or disturbing emotions that are causing problems and are hindering in

12

11

academic success as well as social interaction. Students with emotional disturbances are

frequently the targets (rather than the initiators) of other students’ misbehaviors. Having a

stated, explicit classroom management plan provides a solid structure by which both teacher

and students can address inappropriate behavior, understand consequences, and develop a

shared approach to behavior in class and toward one another.

Know the cause and control: The student having emotional problem is the one who can

actually know the root cause of the problem he is facing, educator can teach him to go deeper

into the problem and notice its starting point instead of acting out. In this way when he’ll try

to explore its cause, he can know the best possible solution using all his resources.

Educator has to tell the student that he can control his emotions and should ensure this

student that he is here to help him if he wants any suggestions and advice.

Working together with families:

Communication with the student’s family should be one of the most important components of

any school program. Because a family unit may be configured in many ways, it frequently helps

to know and refer to the significant members of a child’s family and the part they play in a

student’s life, in all plans concerning the education of a student with emotional problems. The

core members of the family should be included in all significant deliberations about the student’s

education. When talking to a family about their child’s behavior in school, the following

approaches may enlist their support:

Actively listen to family members, empathize with their concerns, and learn from their

knowledge and experience,

Discuss with parents that if they are having any issue in their family, they should try to

resolve it, and also tell them the negative consequences of their family conflict on child.

Tell them to have patience while dealing with the child, punishment is not always the

solution.

Positive peer relationships:

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.

13

12

Appropriate Interventions :

The educational programs for students with a serious emotional disturbance need to include

attention to: mastering academics, developing social skill, increasing self-awareness, self-esteem,

and self-control

Many of these strategies for success can help your other students as well.

Proactive intervention:

Conditions that promote positive behavior in the classroom include:

Teach student to describe the conflict or problem, identify possible responses, select a

response, and evaluate the selected response.

Establishing links between the curriculum and the students' lives injects relevance into

lessons.

Be aware of medication schedules and what the medication effects may be.

Encourage organization and planning

Clear behavior expectations,

Teach other students to ignore inappropriate attention-seeking behaviors.

Acknowledge the problem:

As you begin to work with the child, take him aside and discuss his disability with him. Allow

him to explain how his disability affects him and to tell you what he thinks you can do to help

him overcome the obstacles he faces. you create an atmosphere of respect and allow the child to

see that he is valued and that you recognize that emotional control is challenging for him.

Instill hope: More than anything else, troubled youth need to know their lives can improve.

When teachers provide a refuge from the "bad" in a student's life, they inspire hope and help

students see that the past is not necessarily a prelude to the future.

Set a “Cool Down” Zone:

Many students who struggle with emotional control can cope best by stepping away from the

situation and cooling down. Make this practice possible for the child by establishing a pre-set

“cool-down” zone for the child to visit when he needs to calm himself. A secluded corner of the

room, distant desk or calm reading area can all be used effectively for this purpose.

14

13

Create a Silent Signal:

Work out a means of silently communicating with the student so that you do not have to call him

out in front of his peers. If, for example, the child's demeanor changes when he becomes mad,

you could create a symbol that silently asks him if he needs to take a break and calm down. If

you notice the child beginning to get angry, you can discreetly make the symbol to the child, he

can nod in agreement or disagreement and move to the cool-down area if necessary.

Effective instructional strategies

Effective instructional strategies assume that educators take into account the strengths and needs

of their students when designing any lesson.

Designing successful opportunities for students with emotional disturbance may require that

educators change how they plan and organize their instruction, manage their classrooms, and

arrange the physical layout of the classroom.

Keep class rules simple and clear

Students will most likely struggle if you impose a long list of complicated rules and demands

upon them. Try to keep your classroom guidelines broad and simple — no more than 3 to 5 main

rules. Let students know about them on the first day of class, and post them in the classroom as

well. An example list might be: Be on Time, Try Your Best, Be Polite, and Respect One

Another.

Allow for mini-breaks:

A lot of kids with emotional problem lack the emotional balance and maturity needed to remain

focused and on-task for long periods. Build in short rest periods or mini-breaks into the school

day. Allow them to get out of their seats and move around a bit. This will allow them to burn off

any excess energy that might have built up from sitting still for a long period of time.

fair treatment:

These students often do not respond very well to situations that appear unfair to them. This can

trigger a cascade of negative emotions and acting-out behavior. If these students feel they are not

being treated fairly and with the same consideration and respect as their peers, their behavior will

be affected. To ensure that you are treating all of your students in a consistently fair manner,

15

14

don’t bend your established rules for any student. Enforce the expected consequences every

time, with every student.

Use motivational strategies:

Unfortunately, students with emotional problems often lack the desire or motivation to try to

succeed. To avoid disruptive or off-task behaviors. Take some extra steps to motivate these

students. Offer them incentives for academic successes, large and small.

Use Journaling

Encourage the student to get in touch with his emotions by journaling. Present the student with a

notebook and explain to him that, instead of having an outburst if he becomes angry or

frustrated, he can open his journal and record his thoughts and feelings.Use the entry as a

jumping-off point from which you can explore the things that are bothering him and help him

solve any problems that he is having.

Managing the Classroom

A sound classroom management system can provide exactly the structure students (especially

those with emotional disturbance) need for managing their own behaviors.

The instructional environment: Research shows that these students have more positive

learning experiences when they can assess and manage their own learning Teachers should

provide a challenging learning environment and stimulate pupils to engage in active

knowledge construction. Instructional methods need to match pupil characteristics, since the

interactions between these elements are particularly relevant to the development of individual

competence and the corresponding feelings of self-efficacy and self-regulation.

Group Guidance for Students with Emotional Problems:

Group guidance is a form of moderate teacher control. Group guidance works most effectively

based on the assumption that we when we feel good about ourselves we make good choices.

Group guidance can improve the overall classroom when individuals seek to meet expectations

established by a group. Group guidance is a focus on the success as the whole class while

improving individual student self-esteem and character in the process.

Class meetings are also a way to reinforce good behavior and would be positive for a student

that is emotionally disturbed. A classroom meeting is an effective way to create a sense of

citizenship within the class. It is also an easy way to address classroom issues without

16

15

singling out students and creating effective consequences and discussions as a class and not

individually making a student single student self-conscious or stand out.

Recognize the student's accomplishments and Increasing Appropriate Behaviors:

Reward positive behaviors:

Once desirable behaviors are selected for reinforcement, the following strategies can be used to

increase the likelihood that the student will use them. Positive reinforcement: Point systems,

stickers, smiles, and public recognition for a job well done are all examples of positive

reinforcement. Consequences that are dependent upon the performance of appropriate behaviors

(also known as response contingencies) help students improve their behaviors. A student with

emotional problem tend to take any discipline as a personal attack. Because of this, unfortunately

they learn very little from it. Try to celebrate the successes of these students. When these

students receive positive feedback and rewards, they start to see that there is a positive benefit to

good behavior. They will then start to see you as more of an ally than an adversary, and this will

in turn motivate them to want to behave and do well in your classroom.

Decreasing Inappropriate Behaviors:

Some inappropriate behaviors may necessitate the use of “behavior-decreasing consequences,”

as follows.

Planned Ignoring: The use of planned ignoring (extinction) is based upon the theory that, if the

inappropriate behavior is used to gain attention, ignoring the behavior will result in its becoming

“extinct.”

Encourage communication.

Make sure students communicate with you if they are experiencing a problem and also share

your experience so he may have trust on you. Be aware of fears (through communication with

the student, teachers, and parents). 

Be Neutral, Not Accusatory

When problems arise, don't ask, for example, "“Why did you take Sally's pencil?" This approach

often provokes defensive comebacks such as, "She was mean to me." Instead, ask what

happened, opening the way for students to tell their story. Follow up with questions such as

"How do you think that made Sally feel?"

17

16

Look for the Cause

It's a good idea to notice when students act out, educator’s advice. Does it happen only when the

child is doing math or reading? Identifying when problems occur may help you recognize the

reason.

Be Attentive to Each Child’s Needs 

Be attentive to the emotional skills and needs of each unique child so you can respond with

lessons and interventions tailored to help every child develop their skills. Your attention and

presence as a teacher can be a pillar of confidence for children who are dealing with stressful life

circumstances. Letting children know that you are there to help will build children’s trust that

you are a source of guidance.

Use of technology:

The use of computers, the Internet, cellular, audio and video technology has also been effective

tools in helping children to understand and learn more about their issues and how they can be

managed. The actual use of technology in the classroom “may enable the learner to be more

actively involved in his or her own learning” The Internet has continued to be a powerful tool

used to have students at different age group undertake research in areas such as conflict

resolution and management, social and emotional intelligence and cognitive behavioural

management skills.

CONCLUSION:

Emotional problems and mental illnesses can be treated in a variety of ways, including

psychotherapy, medication, or physical treatments. Society plays an important role in shaping the

behavior of children. Social rejection by peers can worsen an emotional condition, making it

more difficult for the child with a behavior problem to develop the necessary skills to deal with

her issues. Children in these situations may withdraw or become overly aggressive in an attempt

to control their situation. Teachers can exacerbate the child's problems by not setting clear

expectations or ridiculing or embarrassing the child in front of her peers. Thus students with

emotional problems need special attention of family, peers and teachers.

18

17

REFERENCES:

www.healthychildren.org/... issues /.../ emotional - problems /Pages/default.a ...

www.healthgrades.com/symptoms/ emotional -symptoms

www.helpguide.org/articles/ emotional .../improving- emotional -health.ht ...

ww.rightdiagnosis.com/e/emotional_disorders/intro.htm

www.helpguide.org/articles/.../ emotional -and- psychological -trauma.htm

www.education.com › ... › Child and Adolescent Depression

www.webmd.com/mental-health/features/10-signs-ailing-mind

n.wikipedia.org/wiki/Emotional_and_behavioral_disorders

www.sane.org/information/factsheets.../549- psychological - treatments

www.kidsmentalhealth.org/behavioral- therapy -for-children-with- emotio ...

www.healthrecovery.com/emotional-disorders