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Similarly, the staff who conducted the interviews were neither psychologists nor psychiatrists, again leaving room for error. Within the scope of the study's goals, however, the researchers controlled for the majority of the potential drawbacks.
This study provides educators with a rough series of guidelines for evaluating at-risk students. It can be used to create a checklist of behaviors and circumstance that can point to children which are at higher risk of developing emotional and behavioral problems, and give some objective measures which can be applied to any student, with less risk of personal bias on the part of the educator. However, there is also a possibility of using these findings to pigeonhole students that these findings may indicate are at risk, even if those students have other influencing factors that mediate their risks. Students that display the behaviors noted are not guaranteed to develop disorders, but the guidelines are useful none the less.
There are several avenues for further research from this study. First, as indicated by the researchers, the study needs to be repeated in an area with more diversity, to counteract any potential biases in the...
Second, similar research should be conducted on younger students, to discover which markers still apply, in the hopes of providing earlier intervention. Finally, additional study is indicated on students that have not qualified as at risk by per-screening. As was indicated by the study, children without given risk factor can develop emotional or behavioral disorders, and it should be examined whether the identified behaviors are markers for all children.
Works Cited
Achenbach, T.M. (2001). Manual for the child behavior checklist/4-18 and 2001 profile.
Burlington: University of Vermont, Department of Psychiatry.
Nelson, J., Stage, S., Dupong-Hurly, K., Syhorst L., and Epstein, M. (2007). Risk Factors
Predictive of the Problem Behaviors of Children at Risk for Emotional and Behavioral
Disorders. Exceptional Children. 73(3). 367-379
Walker, H., & Severson, H. (1990). Systematic Screening for Behavior Disorders (SSBD).
Longmont, CO: Sopris West.
Walker, H., Severson, H., & Feil, E.G. (1995). Early Screening Project (ESP). Longmont, CO:
Sopris West
Works Cited
Achenbach, T.M. (2001). Manual for the child behavior checklist/4-18 and 2001 profile.
Burlington: University of Vermont, Department of Psychiatry.
Nelson, J., Stage, S., Dupong-Hurly, K., Syhorst L., and Epstein, M. (2007). Risk Factors
Predictive of the Problem Behaviors of Children at Risk for Emotional and Behavioral
Relationships provide the key experience that connects children's personal and social worlds. It is within the dynamic interplay between these two worlds that minds form and personalities grow, behavior evolves and social competence begins." (1999) Howe relates that it is being acknowledged increasingly that "...psychologically, the individual cannot be understood independently of his or her social and cultural context. The infant dos not enter the world as a priori
Emotional regulation is the manner in which people adapt and/or adjust their feelings both knowingly and unconsciously to the changes or events in their experiences and surroundings. Emotional regulation has become an important topic in psychological models of psychopathology and in hypothesized treatment strategies for various types of mental disorders. There are several different aspects of emotional regulation that have been targeted as important explanatory factors or targets of intervention
Mindfulness-Based Cognitive-Behavioral Therapy: A Review Mindfulness-based cognitive therapy (MBCT) is a form of behavior therapy aimed at treating various different disorders, most commonly major depressive disorder. It developed from an interaction between cognitive therapy and behavior therapy, which is known as cognitive behavioral therapy (CBT). It adds the component of mindfulness, which is more than simply changing what a person perceives, but how those perceptions are made. The goal of MBCT
32) The overall diagnostic and symptomatic patterns described by these points indicate that BPD is a serious disorder and is "...classified as a major personality disorder involving dramatic, emotional, or erratic behavior; intense, unstable moods and relationships; chronic anger; and substance abuse." (Boucher, 1999, p. 33) There are a number of criteria which, in line with DSM-IV, are used to identify and characterize this disorder. The first of these criteria refers
Post Traumatic Stress Disorder and Alcoholism/Addiction Narrative Alcoholism and Posttraumatic Stress Disorder: Overview PTSD and Co morbidity of Alcoholism: The Role of Trauma Childhood Abuse and Gender Differences in PTSD Association Between Alcoholism and Emotion Genetic and Environmental Influences Models of Assessment/Conclusions Abstract TC "Abstract" f C l "1" This study will examine the relationship between post traumatic stress disorder and alcoholism/addiction. The author proposes a quantitative correlation analysis of the relationship between PTSD and alcoholism be conducted to
These conditions include maternal anemia, maternal diabetes, and maternal high blood pressure during pregnancy, which increase the risk of anorexia in the child. After-birth complications in the newborn infant such as heart problems, low response to stimuli, early difficulties in eating, and below-normal birth weight have also been found to increase the risk of anorexia and bulimia (Ibid.) Genetic Reasons Some experts consider genetics to be the root cause of