This document outlines a presentation on emotional and behavioral difficulties (EBD). It begins with an introduction and outline, then defines EBD and challenges in defining it. Specific conditions are mentioned like obsessive compulsive disorder (OCD). Statistics on prevalence of mental health issues are provided. The document discusses identifying and diagnosing EBD. It provides information on OCD, including signs and symptoms. Support available from the government and where to seek help is outlined. Suggested teaching strategies for students with EBD are presented, along with a proposed group activity and conclusion.
2. Today’s Presentation Outline
General Introduction
Specific Introduction
Obsessive Compulsive disorder (O.C.D)
Prevalence and Statistics
Available Help (State and National)
Teaching Strategies
Activity
Conclusion
3. Emotional and Behavioural
Difficulties (EBD)
In Australia EBD is the
preferred term
However SEBD (Social,
Emotional & Behavioural
Difficulties) is also used.
Umbrella term which covers
wide range of difficulties,
syndromes and conditions
4. Difficulties of Definition
Not only have no agreed-upon definition
Not universally accepted as categories
Other terms commonly used include
A. Mental health disorder
B. Mental health concerns
C. Disruptive behaviour
5. Identifying EBD
Disability Discrimination ACT 1992 Disability
Standard for Education (2005):
A disorder, illness or disease that
affects a person’s thought processes,
perceptions or reality, emotions or
judgment or that results in disturbed
behaviour.
8. To Define OCD
Obsessive: Recurrent and persistent thoughts,
impulses or images
Compulsions: Repetitive activities or mental acts
Disorder: To disrupt the systematic functioning or
neat arrangement of/a state of confusion
9. Ask yourself?
What is something you do every day?
Brush your teeth?
Shower?
Turn off a light switch?
Eat Lunch at 12:15pm?
10. OCD Sufferers
Feel they must perform a particular ritual
If not completed, may lead to anxiety and
discomfort
12. The main difference between "neat freaks" and people
with OCD is that "neat freaks" like being neat. They want
to be that way because they feel like it helps them and
keeps them productive.
People with OCD wish they weren’t that way, but feel they
have to do their rituals in order to prevent some dreaded
catastrophe that is unlikely in the first place. OCD is based
on fear. OCD rituals are responses to obsessions. "Neat
freaks" do not have obsessions like people with OCD do.
Not everyone with OCD is focused on cleanliness. OCD is
pretty diverse in terms of its symptoms and everyone has
symptoms that are a little different - their own personal
spin.
Jonathan Abramowitz, PhD
13. OCD Statistics
2-3% of the world’s population
Between 22 to 36 years of Age
50-50 balance between sexes
14. Mental Heath Statistics
1 in 7 children suffer from mental health
difficulties IN AUSTRALIA
In America, anxiety disorders affect about 40
million American adults
8 percent of teens aged 13–18 have an anxiety
disorder
Emotional and behavioural disorders affect 10-
15% of the global population
In the Netherlands, social and attention problems
affect a total of 29.4 and 17.7% of children
respectively
15. So what if I am concerned? Remember
GRIP
Gather
Promote
Wellbeing
Involve
Respond
Follow Up and
Reflect
16. Government Support for Schools
Disability Discrimination Act (1992) and Disability
Standards for Education (2005)
Support for children/students with EBD is highly
state-dependent
Outside intervention is often sought when
disruptive behaviour is displayed
EBD not categorised as a disability in South
Australia
Targeted funding is available to schools through the
Disability Support Program (DSP) for challenging
behaviour
17. Where to go for help
For Students and Families
Beyond Blue (beyondblue.org.au) – helps find local support services
Headspace (headspace.org.au)
Reachout (au.reachout.com)
Kids Helpline
The Panic Room SA (Payneham)
Adolescent Services (Enfield)
Division of Child & Adolescent Mental Health Service (CAMHS) - based
at multiple locations
Australian Psychological Society (www.psychology.org.au) – helps to
find specialised services based on needs
18. Where to go for help
General Services (for children, families and/or
educators)
Kidsmatter.edu.au & Mindmatters.edu.au (Initiative of
the Australian government and Beyond Blue)
Responseability.org
Queensland education department (Fact sheets for
teachers and referenced by DECD)
Centre for Emotional Health (Macquarie University) –
fact sheets
For children and families with disabilities
Autism SA
Novita
19. Teaching Strategies and Adjustments
2 Step Perspective
1. Ethical underpinning
“Is it the right thing to do?”
Appeals to feelings, emotions and
social understanding
2. Intellectual strategy
“Understanding our and others
behaviour”
Appeals to our cognition and insight
Need both perspectives to
respond effectively
20. How school staff can help?
Suggestions from Kids Matter (2013) :
Teach coping skills
Discourage
avoidance
Encourage ‘having
a go’
Set realistic
expectations
Develop
independence
Access help when
needed
Modify and monitor stressful activities
21. More Strategies
Feeling boxes
Talk about emotions and have part
of a lesson
Exit plan
Recognise small achievements
using positive reinforcement,
communication strategies and
feedback
Provide explicit guidelines for
assignments
22. 6 groups
Case study each
Discuss with group what
teaching strategies you
would use
Then create a short role play
performance demonstrating
how these teaching
strategies would be
23. Conclusion
EBD covers range of difficulties, syndromes and
conditions
No agreed-upon definition which causes
difficulties in education setting
GRIP
24. References
GG31109 2011, Short Film Festival Winner - Obsessive
Compulsive Disorder (OCD), YouTube, viewed 14 October
2014<http://www.youtube.com/watch?v=IyOboNDrYs>
Beyond Blue: KidsMatter 2013, ‘Anxiety: Suggestions for school
staff’, Australian Government Department of Health and Aging,
Canberra.
Education Queensland 2012, ‘What is anxiety? Information
sheet’, Queensland Government Student Services, Department
of Education, Training and the Arts, Brisbane.
Hyde, M. Carpenter, L. & Conway, R. (2014) Diversity, Inclusion
& Engagement (2nd ed.) Oxford University Press.
Wiltshire Country Council 2006, ‘The Secondary Teacher’s
Toolkit for Including Young People with Social Communication
Difficulties, Children with Autism: Strategies for Accessing the
Curriculum, SEN partnerships, Wilshire.
Cumming 2011, ‘The Education of Students With Emotional and
Behaviour Disabilities in Australia: Current Trends and Future
Directions’, Intervention in School and Clinic, vol. 48, no. 3 pp.
55-61.
Editor's Notes
We have chosen to involve support. What government support is there? Might not be living or working in SA for all of our careers, so read the Cummings paper. Briefly summarise some of it here though. Only ACT explicitly states that an IEP is needed. Some states mandate a behaviour plan but that doesn’t necessary focus on any underlining emotional problems. DSP behaviour support only for students with ASD or mental health problem.
Lots of organisations. DECD links to many of these if support is needed.
So the student is now seeking help externally, but what can be done within the classroom to support the student?