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Emotional and Behavioural Difficulties
This document discusses emotional and behavioral difficulties (EBD) that are often seen in the classroom. EBD can include disruptive behaviors like calling out, refusing to work, or annoying other students. It can also include emotionally immature behaviors like being tearful, withdrawing socially, or throwing tantrums. Students with EBD may also exhibit physically or verbally aggressive behaviors and struggle to form positive social relationships. The causes of classroom misbehavior are identified as seeking attention, struggles for power, seeking revenge when frustrated, and avoiding feelings of inadequacy. Key strategies for supporting students with EBD include ignoring misbehaviors, acknowledging feelings, setting clear expectations, encouraging social skills development, and involving additional support services.
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- 1. EMOTIONAL AND BEHAVIOURAL DIFFICULTIES (EBD) Maria Nazia Malik Noer FWD Hastuti Marchant Souhaila Sutton College London 2012
- 2. EBD are often seen in the classroom
- 3. Persistently disruptive, suchas calling out in class refusing to work annoying other pupils
- 4. Emotionally immature being tearful withdrawing from normal social situations throwing tantrums
- 5. Physically and verballyaggressive and unable to form positive social relationships constantly violates social rules and the rights of others physical aggression, usually initiated by the pupil, that can take the form of bullying
- 6. destruction ofproperty, such as pencil, ruler, book, etc. stealing – ranging from ‘borrowing’ other pupils’ possessions cheating in school work run away from class
- 7. often lied to avoid the consequences of their actions broken into someone’s possession initiated physical fights
- 8. acted as a bully threatened teachers or other pupil abused other pupils racially, either verbally or physically
- 9. The causes of classroom misbehaviour
- 10. Attention-Getting Behaviours. A common cause of misbehaviour is the need for attention. Power Struggles. This type of misbehaviour is often symptomatic of a power struggle through which the child is actively trying to engage the teacher in a fight for domination, the more a teacher fights against the student’s behaviour, the more he/she is rewarding it.
- 11. Revenge-Seeking Behaviour. He/she seek revenge when they are frustrated in their desire for attention or power. Revenge- seeking students are angry and rebellious, and their motive is to hurt the teacher or other pupils. Avoiding Inadequacy. Children will misbehave when they would rather appear bad. For example:
- 12. ~if a classassignment is too difficult, the child may choose to intentionally misbehave and be sent from the room to avoid having to participate and look inferior. ~a matter of perfectionism, where the child will misbehave if they know they will not be the best at a task.
- 13. Key ideas in supporting children who have EBD
- 14. Here are somesupport strategies The most appropriate response to attention-seeking behaviour is to provide special attention only when the student is behaving properly. An appropriate behaviour should be reinforced repeatedly until it becomes the preferred method of gaining attention. Instead, misbehaviour should be ignored unless dangerous
- 15. An appropriateresponse to power- seeking behavior is to acknowledge the need with the student, perhaps even complimenting his natural leadership, and to give the child power whenever it is appropriate, making him leader of a group or giving her a visible and important responsibility. By working with power-seeking students, teachers can make allies out of dominating students.
- 16. Rebellious students expect an angry or hurt response to their behaviour, but teachers who can acknowledge the anger the child feels, apologize if the child is appropriately angry over a specific incident Responses to feelings of inferiority in children are best handled within the context of a classroom climate where effort and incremental growth is valued as much or more than the final product.
- 17. ensure a consistent approach to the child’s behavioural difficulties by all members of staff by developing positive behaviour-management strategies encourage the provision of a positive classroom environment have group and class discussions to focus on problems and give all children opportunities to air their views in a controlled environment
- 18. set up small social skills groups for children who have difficulties in particular areas such as relating to other children or anger management develop social interaction through games and paired problem-solving activities give short and clearly-defined tasks encourage the development of ICT skills to increase motivation
- 19. provide activities that encourage the building of self-esteem give the child opportunities to express their feelings through the use of puppets or role-play in pairs or small groups develop positive links between older and younger children arrange for educational psychologist or behavioural support input such as circle of friends
- 20. arrange forcounselling or family support provision usually through either the Educational Welfare Service, the Family Centre or the Child and Adult Mental Health service.
- 21.
- 22. THANK YOU VERYMUCH FOR YOUR ATTENTION ESOL/Prepare for Teaching Assistant