Extra Counseling Services
Background
The Individuals with Disabilities Education Act (IDEA) requires that schools provide a free and appropriate education to all students with disabilities (Lipkin et al., 2015). In order to meet this obligation, schools must offer a range of services, including counseling. While all students can benefit from counseling, students with disabilities often face unique challenges that can benefit from additional counseling services. For example, students with disabilities may struggle with social skills or have difficulty coping with anxiety and depression. As a result, counselors play an essential role in supporting the academic and social-emotional development of students with disabilities. However, due to budget constraints, many schools do not have the resources to provide adequate counseling services for these students. As a result, there is a need for extra counseling services in special education. By providing these services, we can ensure that all students have access to the support they need to succeed in school and in life.
Specifics
Children and adolescents with oppositional defiance disorder (ODD), conduct disorder (CD) and emotional and behavioral problems (EBP) or disorders (EBD) tend to exhibit a persistent pattern of defiant, aggressive, or disruptive behaviors. These children often have difficulty following rules or complying with expectations set by authority figures such as parents, teachers, or bosses. They may be hostile and argumentative, refusing to comply with requests or demands that they see as unreasonable. They may also deliberately annoy or tease others, engage in physical fights, or destroy property. While these behaviors are developmentally normal to some extent, children with ODD, CD, or EBP/EBD typically exhibit them to a greater degree than their peers. Additionally, these behaviors often cause significant problems in social, academic, or work settings. Consequently, student learners with ODD, CD, or EBP/EBD often require more specialized interventions in order to improve functioning and prevent long-term negative outcomes.
It is estimated that ODD affects anywhere from 1-16% of children and adolescents (American Psychiatric Association, 2013). ODD is characterized by a persistent pattern of angry/irritable mood, argumentative/defiant behavior, and vindictiveness lasting at least 6 months (APA, 2013). Although the exact cause of ODD is not known, it is thought to arise from a combination of genetic and environmental factors. Children with ODD often have difficulty in school and maintaining positive relationships with peers and adults. They are also at increased risk for developing other mental health disorders, such as conduct disorder, anxiety disorders, and depression (APA, 2013). Given the prevalence of ODD and its associated difficulties, it is essential that mental health services be readily available to this population. Unfortunately, access to mental health services can be difficult for individuals with ODD. This may be due in part to the fact that these individuals often exhibit disruptive behaviors that make it difficult for them to participate in traditional forms of therapy. In addition, they may have difficulty trusting adults and may therefore be reluctant to seek out help. As a result, it is important to provide a much-needed service to this population that is easily accessible and tailored to their unique needs. By doing so, we can help these individuals overcome...
…greater sense of anonymity than in-person counseling, which can be helpful for students who are uncomfortable discussing personal issues in front of others. Finally, Zoom counseling can be more affordable than in-person counseling, as it eliminates the need for travel and other expenses. As a result, Zoom counseling is an appealing option for many students with disorders.If funded, the proposed program would provide a much-needed service to a population that often does not have great access to mental health services. As has been noted, when it comes to behavioral disorders, early intervention is crucial. That is why a program that provides Zoom counseling for students with behavioral problems can be so beneficial. By getting help early on, students can learn how to manage their disorder and get on the path to success. However, Zoom counseling can be expensive, and that is where a grant can help. A grant would allow the program to provide counseling services free of charge, making it more accessible to students who need it. In turn, this would lead to better outcomes for students with behavioral disorders, making it an investment worth its weight in gold.
In conclusion, in order to ensure that these students receive the support they need, schools should provide extra counseling services. Counselors can help special education students to cope with their challenges and to develop positive coping mechanisms. In addition, counselors can provide support to the students' families and help them to understand the unique needs of their child. By providing extra counseling services, schools can help to improve the emotional…
References
American Psychiatric Association. (2013). Diagnostic and Statistical Manual of MentalDisorders (5th ed.). Arlington, VA.
Brooks, M. (2017). Serious Emotional Disturbance Affects 10% of US Children.
Retrieved from https://www.medscape.com/viewarticle/885612
Lipkin, P. H., Okamoto, J., Council on Children with Disabilities and Council on SchoolHealth, Norwood Jr, K. W., Adams, R. C., Brei, T. J., ... & Young, T. (2015). The Individuals with Disabilities Education Act (IDEA) for children with special educational needs. Pediatrics, 136(6), e1650-e1662.
Membride, H. (2016). Mental health: early intervention and prevention in children andyoung people. British Journal of Nursing, 25(10), 552-557.
Ricker, J. (2002). Study shows telephone counseling can be effective. Monitor onPsychology, 33(4), 14.
Steed, E. A., Phan, N., Leech, N., & Charlifue-Smith, R. (2022). Remote delivery ofservices for young children with disabilities during the early stages of the COVID-19 pandemic in the United States. Journal of Early Intervention, 44(2), 110-129.
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