The established pattern of emotional or behavioral responses must adversely affect educational or developmental performance, including intrapersonal, academic, vocational, or social skills; be significantly different from appropriate age, cultural, or ethnic norms; and be more than temporary, expected responses to stressful events in the environment. The emotional or behavioral responses must be consistently exhibited in at least three different settings, two of which must be educational settings, and one other setting in either the home, child care, or community. The responses must not be primarily the result of intellectual, sensory, or acute or chronic physical health conditions (ASEC, 2005).
Etiology of EBD

dentification of exact causes of EBD is complex. A variety of possible reasons exist. Although each explanation may have some validity, no single reason can be pinpointed as the cause. The known potential causes of EBD are divided into two categories, biological and environmental. Biological refers to physical, medical,…...

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Identification of exact causes of EBD is complex. A variety of possible reasons exist. Although each explanation may have some validity, no single reason can be pinpointed as the cause. The known potential causes of EBD are divided into two categories, biological and environmental. Biological refers to physical, medical, and genetic factors. Biological causes include genetic influences, neurological impairment (brain damage), nutrition, and physical health. Environmental causes involve conditions and experiences with family, school and community. Children who are exposed to unhealthy conditions are thought to be more susceptible to emotional problems. It is important to recognize that parents and families do not always cause children's problems, however they do have a significant influence and in some cases EBD can be attributed to environmental influences (Zionts, Zionts, & Simpson, 2002).

Implications for the Classroom

Many students with EBD display both

, 2003). After 2 years of continuous intervention, children in the program showed significant improvements in academic achievement and classroom behavior in comparison to children with behavior disorders who did not take part in the program. Also, severely disruptive children showed marked improvement in self-regulation following participation in the program. Furthermore, parents of children with behavior disorders that took part in the program reported reduced stress and improved parenting practices (August et al., 2003). Significant gains in adaptability and social skills were also apparent following participation in the program (August et al., 2003).
August et al. (2003) examined three outcomes that resulted from the Early isers "Skills for Success" program. These three outcomes were: 1) children's aggressive behavior; 2) social competence; and 3) academic achievement. esults of the study indicate that the decisions parents make regarding placing their children in various aspects of prevention programs affects the success of the outcomes…...

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References

August, G.J., Egan, E.A., Realmuto, G.M., Hektner, J.M. (2003). Parceling component effects of a multifaceted prevention program for disruptive elementary school children. Journal of Abnormal Child Psychology, October.

Bauer, N.S. & Webster-Stratton, C. (2006). Prevention of behavioral disorders in primary care. Current Opinion in Pediatrics, 18(6), 654-60.

Beelmann, a. & Lusel, F. (2006). Child social skills training in developmental crime prevention: effects on antisocial behavior and social competence. Psicothema, 18(3), 603-10.

Bor, W., Sanders, M.R., Markie-Dadds, C. (2002). The effectsof the Triple P-Positive Parenting Program on preschool children with co-occurring disruptive behavior and attentional/hyperactive difficulties. Journal of Abnormal Child Psychology, December.

Similarly, the staff who conducted the interviews were neither psychologists nor psychiatrists, again leaving room for error. ithin 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…...

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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

Persons with Emotional Behavior Disorder
Importance of assessment of emotional and behavioral disorders in schools

Identifying and assessing emotional and behavioral disorders in schools (EBD) helps identify and address a number of risky behaviors among youths in good time. Students suffering from EBD experience difficulties when learning, have challenging social relationships, experience depression and anxious moments as well as exhibit inappropriate behaviors. School, administrators usually know these students, as they need a lot of support and different resources to be able to survive in a school environment (Davis, Young, Hardman & Winters, 2011).

Early identification of these problem behaviors help school administrators provide the necessary support students need before the situation gets out of hand or becomes impossible to manage. Even though students at risk of EBD have less severe characteristics and frequency than those already diagnosed, early identification is crucial in improving educational outcomes (Davis, Young, Hardman & Winters, 2011).

Individuals with…...

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References

Angold, A., & Costello, E. (2000). A review of issues relevant to the creation of a measure of disability in children based on the World Health Organization's International Classification of Functioning and Disability (ICIDH-2). https://devepi.duhs.duke.edu/pubs/who.pdf.

BASC,.BASC-2 Summary - Behavior Assessment System for Children, 2nd Edition. Retrieved 2 March 2015, from  http://basc-2.szapkiw.com/basc-summary/ 

Connecticut State Department of Education,. (2012). Guidelines for Identifying and Educating Students with Emotional Disturbance. Retrieved 2 March 2015, from  http://www.sde.ct.gov/sde/lib/sde/pdf/publications/edguide/ed_guidelines.pdf 

Davis, S., Young, E., Hardman, S., & Winters, R. (2011). Screening for Emotional and Behavioral Disorders. Nassp.org. Retrieved 2 March 2015, from  http://www.nassp.org/tabid/3788/default.aspx?topic=Screening_for_Emotional_and_Behavioral_Disorders

Behavioral Health Changes
Behavioral health, rehab, and detox diagnoses: eimbursement and treatment philosophy

Although mental and physical health statuses are clearly interrelated, mental health diagnoses are treated differently both on a social and institutional level. According to the AHA Task Force on Behavioral Health (2007) one-fifth of patients who suffer a heart attack are also found to suffer from major depression. Depression after a heart attack significantly increases the likelihood of a patient dying from a second attack and mental health issues and heart problems are often co-morbid (Behavioral health challenges, AHA2007:1) However, despite this 'mind-body' connection, reimbursement services have been problematic, particularly for case management services and services provided by non-physicians, but also for more standard forms of mental health care for many patients (Mauch, Kautz, & Smith 2008:2).

Patients with all forms of health insurance have faced considerable obstacles in accessing high-quality mental health care. The privately-insured often have strict limitations…...

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References

ARMS. (2013). MGH-Harvard Center for Addiction Medicine (CAM). Retrieved from:

 http://www.massgeneral.org/psychiatry/services/arms_home.aspx 

Barkil-Oteo, A. (2013). The paradox of choice: When more medications mean less treatment.

The Psychiatric Times. Retrieved:

Behavioral and Cognitive Behavioral Theories
Psychodynamic and Cognitive Behavioral Theories

In this paper, there is going to an examination of Cognitive Behavioral and Psychodynamic theories. This is accomplished by focusing on: the two theories, their theoretical concepts, micro skills / techniques and a summary of these ideas. These elements will show how each one can address issues impacting the patient and the long-term effects upon them.

In the world of psychology, there are different theories which are used to explain how someone reacts to various stimuli. The result is that there has been contrasting ideas about the best way to understand human behavior. Two schools of thought which are very popular are the psychodynamic and cognitive behavioral approaches. (Okun, 2008)

To fully understand them requires examining each one. This will be accomplished by focusing on the two theories, their theoretical concepts, micro skills / techniques and a summary of these ideas. Together, these elements…...

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References

Larson, P. (2012). How Important is an Understanding of the Clients Early Attachments. Counseling Psychology Review, 27 (1), 10 -- 18.

Lucia, M. (2012). Therapeutic Activities and Psychological Interventions. Counseling and Psychotherapy Research, 12 (2), 118 -- 127.

Okun, B. (2008). Effective Helping: Interviewing and Counseling Techniques. New York, NY: Brooks and Cole.

Parpottis, P. (2012). Working with the Therapeutic Relationship. Counseling Psychology Review, 27 (3), 91-97

ehavioral iology
iopsychology is the scientific study of behavior and mental processes through a biological approach (Cooper 2000). Practitioners in this field believe that biological processes may explain certain psychological phenomena, such as learning, memory, perception, attention, motivation, emotion, and cognition, particularly problems and issues connected with these phenomena. iopsychology is also called biological psychology, psychobiology, behavioral biology or behavioral neuroscience (Cooper).

Practitioners in this new field use varied and overlapping fields of study: cognitive neuroscience, which primarily examines the brain to understand the neural workings of mental processes; psychopharmacology, which deals with the effects of drugs on psychological functions; neuro-psychology, which is concerned with the psychological effects of brain damage in humans; behavioral genetics, which deals with behavior and psychological traits; evolutionary psychology, which is involved with how psychological processes have evolved; and comparative psychology, which compares findings among different species (Cooper). The last science centers on ethology, which is the…...

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Bibliography

Chudler, E. (2001). Biopsychology.  http://faculty.washington.edu/chudler/introb.html 

2003). The Mystery of the Human Brain. The Quest Team. http://library.thnkques.org/TQ0312238/cgi-bin/view.cgi

Cooper, Cat. (2000). Biopsychology. Microsoft ® Encarta ® Online Encyclopedia. http://www.angelfire.com/az2/MystiCat/biopsychology.htm

Cummings, Benjamin. Behavioral Biology. Pearson Education, Inc. http://biosci.usc.edu/documents/bisc121-fuhrman_11/403.pdf

Behavioral risk for HIV infection among gay and bisexual men in the United States
According to reports published by the Centre for Disease Control and Prevention (CDC), they state that by the year 2004, more than nine hundred and forty thousand individuals in the United States of America had been diagnosed with AIDS, majority of who were gay men and African-Americans. This report including others have brought the issue of HIV infection in gay and bisexual men into sharp focus and more in particular the behavioral risks that the group exposes themselves to, which have contributed to the sharp increase in HIV infection amongst members of this group. This research intends to focus of this behavioral risk and preventive measures that have been established to prevent HIV infection in gay and bisexual men in the United States.

Behavioral risk

Another recent research conducted by Centre for Disease Control and Prevention show that the…...

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References

Hockenbury, D., & Hockenbury, E., (2008), Psychology, Word publishers, pp 232-234

Kelly, J.A. (1992). HIV risk behavior reduction following intervention with key opinion leaders of population: An experimental analysis. American Journal of Public Health, 82, 1483 -- 1489.

Latkin, C.A., Sherman, S., & Knowlton, A. (2003). HIV prevention among drug users: Outcome of a network-oriented peer outreach intervention. Health Psychology, 22, 332 -- 339.

Wasserheit, J.N., & Aral, S.O., (1996), the dynamic topology of sexually transmitted disease epidemics: Implications for prevention strategies. The Journal of Infectious Diseases, 201 -- 213.

By praising a child every time they do something correctly instead of reprimanding him every single time he does something wrong, can better his self-esteem and show him that he is in control of his actions and feelings. A program that gives rewards for every accomplishment in form of tokens or tickets which can then be redeemed for things such as movie tickets or restaurant vouchers (something that is practical and useful) can be a motivator in children with mood disorders. A goal of a certain number or tickets could be set so that the child is often motivated to behave appropriately in order to attain the desired prize. Tickets or tokens should never be taken away or revoked since previous desired behavior has already earned them the current number of tokens or tickets, but not giving the redeemable tickets or tokens will be a better option. Ignoring his…...

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References:

Perry, S.E., Hockenberry, M.J., Lowdermilk, D.L., & Wilson, D. (2009).

Maternal Child Nursing Care. Mosby. 4th Edition.

kbarlowe. (2010, July 7). 5- to 12-year-old, mood disorder NOS...help! Child and Adolescent Bipolar Foundation. Retrieved on May 30, 2011 from   disorder-noshelphttp://www.bpkids.org/connect/forums/general-discussion/5-yr-old-mood 

Flanagan, Dr., Samantha, Psy. D. (2011) University of Maryland. Department of Psychology.

Most of the research has focused on ADHD with a hyperactive component, because this poses more behavioral problems in the classroom. Also, ADHD-I tends to show less of a positive response to medication (Pfiffner, 2007). Focusing on social skills training for disruptive youths that is the usual curricula of behavioral modification programs ignored "the profound differences in attentional problems and impairments between the two major types of ADHD... those with ADHD-I have more severe alertness/orientation problems, including more symptoms of sluggish cognitive tempo" or daydreaming (Pfiffner 2007). The success of the approach tailored to a specific subpopulation's need, with "less focus on disciplinary strategies and greater focus on improving homework routines, independence, and organizational and time-management skills to improve academic problems" was not only highly successful, but highlights the need for greater specificity in diagnosis and treatment of ADHD students. The randomized control study of 69 children involved using…...

PBIS Lit
Positive Behavioral Intervention and Support (PBIS) in Elementary Schools and in Impoverished Settings

Extensive research has been carried out examining the design and implementation of Positive Behavioral Intervention and Supports (PBIS) programs in schools, districts, and on even larger state scales. The research is highly consistent in finding positive effects on behavior and learning through the successful implementation of PBIS programs, however there are significant variations found in implementation schemes and in the environmental effects on the success of PBIS programs and interventions. Less research specifically pertaining to the implementation of PBIS on Title I elementary schools is available, however the literature that has been produced in this area clearly suggests difficulties in implementation but some measure of success when programs can be successfully designed and carried out.

There are currently approximately ten-thousand or more schools that have implemented PBIS programs (based on the latest data available and ongoing growth trends…...

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References

Barnes, C. (2002). Standards reform in high-poverty schools. New York: Teacher's College Press.

Barrett, S., Bradshaw, C. & Lewis-Palmer, T. (2008). Maryland Statewide PBIS Initiative: Systems, Evaluation, and Next Steps. Journal of Positive Behavior Interventions 10(2): 105-14.

Bradshaw, C., Koth, C., Bevans, K.,, Ialongo, N. & Leaf, P. (2008). The impact of school-wide positive behavioral interventions and supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly 23(4): 462-73.

Bradshaw, C., Reinke, W., Brown, L., Bevans, K. & Leaf, P. (2008a). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: observations from a randomized trial. Education and Treatment of Children 31(1).

Behavioral Disorders
Education

Author's note with contact information and further details on collegiate affiliation, etc.

Article Summary on Behavioral Disorders

In the article, "The Impact of Targeted Classroom Interventions and Function-Based Behavior Interventions on Problem Behaviors of Students with Emotional/Behavioral Disorders," the authors focus upon assessment based interventions in special education. The authors want to study the changes functional behavior assessments have on the daily routines of and the problem behaviors in special education settings. The authors begin their article with a historical review of literature and research on what makes for an effective classroom. There is substantial evidence that shows a direct relationship between the students' social and academic behaviors and the classroom setting or ecology. The focus of this particular study is upon the physical and environmental factors in a classroom that contribution to the reduction of problem behaviors in emotionally disturbed students in a special education environment. Students in special…...

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References:

Trussell, R.P., Lewis, T.J., & Stichter, J.P. (2008) The Impact of Targeted Classroom Interventions and Function-Based Behavior Interventions on Problem Behaviors of Students with Emotional/Behavioral Disorders. Behavioral Disorders, 33(3), 153 -- 166.

Self-egulation Issues in Children and Adolescence with ADHD, ODD, and OCD
Self-regulation in children and adolescence who suffer from ADHD, ODD, and OCD (Attention Deficit Hyperactive Disorder, Obsessive Compulsive Disorder, and Oppositional Defiant Disorder) is often evident due to several things. A lot of the issues in relation to self-regulation stem from additional anxiety the child/teen may feel from the difficulties experienced from these kinds of mental disorders. OCD is known to cause anxiety and isolationist behaviors leading to decreased emotional self-regulation. ADHD at times can cause hyperfocus, making it difficult for the child/teen to switch tasks therefore limiting their ability to handle their emotions and activities that assist in regulating themselves. ODD, connected to ADHD, is a disorder that has the child react angrily and spitefully to people in otherwise normally responsive situations. The extreme feelings of children or adolescence who manifest ODD make it hard for them to respond…...

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References

Barkley, R.A. (2013). Oppositional Defiant Disorder: The Four Factor Model for Assessment and Management - by Russell A. Barkley, Ph.D. Retrieved from  http://www.continuingedcourses.net/active/courses/course079.php 

Blum, K., Chen, A.L., & Oscar-Berman, M. (2008). Attention deficit hyperactivity disorder and reward deficiency syndrome. Neuropsychiatric Disease and Treatment, 4(5), 893-918. Retrieved from  http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2626918/ 

Campbell, S.B. (1990). Behavior problems in preschool children: Clinical and developmental issues. New York: Guilford Press.

Cheng, M., & Boggett-Carsjens, J. (2005). Consider Sensory Processing Disorders in the Explosive Child: Case Report and Review. Canadian Academy of Child and Adolescent Psychiatry, 14(2), 44-48.

Post Traumatic Stress Disorder and Alcoholism/Addiction
Narrative

Alcoholism and Posttraumatic Stress Disorder: Overview

PTSD and Co morbidity of Alcoholism: The ole 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 identify the influence of trauma on subsequent alcohol abuse in patients varying in age from 13-70.

A survey of the literature available on PTSD and alcohol/substance abuse on patients is conducted leading to a conclusion that a direct relationship does exist between Post Traumatic Stress Disorder and Alcoholism/Addiction. This conclusion coincides with a large body of evidence and prior studies which link the prevalence of traumatic disorders with alcohol and substance abuse as well as relapse from treatment programs.

Narrative TC "Narrative"…...

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References" f C l "1":

Brady, S.; Rierdan, J. Penk, W; Losardo, M; Meschede, T. (2003). "Post traumatic stress disorder in adults with serious mental illness and substance abuse." Journal of Trauma and Dissociation, 4(4): 77-90

Brown, P.J. (2001). "Outcome in female patients with both substance use and post-traumatic stress disorders." Alcoholism Treatment Quarterly, 18(3):127-135

Bulijan, D.; Vreek, D.; Cekic, A.A.; Karlovic, D.; Zoricic, Z; Golik-Gruber, V. (2002).

'Posttraumatic stress disorder, alcohol dependence and somatic disorders in displaced persons." Alcoholism: Journal on Alcoholism and Related Addictions, 38(1-2)35-40

Attention Deficit Hyperactivity disorder is a behavioral disorder that is mostly found in children. According to one research almost 7.5% of school-aged children are suffering from some kind of ADHD related behavioral problem in the United States. In some cases, untreated symptoms can persist in the adulthood too, which can create numerous problems in the patient's social and emotional life. ADHD is rarely found in isolation as the child may also develop some other behavioral problems. The existence of more than one behavioral disorder is known as co-morbidity, which usually complicates the case because the child cannot be treated for one specific condition. It was once believed that ADHD patients outgrow the symptoms with age but this theory is no longer supported by latest research, which indicates that without treatment, ADHD's symptoms can easily persist in one's adult life. A newspaper article, which appeared in St. Louis Post-Dispatch (1994), author…...

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References:

1) CLAUDIA WALLIS, With Hannah Bloch/New York, Wendy Cole/Chicago and James Willwerth/Irvine, LIFE IN OVERDRIVE Doctors say huge numbers of kids and adults have attention deficit disorder. Is it for real?, Time, 07-18-1994, pp 42

2) Robin Seaton Jefferson; MODERN STRESSES WORSEN ATTENTION DEFICIT PROBLEMS, DOCTOR SAYS., St. Louis Post-Dispatch, 06-19-2002, pp 2.

3) Arthur Allen, The Trouble With ADHD; As growing numbers of children are being medicated for attention deficit hyperactivity disorder, some doctors and parents wonder whether the drugs have become a too-convenient w., The Washington Post, 03-18-2001, pp W08

4) Marianne Szegedy-Maszak;; Marianne Szegedy-Maszak, The Mind Maze., U.S. News & World Report, 05-06-2002, pp 52.

Yes, there are several essay topics that can present opposing viewpoints on the topic of school theft. Some potential essay topics could include:

1. Is school theft a serious problem that needs to be addressed with stricter punishment, or is it a minor issue that students should be allowed to handle independently?
2. Should schools implement more security measures to prevent theft, or should they focus on creating a more trusting environment where students feel less inclined to steal?
3. Is school theft a result of socioeconomic factors and should be approached with a focus on addressing root causes, or is it....

Oppositional Defiant Disorder (ODD) is a serious behavioral disorder that requires early identification, intervention, and proper treatment to prevent long-term negative consequences for individuals and society as a whole. Early intervention for individuals with ODD can significantly impact their long-term outcomes by addressing the root causes of their behavior and providing them with the skills and support they need to manage their symptoms effectively. Research has shown that children who receive early intervention for ODD are more likely to experience improvements in their behavior, social skills, and emotional well-being, leading to better outcomes in their academic and social lives.

In addition, early....

Addiction: A Complex Interplay of Personal Choice and Neurological Disorders
Addiction is a complex behavioral disorder characterized by an uncontrollable craving for a substance or activity. While personal choice undoubtedly plays a role in the initiation of substance use, the development of addiction is heavily influenced by underlying neurological mechanisms. Therefore, understanding the multifaceted nature of addiction requires an examination of both personal factors and neurological disorders.
Personal Choice and Experimentation
Individuals often initiate substance use out of curiosity, peer pressure, or a desire to self-medicate. This initial decision is primarily driven by personal choice and lifestyle factors. However, the subsequent progression from....

1. The effects of pornography on relationships and intimacy
2. The link between pornography consumption and violence against women
3. The debate over the regulation of pornography in society
4. The impacts of pornography on mental health and well-being
5. Exploring the intersection of race, gender, and pornography
6. The ethics of consuming and producing pornography
7. The portrayal of consent and boundaries in pornography
8. The role of pornography in shaping societal norms and attitudes towards sex
9. The connection between pornography addiction and other behavioral disorders
10. The implications of the availability of free, easily accessible online pornography.
11. The role of pornography in perpetuating harmful stereotypes about....