Casual Risk Factors

Topics: Psychology, Behavior, Developmental psychology Pages: 8 (1427 words) Published: February 11, 2015

Casual Factors
Ionie Bailey
Professor: Christine Burke
GCU: SPE 357
October 26, 2014

Emotional and behavioral disorders are a few of the most common and well known disorders amongst children and adolescents. Though many children and adolescents suffer from emotional and behavioral disorders, there are quite a few cases that are diagnosed correctly (Epstein, 1998). The reason for this is because there are many signs of these conditions that give the impression of similar to normal conduct of children during the stages of growth and development. Without good observation from both parents and teachers. There are numerous factors that attributes to the growth and development children with emotional and behavioral disorders. These factors can be characterized into school, family, culture, and biological factors. This essay will explore these factors; the criteria for identification of these factors as well as their impacts on children with emotional and behavioral disorders will be explored. Also, recommendations on how to mitigate these factors will be discussed. Biological Factors

Biological factors may perhaps be able to give an explanation as to the reasons why psychosomatic theories fall short. Children are born with a specific psychological or biological tendency (Rothbart & Bates, 2006), nonetheless together they are pliable to both social and educational influences. There is also indication of genetic relations in certain behavioral and emotional disorders for example, schizophrenia. Studies have also revealed that children who are antisocial generally comes from households where excessive punishment is used by the parents or diminutive time is spend in a social setting or environment with their children, show neglect, and also display little or no affection and love for noble or good behavior. These cycles are often repeated by these children whenever they themselves become parents, therefore biological factors are attributes to what is learned. Family Factors

During the first years of a child’s life, the main influence on children is family environment. Prior to exposure in a school setting, children have experienced various influences that may possible foresee how they will behave. Negative behavior may possible increase the families stress level, or could perhaps put the family at risk for disharmony and dysfunction. Within the last three years, there has been an extensive rise of single-parent homes for the reason relating to due to out-of-wedlock births and higher divorce. Other contributing features include interpersonal conflicts, alcohol or drug, abuse, neglect, and economic hardship. These features are some of the reasons that contribute to authorized efforts in working collaboratively with parents. “With all that we know relating to the role of family's with emotional or behavioral disorders children, it would not be wise for educators to ignore the effects of home circumstances on school conduct and performance (Kauffman 2001).” As a result, the family or home environment influences students with emotional and behavioral disorder should not be underestimated.

Cultural Factors
Expectations vary throughout cultures, and the expectations for children growing up are also different. When children are required to be their best due to their cultures they will display signs of frustration or feeling of be overwhelmed, they may possible develop or displays signs of emotional and behavioral disorders. Another illustration of how cultures could lead to emotional and behavioral disorders the variety of cultures within a classroom also known as a “culture shock.” When children are exposed to a variety cultures that is significantly unlike their own, and received no assistance with adjusting, they too may possibly develop emotional behavioral disorders. Cultural influences can be considered as a form of social interaction that affects how children act. As...

References: Eisenberg N, Sadovsky A, Spinrad TL, Fabes RA, Losoya SH, Valiente C, et al. The relations of problem behavior status to children 's negative emotionality, effortful control, and impulsivity: Concurrent relations and prediction of change. Developmental Psychology. 2005;41:193–211
Epstein, M.H.(1998).Educating students with disabilities: A national perspective on programs and services. Journal of Emotional and Behavioral Disabilities, 14,12-30
Kauffman, J.M.,Landrum, (2008).Characteristics of emotional and behavioral disorders of children and youth 9th ed. Upper Saddle River (NJ): Pearson.
National Association of School Psychologists. (2010b). Standards for the credentialing of school Psychologists. Proposed for adaption by NASP Delegate Assembly, March 2010.
Rutherford, R.B. & Quinn, M.M. (2004). Handbook of research in emotional and behavioral disorders.
Rothbart MK, Bates JE. Temperament. In: Eisenberg N, Damon W, editors. Handbook of child psychology: Vol 3. Social, emotional, and personality development. 6th ed. Wiley; New York: 2006. pp. 99–166.
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