Theoretical Perspectives.
It is astonishing as to how many theoretical explanations there are for the development of behaviour disorders. As stated by Rosenberg, Wilson, & Sindelar, "each explanation derives from a distinct set of assumptions, constructs and principles about human behaviour and personality". The six different theoretical perspectives identifies are biophysical, psychodynamic, behavioural, cognitive-behavioural, sociological and ecological. Each theory has an affect on special educational services.
Biophysical Model.
First we have the biophysical explanation. This theory reflects emotional disorders as a mental disease "a condition that exists because of deficiencies in the individual" (Newcomer, 1993). This mental disease may be due to neural, biochemical, developmental or generic deficits. In this model "little or no attempts are made to examine the social or psychological aspects of disturbance" (Newcomer, 1993).
It is believed that some behavioural disorders are passed on through genes. It is not known how much genes affect behaviour and because human behaviour is so complex there has been a lot of controversy over these genetic transmission theories. This theory helps to explain psychotic behaviour, autism, schizophrenia and also more mild problems such as hyperactivity, aggression and rule breaking.
It is also believed that any damage to the central nervous system can result in abnormal behaviour patterns. There is also controversy over this theory, "over whether a diagnosis of brain injury is valid in the absence of hard neurological data, as in the case of minimal brain dysfunction (MBD)" (Sindelar, Rosenberg, Wilson, 1997). .
There is a belief that body chemistry is linked to behaviour. Although it is hard to determine this when it isn't proven which specific process, when disrupted can cause behaviour disorders. From our body's chemistry neurotransmitters and diet are the two main causes of behaviour disorders.
