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Students With Severe Emotional Problems

What happened to this child that provoked such serious behavior problems? What happened internally that forced this student to externally express the rage? Some examples of reasons could be a lack of maternal bonding, child abuse, not enough verbal praise, too much negative attention, or possibly not being able to get the toy he wanted for Christmas. All of these things as well as all of the biophysical reasons are beyond the controls of teachers. Teachers do not have the capability to go back in time and erase the emotionally damaging actions that affected every child. Teachers cannot take a ride inside of each child and magically fix the biophysical problems that they had when they were born. But there are some issues that teachers can control within the classroom walls. Perhaps "control" is the wrong word to use here. There are some theories on the origin of behavioral problems that teachers can actually make accommodations, adaptations in their classrooms to lessen the negative behaviors.
             The first is the behavioral theory. This theory stresses that it is modeled behavior that the student is expressing. They watched others commit the same actions and have copied their methods. The behavior outlet is learned. It was not necessarily taught, but it was seen and understood as an appropriate way to assert ones feelings. The student picked up on it and it now has become a means for declaring their feelings. Teachers can find ways to tone and shape these behaviors in the classrooms. It takes a lot of work. There are techniques teachers can use to inhibit and reduce unappealing actions in the classroom. The belief is that the behaviors can be manipulated to become positive social and acceptable reactions.
             The other theory is the ecological approach. This method acknowledges that it is the context the student is in and how that student interacts with that context that is the root of their behavioral dilemmas.


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