1. Although E/BD may begin at a very early age due to environmental causes at this time in a child's life, how early can the symptoms really be seen and it be diagnosed? How easy is the disability to diagnose? Being taht many of the symptoms are similar to other disabilities such as ADHD, can there be cases of misdiagnoses? Also, must children experience significant trauma in order for a resulting E/BD diagnoses? How else might this disability be developed?
2. What are some treatments or therapies specific to E/BD? Are there early intervention type therapies? Chapter 5 discussed community programs that allow for group collaboration and productive activity which allows for growth in E/BD. Besides this what are some other services? Do schools offer certain programs to students? Along with this, is E/BD something that can go away or is it more of something that lessens over time such as Aspergers' or ADHD?
3. In terms of art teaching, what are some ways that we may help students with E/BD create personal connections that may help them without making them uncomfortable or discuss things they may not want to talk about? In general, what are ways that teachers can allow students to work on a personal level? How can we make the classroom environment a safe place to do this?
Can we truly and accurately assess an emtional situation if our emotional mind tells us we were right and gives us a selective memory of the situation the justifies our thoughts?
Why do certain people freeze in fear and become unable to move or act when dangerous situations present themselves and demand action to fight or flee? Does this have to do with a desire to hide themself and be separate from the situation?
In what ways can we identify emotions from past experiences that are coloring our prsent experiences in a negative way? If we can recognize those vague emotions, does that mean we can also change them and move on?
1. The ideas of symbols being the basis for interaction is brought up often, and Austistic people as well as those who suffer from E/BD have trouble creating these emotionally rich memories that make a symbol make sense. Therefore, trouble with language and society in general occurs. Yet, isn’t there a way to create these memories at a later time? Or, do these symbolic references need to be established early in life in order for a person to completely understand society? Also, do young children still establish emotional memories, yet they are defective? suppress them? or truly not have any emotional memories to connect with symbols?
2. The chapter brings out, “walking the fine line between nurture and discipline is a Herculean task for educators”. How can this really done? Is there a line that can be crossed? The article also brings out how trust is basically the building block of the student-teacher relationship, and it must be established. How is this done, especially when a teacher has many students with different needs and interests?
WHAT ARE EMOTIONS FOR?
3. The article brings out, “In a very real sense we have two minds, one that thinks and one that feels”. Does this refer to actual brain hemispheres, such as the right brain/ left brain. Or, is this simply referring to the emotional/rational differences that are brain follows?
Also, the article brings out how emotions were previously a tool for survival, yet now they can bring great violence and danger to others because of the increased availability of weaponry to young people. Also, it brings about great emotional harm because of the bullying that happens daily, not only face to face but cyber bullying. Yet, do you feel these extreme emotions that usually take control of our thinking still is a means of survival for us today?
1. This reading addresses the rational and emotional minds. At one point, the author communicates that these are two separate minds at work. Do you think that this is true through a philosophical standpoint? Can we distinguish concretely between both?
2. The reading talks about how the emotional aspect of the brain developed before the logical/rational aspect. If you lived in a primitive society where you only had emotions, and no thinking, do you think you would be happier overall? How could you implement a lesson plan that addresses the emotional side and the primitive?
2. The reading outlines different facets of emotion such as sadness, happiness, surprise, anger, and fear. Which emotion do you relate to the most? How could you tune into this emotion to make your own piece of art? How could you make a lesson tuning into your student's emotions?
1. Children (and adults) with E/BD are commonly misdiagnosed because many of the symptoms are similar and each person shows them differently. How can we lessen or eliminate the significant rate of misdiagnoses in people with E/BD?
2. E/BD arises in children when they are exposed to a traumatic or stressful environment for extended time. If the child is diagnosed, and continues to live in the traumatic environment that caused the disorder, will the symptoms of the disorder only continue to get worse for the child? Can teachers or mentors who notice this occuring take any sort of measures to step in and stop this from happening? Or is that overstepping boundaries? In other words, who will be their to help the children deal with their E/BD in every aspect of their life?
3. What if a child does not feel comfortable talking about their E/BD in an educational setting? I ask this because I think it is relevant to our kinetic sculpture assignment and our future as art teachers. What if the teachers insistence on opening a child up about their traumatic past causes them to shut down more or feel very uncomfortable?
November 16, 2012 Emotional Disturbance and Behavioral Disorders Chapter 5 - Three Questions Freida Wright 1. Reading about emotional disturbance and behavioral disorders and their family and/or environmental causes brings many questions to my mind. I wonder if damaged emotions can really be restored to “normal”? What would be considered a normal state or an average “normal” state? Like with a Bloom’s Taxonomy is there one to classify normal development and states of development when working with someone identified with E/BD. Are there studies that prove the process to go through to really mend damaged or unformed emotions for healthy and productive living?
2. In regards to Art Education, I wonder how visual arts engagement can play out as a form of early emotional development intervention and E/BD prevention especially in Pre-K settings or K – 3 settings during or afterschool times and programs. I wonder how this is humanly possible when such damage is inflicted from conception on through the early infant years.
3. Finally I have questions regarding the practical application and integration of the arts in any setting when a child or student is placed in your learning environment. How can information and teacher practices help such a student? I was in a subbing situation in which a student was clearly in the E/BD category (later identified no doubt). This child was very difficult to handle without disrupting the learning and peacefulness of the other classmates. He apparently had triggers which would set off his outbreaks and even some bullying behavior by him. The following year, he was placed in a more appropriate educational setting for his type of behavior. Short term behavior management was what I seen in practice and sometimes practiced, for quick short term results to ensure a peaceful learning situation for all the students in the large class setting.
As an experienced educator and teacher substitute, I wondered how long term help could be obtained for this student or even short term help could be given when the student child hasn’t been formally identified with this kind of disability? Wonder how teachers cope with the range of emotions dealing with such a student, without taking anti-anxiety medicines themselves and constantly just using short term behavior modification techniques as described in one of the readings.
1. Since most trauma in regards to E/BD occurs at the earliest stage of a child's life how do you know when to diagnose the disorder? Although we know how the disability develops are there other ways to develop or diagnose E/BD? Is E/BD only in children?
2. E/BD is a very delicate subject. Students and children with the disorder have real issues, and everything appears to be a danger. How can we as educators facilitate and manage these students behaviors to make sure everyone in the classroom is safe? We want to make sure we are nurturing and setting our students up to achieve their goals rather then create an environment that would trigger distress.
3. Children with E/BD usually fear adults. How do you as an educator make the student comfortable and safe? Would this be a situation where peer mediation would be beneficial? Would artistic mediation be helpful?
Chapter Five "Art and Disability"
ReplyDelete1. Although E/BD may begin at a very early age due to environmental causes at this time in a child's life, how early can the symptoms really be seen and it be diagnosed? How easy is the disability to diagnose? Being taht many of the symptoms are similar to other disabilities such as ADHD, can there be cases of misdiagnoses? Also, must children experience significant trauma in order for a resulting E/BD diagnoses? How else might this disability be developed?
2. What are some treatments or therapies specific to E/BD? Are there early intervention type therapies? Chapter 5 discussed community programs that allow for group collaboration and productive activity which allows for growth in E/BD. Besides this what are some other services? Do schools offer certain programs to students? Along with this, is E/BD something that can go away or is it more of something that lessens over time such as Aspergers' or ADHD?
3. In terms of art teaching, what are some ways that we may help students with E/BD create personal connections that may help them without making them uncomfortable or discuss things they may not want to talk about? In general, what are ways that teachers can allow students to work on a personal level? How can we make the classroom environment a safe place to do this?
"What are Emotions for?"
ReplyDeleteCan we truly and accurately assess an emtional situation if our emotional mind tells us we were right and gives us a selective memory of the situation the justifies our thoughts?
Why do certain people freeze in fear and become unable to move or act when dangerous situations present themselves and demand action to fight or flee? Does this have to do with a desire to hide themself and be separate from the situation?
In what ways can we identify emotions from past experiences that are coloring our prsent experiences in a negative way? If we can recognize those vague emotions, does that mean we can also change them and move on?
ART AND DISABILITY
ReplyDelete1. The ideas of symbols being the basis for interaction is brought up often, and Austistic people as well as those who suffer from E/BD have trouble creating these emotionally rich memories that make a symbol make sense. Therefore, trouble with language and society in general occurs. Yet, isn’t there a way to create these memories at a later time? Or, do these symbolic references need to be established early in life in order for a person to completely understand society? Also, do young children still establish emotional memories, yet they are defective? suppress them? or truly not have any emotional memories to connect with symbols?
2. The chapter brings out, “walking the fine line between nurture and discipline is a Herculean task for educators”. How can this really done? Is there a line that can be crossed? The article also brings out how trust is basically the building block of the student-teacher relationship, and it must be established. How is this done, especially when a teacher has many students with different needs and interests?
WHAT ARE EMOTIONS FOR?
3. The article brings out, “In a very real sense we have two minds, one that thinks and one that feels”. Does this refer to actual brain hemispheres, such as the right brain/ left brain. Or, is this simply referring to the emotional/rational differences that are brain follows?
Also, the article brings out how emotions were previously a tool for survival, yet now they can bring great violence and danger to others because of the increased availability of weaponry to young people. Also, it brings about great emotional harm because of the bullying that happens daily, not only face to face but cyber bullying. Yet, do you feel these extreme emotions that usually take control of our thinking still is a means of survival for us today?
What Are Emotions For?
ReplyDelete1. This reading addresses the rational and emotional minds. At one point, the author communicates that these are two separate minds at work. Do you think that this is true through a philosophical standpoint? Can we distinguish concretely between both?
2. The reading talks about how the emotional aspect of the brain developed before the logical/rational aspect. If you lived in a primitive society where you only had emotions, and no thinking, do you think you would be happier overall? How could you implement a lesson plan that addresses the emotional side and the primitive?
2. The reading outlines different facets of emotion such as sadness, happiness, surprise, anger, and fear. Which emotion do you relate to the most? How could you tune into this emotion to make your own piece of art? How could you make a lesson tuning into your student's emotions?
"Art and Disability" Chapter 5
ReplyDelete1. Children (and adults) with E/BD are commonly misdiagnosed because many of the symptoms are similar and each person shows them differently. How can we lessen or eliminate the significant rate of misdiagnoses in people with E/BD?
2. E/BD arises in children when they are exposed to a traumatic or stressful environment for extended time. If the child is diagnosed, and continues to live in the traumatic environment that caused the disorder, will the symptoms of the disorder only continue to get worse for the child? Can teachers or mentors who notice this occuring take any sort of measures to step in and stop this from happening? Or is that overstepping boundaries? In other words, who will be their to help the children deal with their E/BD in every aspect of their life?
3. What if a child does not feel comfortable talking about their E/BD in an educational setting? I ask this because I think it is relevant to our kinetic sculpture assignment and our future as art teachers. What if the teachers insistence on opening a child up about their traumatic past causes them to shut down more or feel very uncomfortable?
November 16, 2012 Emotional Disturbance and Behavioral Disorders
ReplyDeleteChapter 5 - Three Questions Freida Wright
1. Reading about emotional disturbance and behavioral disorders and their family and/or environmental causes brings many questions to my mind. I wonder if damaged emotions can really be restored to “normal”? What would be considered a normal state or an average “normal” state? Like with a Bloom’s Taxonomy is there one to classify normal development and states of development when working with someone identified with E/BD. Are there studies that prove the process to go through to really mend damaged or unformed emotions for healthy and productive living?
2. In regards to Art Education, I wonder how visual arts engagement can play out as a form of early emotional development intervention and E/BD prevention especially in Pre-K settings or K – 3 settings during or afterschool times and programs. I wonder how this is humanly possible when such damage is inflicted from conception on through the early infant years.
3. Finally I have questions regarding the practical application and integration of the arts in any setting when a child or student is placed in your learning environment. How can information and teacher practices help such a student? I was in a subbing situation in which a student was clearly in the E/BD category (later identified no doubt). This child was very difficult to handle without disrupting the learning and peacefulness of the other classmates. He apparently had triggers which would set off his outbreaks and even some bullying behavior by him. The following year, he was placed in a more appropriate educational setting for his type of behavior. Short term behavior management was what I seen in practice and sometimes practiced, for quick short term results to ensure a peaceful learning situation for all the students in the large class setting.
As an experienced educator and teacher substitute, I wondered how long term help could be obtained for this student or even short term help could be given when the student child hasn’t been formally identified with this kind of disability? Wonder how teachers cope with the range of emotions dealing with such a student, without taking anti-anxiety medicines themselves and constantly just using short term behavior modification techniques as described in one of the readings.
1. Since most trauma in regards to E/BD occurs at the earliest stage of a child's life how do you know when to diagnose the disorder? Although we know how the disability develops are there other ways to develop or diagnose E/BD? Is E/BD only in children?
ReplyDelete2. E/BD is a very delicate subject. Students and children with the disorder have real issues, and everything appears to be a danger. How can we as educators facilitate and manage these students behaviors to make sure everyone in the classroom is safe? We want to make sure we are nurturing and setting our students up to achieve their goals rather then create an environment that would trigger distress.
3. Children with E/BD usually fear adults. How do you as an educator make the student comfortable and safe? Would this be a situation where peer mediation would be beneficial? Would artistic mediation be helpful?