1) The Federal Government describes students with emotional or behavioral disorders in IDEA ’04, by using the term emotional disturbance. IDEA defines it as “a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance: (a) An inability to learn that cannot be explained by intellectual, sensory, or health factors. (b) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. (c) Inappropriate types of behavior or feelings under normal circumstances. (d) A general pervasive mood of unhappiness or depression. (e) A tendency to develop physical symptoms or fears associated with personal or school problems. The term includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance.” New Jersey Administrative Code for Special Education defined “‘Emotionally disturbed" means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a student's educational performance due to: i. An inability to learn that cannot be explained by intellectual, sensory or health factors; ii. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers; iii. Inappropriate types of behaviors or feelings under normal circumstances; iv. A general pervasive mood of unhappiness or depression; or v. A tendency to develop physical symptoms or fears associated with personal or school problems”
2) The developmental characteristics of a person who has a social or emotional disorder and internalizes are Cognitive: lag behind peers in areas such as reading and math skills, regardless of intellectual potential they do not do well academically, poor communication skills Social: withdrawn, may not talk (selective mutism), shy, immature, low self-esteem Emotional: depressed (depression is an internalizing behavior), anxiety (anxiety disorders are internalizing behaviors), suicidal, fear, worry Physical: very thin (due to anorexia or bulimia, which are internalizing behaviors), harmful to self without drawing attention to self, tension
3) If I was a teacher in a general education classroom and had a child with a social/emotional disorder, I would try to support this child as best as I could. To do this I would try to personalize the lessons so that the child would be able to relate to them better, thus learning more. I would try to create and environment that they felt safe and comfortable in. Some of the methods that I would be peer tutoring and group work. This would get the students with the disability interacting with there peers, something they might not do on their own. I would also allow the child to use a computer to do their work because the computer would not apply pressure and the student would be able to do their work with out feeling judged. I would also make sure all of the student’s free time and recess was monitored to make sure they are not harming themselves and try to encourage them to become involved with their peers. I would also try to open up communication between myself and the student’s family. 4) Some resources that would use to try to help this child are different forms of therapy and different websites that could inform me on the child’s disorder. Insight-oriented therapy is the most appropriate for a child with internalizing disorders. The goals of insight-orientated therapy are to help the child who suffers from an internalizing emotional disorder to resolve their inner conflict and master developmental tasks at the same time. In insight-oriented therapy, play is used to resolve the child’s internal conflicts. Insight-oriented therapy only works for children who have age-appropriate ego development and have the ability to trust adults. Art therapy is another type of therapy that can be used to evaluate and treat children with anxiety, depression, and other emotional disorders. Art therapy uses the creative process of art to improve a child’s physical, mental and emotional well-being. Experts believe that art therapy give children another way to express themselves, when they are unable to use words or when words are not enough. The website http://www.arttherapy.org/index.html, which is the home site for the American Art Therapy Association, inc., could help a teacher that we interested in providing their student with art therapy. The Council for Exceptional Children website is a great resource for a teacher who has a child with an internalizing emotional disorder. This website has various links and articles related to students with such disorders. CEC provides teachers with different teaching methods and activities that they can try with their students who have internalized emotional disorders. CEC’s website is http://www.cec.sped.org//AM/Template.cfm?Section=Home. The Center for Effective Collaboration and Practices (CEPC) website is another great website for a teacher who has a student with internalizing emotional disorder. This website would be able to help a teacher detect and diagnose a child who has an internalizing emotional disorder. The website defines the disorder and the type of children who are eligible for services. The website also provides teachers with different teaching strategies to help children with internalizing emotional disorders learn better. CEPC’s website is http://cecp.air.org/resources/20th/intro.asp. There are also many books that can help a teacher who has a child with internalized emotional disorders. Such books are Preschool Assessment: Principles and Practices by Marla R. Brassard and Ann E. Boehm, which discusses various forms of internalizing behavior and gives stories that are examples of each. Another book is Play in Child Development and Psychotherapy: Toward Empirically Supported Practice by Sandra Walker Russ, which explains play therapy and how it can be beneficial to students with internalized emotional disorders. A third book that could be helpful may be Anxiety and its Disorders: The Nature and Treatment of Anxiety and Panic by David H. Barlow. These books along with others would be great resources for teachers to utilize.
1) The Federal Government describes students with Childhood Depression as having an emotional or behavioral disorder (IDEA '04).
* Childhood Depression is not defined as just one disability. It also includes mood disorders including: major depression, dysthymia, and bipolar disorder. Childhood depression affects relationships to other mental and physical problems as well.
* Depressed children are sad and lose interest in activities they used to enjoy. They feel unloved, pessimistic, or even hopeless; they think that life is not worth living; and they may think about or threaten suicide. They are often irritable, which may lead to disruptive or aggressive behavior. They may be indecisive, have problems concentrating, and lack energy or motivation. They may neglect appearance and hygiene, and their normal eating and sleeping patterns may be disturbed.
* Dysthymic disorder has fewer symptoms, but is more persistent. The child or adolescent is depressed for most of the day on most days, and symptoms may continue for several years, the average dysthymic period being approximately four years. Seventy percent of children and adolescents with dysthymia eventually experience an episode of major depression. When this combination of major depression and dysthymia occurs, the condition is referred to as double depression.
* In bipolar disorder, episodes of depression alternate with episodes of mania. The depressive episode usually comes first, with the first manic features becoming evident months or even years later. Adolescents with mania feel energetic and confident; may have difficulty sleeping but do not tire; and talk a great deal, often speaking very loudly or rapidly. They may complain of racing thoughts. They may do schoolwork quickly and creatively, but in a chaotic, disorganized way. In the manic stage, they may have exaggerated or even delusional ideas about their capabilities and importance, become overconfident, and be uninhibited with others. They may engage in reckless behavior.
2) Between 20% and 50% of depressed children and adolescents have a family history of depression. It is not clear whether the relationship between parent and childhood depression derives from genetic factors, or if depressed parents create an environment in which children are more likely to develop mental disorders.
* Depressed children are sad and lose interest in activities they used to enjoy. They feel unloved, pessimistic, or even hopeless; they think that life is not worth living; and they may think about or threaten suicide. They are often irritable, which may lead to disruptive or aggressive behavior. They may be indecisive, have problems concentrating, and lack energy or motivation. They may neglect appearance and hygiene, and their normal eating and sleeping patterns may be disturbed. - A number of studies have confirmed that children and adolescents with depression are at high risk for suicidal behavior. Because mood disorders substantially increase the risk of suicide, suicidal behavior is a matter of serious concern for parents, educators, and clinicians who deal with the mental health problems of children and adolescents.
* Approximately two-thirds of children and adolescents with major depressive disorder also have another mental disorder, such as anxiety disorder, conduct disorder, oppositional defiant disorder, psychoactive substance abuse or dependence, or phobias. Authorities have also noted that children with medical problems often face extreme and/or chronic stress, which places them at risk for depression.
* Estimates of depression among children with medical problems range from 7 percent in general medical patients to 23% in orthopedic patients. Depression has also been linked to a variety of other medical conditions, including endocrinopathies and metabolic disorders (diabetes and hypoglycemia), viral infections (influenza, viral hepatitis, and viral pneumonia), rheumatoid arthritis, cancer, central nervous system disorders, metal intoxications, and disabling diseases of all kinds. Some of these conditions may be temporary, but some may be diagnosed as primary disabilities in children with health impairments.
3) If I was a teacher in a general education classroom, I would support a child with depression by providing a positive and supportive environment; components of which include satisfaction of basic needs, caring relationships with adults, and physical and psychological security. Any inclusion in a student's program that serves to enhance feelings of self-worth, self-control, and optimism has the potential for decreasing feelings of depression.
* I would use instructional strategies that are both positive and effective so that the student will achieve success and enjoy the learning process. I would include direct instruction with positive reinforcement, thematic instructional units with varied levels of classroom assignments, learning strategies and utilization of the principles of universal design for learning, which promote access to the general curriculum for students with learning problems.
* I would make sure to provide self-esteem to the child, and make sure they know that their effort and performance in the classroom is not unnoticed or unappreciated.
4) Resource Suggestions: * http://www.learningplanet.com/ - This website would provide fun activities for me to use in the classroom that would help with enjoyable learning processes. If a child has depression it would promote a fun way for learning for them.
*http://psych.athabascau.ca/html/prtut/reinpair.htm - This website is provided by the Centre for Psychology at Athabasca University. It is entitled “Positive Reinforcement: A Self-Instructional Exercise”. It provides examples of effective ways to use positive reinforcement in a variety of situations, and also includes a tutorial. This would help with understanding how to use positive reinforcement in the classroom, which would help you as a teacher to serve a child with childhood depression.
* Someone within your school you could go to that would help you serve a child who suffers from depression would be a school psychologist (if they have one) or a school guidance counselor. This would provide resources for you since depression is a mood disorder and stirs from emotions.
*http://www.afterschoollearning.org/families/_old/article-childhood-depression.htm - This website, run by the non-profit agency, Childcare Resources, explains signs of childhood depression, and suggestions for treatment. This would be very helpful as a resource for the classroom to gain a better understanding of the disability.
* An agency, also connected to the website (above) suggests if you need to call the Child Care Resource and Referral Agency which serves your community. They suggest that to find the number of the agency in your area, call: Child Care Aware 1.800.424.2246. Someone will be there to help with your situation or answer any questions you may have about the disability.
*The CEC website also provides important and useful information as well! http://www.cec.sped.org//AM/Template.cfm?Section=Home
Response to Blog: How would you implement a child with this disorder into a general education classroom? What modifications and accommodations would you give this child?
Emotional and Behavioral Disorders:
Individuals who have Emotional and Behavorial Disorders may have trouble acquiring the means of accommodations and modifications they need in their classroom setting. Those who are educating the children with the disorders have many challenges to face. Understanding what accommodations and modifications are needed in the educational classroom plays an important role along with the emotional and behavorial supports needed. The EBD Program Indicator is a program that incorporates six effective programming methods that pin points the areas needed to help accommodate those with Emotional and Behavorial Disorders. The six programs consist of environmental management, behavior management, affective education, individuation and personalization, academic, and career/life skills/ and transitions. Environmental Management: -Environmental Management focuses in on classroom organization, adequacy of resources, physical space and layout, emotional climate, scheduling, and communication systems. The physical layout of a classroom can affect program success in both direct and indirect ways. Different spaces are needed to allow for different instructional environments. Some are designed to replicate or approximate the traditional working spaces of a classroom, while others are designed to facilitate the social and emotional instruction that helps children with Emotional and Behavorial Disorders to learn necessary management and social interaction skills. Behavior Management: -Behavior Management focuses in more on supervision rather the complete control. It has specialized instruction to students’ social needs. Good behavior management consists of clear rules and routines, an integrated system of discipline that ties in with the entire school system, key modifications that cater to individual need, and emergency plans to in case of a problem event. Individuation and Personalization: -Individuation and Personalization reflects on the activities used to individualize and internalize the lessons learned in affective education. With Individuation and Personalization it helps the child themselves to take responsibility for their actions and formulate tolerable solutions to problems that may arise. Academics: -Academics is an important component to an effective program. The number and types of modifications provided is another important component in this section. The systems and structures available to help maintain students in least restrictive environments is another important factor in this area. Career/ Life Skills Transitions: -Transitions and Life Skills Transitions target what is taught in the classroom and what is needed for life outside the classroom. The link between skills gained in the school atmosphere and the skills gained in the outside school setting are reviewed for every grade. With elementary, the learning of current and time and future-real life situations are stressed very much. With middle school grades, getting in depth to future goals meeting different abilities and interests are incorporated. With the high school level, a more of a lecture basis is formatted. It focuses in on providing instruction in the areas that the skills will be needed.
Childhood Depression is a disability that has a major impact on an individual's future. The story "One Child" by Torey Hayden is a novel that represents a true story about a child who suffered from childhood depression. This young girl's childhood led to a behavioral disorder that became more severe each day. Childhood depression can cause problems both in and out of the classroom. It can also affect others around the specific student, such as their classmates. It is difficult for the child to contain a normal social life because they lack the essential social skills. They also lack the confidence to make conversation with others. Those who suffer from behavioral disorders due to childhood depression tend to act violently and over emotional. This can cause others to become intimidated by this individuals actions. It is important for teachers to show as much support and confidence in these children who suffer from childhood depression because they could be the only hope for the child to succeed in the future. Childhood depression is a serious issue that can prevent an individual from living a normal life.
4 comments:
1) The Federal Government describes students with emotional or behavioral disorders in IDEA ’04, by using the term emotional disturbance.
IDEA defines it as “a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance:
(a) An inability to learn that cannot be explained by intellectual, sensory, or health factors.
(b) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
(c) Inappropriate types of behavior or feelings under normal circumstances.
(d) A general pervasive mood of unhappiness or depression.
(e) A tendency to develop physical symptoms or fears associated with personal or school problems. The term includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance.”
New Jersey Administrative Code for Special Education defined “‘Emotionally disturbed" means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a student's educational performance due to:
i. An inability to learn that cannot be explained by intellectual, sensory or health factors;
ii. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers;
iii. Inappropriate types of behaviors or feelings under normal circumstances;
iv. A general pervasive mood of unhappiness or depression; or
v. A tendency to develop physical symptoms or fears associated with personal or school problems”
2) The developmental characteristics of a person who has a social or emotional disorder and internalizes are
Cognitive: lag behind peers in areas such as reading and math skills, regardless of intellectual potential they do not do well academically, poor communication skills
Social: withdrawn, may not talk (selective mutism), shy, immature, low self-esteem
Emotional: depressed (depression is an internalizing behavior), anxiety (anxiety disorders are internalizing behaviors), suicidal, fear, worry
Physical: very thin (due to anorexia or bulimia, which are internalizing behaviors), harmful to self without drawing attention to self, tension
3) If I was a teacher in a general education classroom and had a child with a social/emotional disorder, I would try to support this child as best as I could. To do this I would try to personalize the lessons so that the child would be able to relate to them better, thus learning more. I would try to create and environment that they felt safe and comfortable in. Some of the methods that I would be peer tutoring and group work. This would get the students with the disability interacting with there peers, something they might not do on their own. I would also allow the child to use a computer to do their work because the computer would not apply pressure and the student would be able to do their work with out feeling judged. I would also make sure all of the student’s free time and recess was monitored to make sure they are not harming themselves and try to encourage them to become involved with their peers. I would also try to open up communication between myself and the student’s family.
4) Some resources that would use to try to help this child are different forms of therapy and different websites that could inform me on the child’s disorder.
Insight-oriented therapy is the most appropriate for a child with internalizing disorders. The goals of insight-orientated therapy are to help the child who suffers from an internalizing emotional disorder to resolve their inner conflict and master developmental tasks at the same time. In insight-oriented therapy, play is used to resolve the child’s internal conflicts. Insight-oriented therapy only works for children who have age-appropriate ego development and have the ability to trust adults.
Art therapy is another type of therapy that can be used to evaluate and treat children with anxiety, depression, and other emotional disorders. Art therapy uses the creative process of art to improve a child’s physical, mental and emotional well-being. Experts believe that art therapy give children another way to express themselves, when they are unable to use words or when words are not enough. The website http://www.arttherapy.org/index.html, which is the home site for the American Art Therapy Association, inc., could help a teacher that we interested in providing their student with art therapy.
The Council for Exceptional Children website is a great resource for a teacher who has a child with an internalizing emotional disorder. This website has various links and articles related to students with such disorders. CEC provides teachers with different teaching methods and activities that they can try with their students who have internalized emotional disorders. CEC’s website is http://www.cec.sped.org//AM/Template.cfm?Section=Home.
The Center for Effective Collaboration and Practices (CEPC) website is another great website for a teacher who has a student with internalizing emotional disorder. This website would be able to help a teacher detect and diagnose a child who has an internalizing emotional disorder. The website defines the disorder and the type of children who are eligible for services. The website also provides teachers with different teaching strategies to help children with internalizing emotional disorders learn better. CEPC’s website is http://cecp.air.org/resources/20th/intro.asp.
There are also many books that can help a teacher who has a child with internalized emotional disorders. Such books are Preschool Assessment: Principles and Practices by Marla R. Brassard and Ann E. Boehm, which discusses various forms of internalizing behavior and gives stories that are examples of each. Another book is Play in Child Development and Psychotherapy: Toward Empirically Supported Practice by Sandra Walker Russ, which explains play therapy and how it can be beneficial to students with internalized emotional disorders. A third book that could be helpful may be Anxiety and its Disorders: The Nature and Treatment of Anxiety and Panic by David H. Barlow. These books along with others would be great resources for teachers to utilize.
1) The Federal Government describes students with Childhood Depression as having an emotional or behavioral disorder (IDEA '04).
* Childhood Depression is not defined as just one disability. It also includes mood disorders including: major depression, dysthymia, and bipolar disorder. Childhood depression affects relationships to other mental and physical problems as well.
* Depressed children are sad and lose interest in activities they used to enjoy. They feel unloved, pessimistic, or even hopeless; they think that life is not worth living; and they may think about or threaten suicide. They are often irritable, which may lead to disruptive or aggressive behavior. They may be indecisive, have problems concentrating, and lack energy or motivation. They may neglect appearance and hygiene, and their normal eating and sleeping patterns may be disturbed.
* Dysthymic disorder has fewer symptoms, but is more persistent. The child or adolescent is depressed for most of the day on most days, and symptoms may continue for several years, the average dysthymic period being approximately four years. Seventy percent of children and adolescents with dysthymia eventually experience an episode of major depression. When this combination of major depression and dysthymia occurs, the condition is referred to as double depression.
* In bipolar disorder, episodes of depression alternate with episodes of mania. The depressive episode usually comes first, with the first manic features becoming evident months or even years later. Adolescents with mania feel energetic and confident; may have difficulty sleeping but do not tire; and talk a great deal, often speaking very loudly or rapidly. They may complain of racing thoughts. They may do schoolwork quickly and creatively, but in a chaotic, disorganized way. In the manic stage, they may have exaggerated or even delusional ideas about their capabilities and importance, become overconfident, and be uninhibited with others. They may engage in reckless behavior.
2) Between 20% and 50% of depressed children and adolescents have a family history of depression. It is not clear whether the relationship between parent and childhood depression derives from genetic factors, or if depressed parents create an environment in which children are more likely to develop mental disorders.
* Depressed children are sad and lose interest in activities they used to enjoy. They feel unloved, pessimistic, or even hopeless; they think that life is not worth living; and they may think about or threaten suicide. They are often irritable, which may lead to disruptive or aggressive behavior. They may be indecisive, have problems concentrating, and lack energy or motivation. They may neglect appearance and hygiene, and their normal eating and sleeping patterns may be disturbed.
- A number of studies have confirmed that children and adolescents with depression are at high risk for suicidal behavior. Because mood disorders substantially increase the risk of suicide, suicidal behavior is a matter of serious concern for parents, educators, and clinicians who deal with the mental health problems of children and adolescents.
* Approximately two-thirds of children and adolescents with major depressive disorder also have another mental disorder, such as anxiety disorder, conduct disorder, oppositional defiant disorder, psychoactive substance abuse or dependence, or phobias. Authorities have also noted that children with medical problems often face extreme and/or chronic stress, which places them at risk for depression.
* Estimates of depression among children with medical problems range from 7 percent in general medical patients to 23% in orthopedic patients. Depression has also been linked to a variety of other medical conditions, including endocrinopathies and metabolic disorders (diabetes and hypoglycemia), viral infections (influenza, viral hepatitis, and viral pneumonia), rheumatoid arthritis, cancer, central nervous system disorders, metal intoxications, and disabling diseases of all kinds. Some of these conditions may be temporary, but some may be diagnosed as primary disabilities in children with health impairments.
3) If I was a teacher in a general education classroom, I would support a child with depression by providing a positive and supportive environment; components of which include satisfaction of basic needs, caring relationships with adults, and physical and psychological security. Any inclusion in a student's program that serves to enhance feelings of self-worth, self-control, and optimism has the potential for decreasing feelings of depression.
* I would use instructional strategies that are both positive and effective so that the student will achieve success and enjoy the learning process. I would include direct instruction with positive reinforcement, thematic instructional units with varied levels of classroom assignments, learning strategies and utilization of the principles of universal design for learning, which promote access to the general curriculum for students with learning problems.
* I would make sure to provide self-esteem to the child, and make sure they know that their effort and performance in the classroom is not unnoticed or unappreciated.
4) Resource Suggestions:
* http://www.learningplanet.com/
- This website would provide fun activities for me to use in the classroom that would help with enjoyable learning processes. If a child has depression it would promote a fun way for learning for them.
*http://psych.athabascau.ca/html/prtut/reinpair.htm
- This website is provided by the Centre for Psychology at Athabasca University. It is entitled “Positive Reinforcement: A Self-Instructional Exercise”. It provides examples of effective ways to use positive reinforcement in a variety of situations, and also includes a tutorial. This would help with understanding how to use positive reinforcement in the classroom, which would help you as a teacher to serve a child with childhood depression.
* Someone within your school you could go to that would help you serve a child who suffers from depression would be a school psychologist (if they have one) or a school guidance counselor. This would provide resources for you since depression is a mood disorder and stirs from emotions.
*http://www.afterschoollearning.org/families/_old/article-childhood-depression.htm
- This website, run by the non-profit agency, Childcare Resources, explains signs of childhood depression, and suggestions for treatment. This would be very helpful as a resource for the classroom to gain a better understanding of the disability.
* An agency, also connected to the website (above) suggests if you need to call the Child Care Resource and Referral Agency which serves your community. They suggest that to find the number of the agency in your area, call: Child Care Aware 1.800.424.2246. Someone will be there to help with your situation or answer any questions you may have about the disability.
*The CEC website also provides important and useful information as well! http://www.cec.sped.org//AM/Template.cfm?Section=Home
Response to Blog:
How would you implement a child with this disorder into a general education classroom? What modifications and accommodations would you give this child?
Emotional and Behavioral Disorders:
Individuals who have Emotional and Behavorial Disorders may have trouble acquiring the means of accommodations and modifications they need in their classroom setting. Those who are educating the children with the disorders have many challenges to face. Understanding what accommodations and modifications are needed in the educational classroom plays an important role along with the emotional and behavorial supports needed.
The EBD Program Indicator is a program that incorporates six effective programming methods that pin points the areas needed to help accommodate those with Emotional and Behavorial Disorders. The six programs consist of environmental management, behavior management, affective education, individuation and personalization, academic, and career/life skills/ and transitions.
Environmental Management:
-Environmental Management focuses in on classroom organization, adequacy of resources, physical space and layout, emotional climate, scheduling, and communication systems. The physical layout of a classroom can affect program success in both direct and indirect ways. Different spaces are needed to allow for different instructional environments. Some are designed to replicate or approximate the traditional working spaces of a classroom, while others are designed to facilitate the social and emotional instruction that helps children with Emotional and Behavorial Disorders to learn necessary management and social interaction skills.
Behavior Management:
-Behavior Management focuses in more on supervision rather the complete control. It has specialized instruction to students’ social needs. Good behavior management consists of clear rules and routines, an integrated system of discipline that ties in with the entire school system, key modifications that cater to individual need, and emergency plans to in case of a problem event.
Individuation and Personalization:
-Individuation and Personalization reflects on the activities used to individualize and internalize the lessons learned in affective education. With Individuation and Personalization it helps the child themselves to take responsibility for their actions and formulate tolerable solutions to problems that may arise.
Academics:
-Academics is an important component to an effective program. The number and types of modifications provided is another important component in this section. The systems and structures available to help maintain students in least restrictive environments is another important factor in this area.
Career/ Life Skills Transitions:
-Transitions and Life Skills Transitions target what is taught in the classroom and what is needed for life outside the classroom. The link between skills gained in the school atmosphere and the skills gained in the outside school setting are reviewed for every grade. With elementary, the learning of current and time and future-real life situations are stressed very much. With middle school grades, getting in depth to future goals meeting different abilities and interests are incorporated. With the high school level, a more of a lecture basis is formatted. It focuses in on providing instruction in the areas that the skills will be needed.
Childhood Depression is a disability that has a major impact on an individual's future. The story "One Child" by Torey Hayden is a novel that represents a true story about a child who suffered from childhood depression. This young girl's childhood led to a behavioral disorder that became more severe each day. Childhood depression can cause problems both in and out of the classroom. It can also affect others around the specific student, such as their classmates. It is difficult for the child to contain a normal social life because they lack the essential social skills. They also lack the confidence to make conversation with others. Those who suffer from behavioral disorders due to childhood depression tend to act violently and over emotional. This can cause others to become intimidated by this individuals actions. It is important for teachers to show as much support and confidence in these children who suffer from childhood depression because they could be the only hope for the child to succeed in the future. Childhood depression is a serious issue that can prevent an individual from living a normal life.
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