Psychology

Analyzing the interview made with a special education teacher, it can be surmised that the overall experience was worthwhile as it provided new directions in helping shape the understanding of how complex and difficult it is for educators to address the needs of children particularly those with emotional and behavioral problems. These responses serve as an important input in both recognizing how these elements have become successful and what areas still need to be improved and developed.

Reflecting on the response provided by the special educator as it pertains to the method of determining children with emotional and behavioral problems, she responds by pointing out existing standards from the district of education as well as the principles advocated by the school in establishing identification. Under this process, she elaborates by saying that under these conditions, it involves careful observation, communication with concerned parties, and numerous assessments to determine the validity of whether or not the child is suffering from an emotional or behavioral problem. These assessments in turn vary in accordance to the specific condition and predicament observed.

Looking carefully at this process, the educator told me that the procedure first begins with an initial observation of the child. After this, the case shall be forwarded to the guidance counselor for appropriate screening and communication with parents. With their parents consent, the child is then subjected to assessment and further observation. In here, the educator mentions adhering to particular standards provided such as IDEA and the rules followed by schools concerning handling students. Given these meticulous consideration, the child then becomes subjected to either counseling or professional help.

In terms of formal assessments, the special educator mentions that the responsibility rests on the guidance counselor with corresponding interaction with the teacher as well as the school administrator. They are the ones who communicate with important persons (e.g. professionals and parents) about the apparent observable realities surrounding the child. At the same time, they are the ones who are also involved in devising appropriate mechanisms that develop these childrens needs. Such capacity then becomes coordinated to the board of education for their opinion and insights concerning the issue.

Reflecting further, the feedback made by the special educator concerning the usual accommodations made for a student who has emotional or behavioral problems concerns the usual sessions of therapy and provision of special attention. In here, educators constantly report to parents the development of the child via counseling and offer an alternative of seeking a professional child psychologist to help suppress the conditions. Similarly, in terms of disciplining, the child is also given an adequate amount of leeway and understanding particularly those who are seeking treatment. This can then better applications in handling such situations.

Moreover, there are also screening assessments to try and test out the value and significance of these among children. In here, it mixes intervention procedures with that of proper handling particularly in areas of instruction and disciplining. This can then incorporate better management of behavior of the child. The educator argued that by doing this, it can help provide better capacity to control the ailment and allow the child to overcome the challenges brought about by hisher ailment.

Given the reality that children cannot avail of a specific approach or service within schools, the special educator argued that the institution also offers alternative centers that specialize in such conditions. In here, parents are first oriented about the options available since different factors can contribute to its facilitation and completion. After this, they are then asked to make choices on the most appropriate on their child.

Similarly, there are also affiliated centers and institutions that the school interacts with so as to foster better avenues for children with behavior and emotional disorders. Not only do they provide counseling schemes but also particularly programs that seek to target a particular diagnosed ailment by the child. In addition, doctors may also prescribe medications to help suppress and control the manifestation of the behavior especially if it addresses issues relating to emotions.

With these responses, I began to appreciate and understand the impact that emotional and behavioral problems can do towards academic achievement and competency of a child. In here, it not only serves as a hindrance towards a childs development. It also becomes an instrument for limiting their capacity to take full advantage of learning within the classroom (Merrell, 2003). Likewise, such scenarios make the child vulnerable to abuses both by educators and the system because of their conditions. Here, false assumptions and prejudice may be created because of the limited ability to understand what these children are really feeling.

Seeing this, I do believe that careful considerations must be made by educators in comprehending appropriate strategies in facilitating emotional and behavioral problems. Allowing educators to be immersed in the different applications and methods related towards assessment, it can better equip each one to respond to the needs of these students within the classroom (Carter, Briggs-Gowan, and Davis, 2004). At the same time, it can also help educators and the educational sector become committed to these students needs by outlining patterns for determination, application, and use of intervention.

Overall, the experience brought about by this interview showcases better inputs in identifying and pointing out the strengths and weaknesses of my school in addressing emotional and behavioral problems among children. This can then offer new perspectives that can lead towards harnessing accountability by outlining the proper frameworks and processes that need to be made to bridge the gap created out of this problem. This then becomes an essential undertaking to ensure that students regardless of their physical and emotional stature get what they deserve.