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Emotionally Challenged High school students trend analyses

Emotionally Challenged High school students trend analyses   
Most teaches and counselors agree that high school students are more troubled, more challenged and also more disturbed than ever. Conversely, their sentiments are backed by a study carried out in June 2005 where the study by Harvard medical school revealed that half of the students that suffer mental illness acquire at the age of 14, while three quarter of people that suffer from this disease acquire it at the age of 24. In turn, counselors and mental health workers are trained to take care of the emotionally challenged. It is also notable that teachers tend not to give attention to students who are emotionally challenged. It is therefore of importance that the general education teachers be taught ways to manage students that are suffering from this problem in classrooms. However, it is notable that this is not the case, as many teachers tend to avoid this problem by claiming that they are not trained in such a particular field (Wells Para 1).
Enactment of the Education of All Handicapped children took place in 1975. Since then, there has been indentified about 1% of students who require special education and related services (Kauffman 88). Though this percentage has been determined to be stable, for some decades professionals in the field of statistics have feared that this prevalence may be three to six times greater. The fear is brought about  by the fact that a report from the United States mental health services revealed that one out of five children and youth, are the only ones who are recipients of special education servicers, and even mental services (Obiozor Para 6). The identifiable reasons behind these statistics are inclusive of such factors like stigma, economic factors, and the vague definition of this problem. In 1990’s, stigmatization of such students was in a higher level and in turn, the National Mental health and the special education system joined together to form a coalition that would fight this problem. During this year, the coalition resolved to change the terminology that was used to refer to this prevalence in an aim to reduce stigma in the new definitions. Other disorders that were not previously included were included (Schuth Para 4). Though the terminology definition by the coalition was somehow favorable to these students, the definition by federal government has not changed at all. There has also been continuous opposition of the terminology change definition by educators who are in fear that there will be an increased number of students that will be inclusive to special education. In turn, this raises concern among the affected since they will still face stigma unless the terminology change argument goes through.
According to the Cosmos (Para 3), the greatest challenger our society faces is bringing the expertise in special education action. Society has also failed in provision of resources that are needed, and the fact that we are referring to many students in this system may cause the system to collapse. More attention need to be focused on emotionally challenged students, failure to do that may cause much harm to other students, as some of them can get violent even when they get to college. A good example of such an event is the case of a student who faced social isolation in his high school days that led him to be considered emotionally challenged. However, trauma took the better part of him as he decided to take the lives of other students. In this rage by Chuo, 47 students were shot by him and 30 students died from the incident. The deceased were people ranging from the age of 18 to 32. However, even those who were not involved directly were affected by trauma as they saw their friends being murdered (Flynn 2). The action of Cho is an indication of how extreme this problem can get if the society does not involve itself in attempts to take care of these students.
In the recent years, there have been scares on the future of the students suffering from this problem. The problems that come with this prevalence are severe and chronic in nature. It is also an identifiable fact that the attention of the problem is only focused on the ones who are severely challenged and still the education system still does not solve the problem. The treatment for these students is in the worst case since they tend to be put on separate classes with their peers. The resultant of this is that the completion of school and employment levels are poor as compared with the students who do not have this problem (Kathryn 468).To correct this problem, there is much that the society can do. To start with, public and private agencies (PEP) are an example of an agency that aims at working to minimize students from having emotional problems. It is basically a parent agency that specializes in consultation of emotionally disturbed children. The success of this organization is undeniable, as it has been recognized by the department of education in the United States for its efforts towards its calling. PEP runs community programs in various states with an objective of helping troubled children. It is involved in home visits for young children as well as for students who are already affected by this problem. They also have day treatment for children with the minimum age of six years. PEP is also involved in training teachers, and also offers educational training for programs that are for general education to the public. Establishment of cooperatives can also be of benefit in assisting students that are emotionally challenged.
In 1948, a cooperative known as Board of Cooperative Educational Services was established in New York. The cooperative together with other related cooperatives are of assistance in pooling funds together and establishment of helpful educational programs. However, it is notable that their focus is not limited to special education as it aims at meeting the society’s needs. The cooperation that is based in New York is involved in 35 districts in the region and also offers to help gifted children that are faced by both behavior and emotional problems. Community supported agencies also operate in other regions like in the states of Illinois where the region has enjoyed benefits that come with state organizations (Fordham Para 4). “Positive Behavior Interventions and Supports Network” is a community-based organization based in Illinois that was started in 1960. The initiative of this organization is supporting the youth who are affected by the problem (Nikki 198).
. The call for helping high school students faced by emotional challenges does not only fall on the society alone, individuals can also participate and be of assistance in changing the trend. An example of an individual who has been involved such a project is Shannon Lea Espinoza, who has been significantly involved in ensuring that children with behavior difficulties in the schools are referred to special education. The other program that she started in the year 2000 has gained much success so far. Though the program was started up out of a grant, it has grown to become a self-supporting one in the recent years, through the funding of the students. The program, in collaboration with other institutions in the society, for example mental institutions and students are the main volunteers in the program. To correct this problem, there is need to deal with defiant behaviors as at times it is hard to determine whether the child is being defiant or being aggressive (Cosmos Para 6). Teachers need not get aggressive with these students, as they may not know the limit they are willing to turn their aggression. It is therefore necessary for the teacher to ensure that the students can do the work that he or she is assigned.
The issue of being emotionally challenged is tending to increase in the near future. There are many causes of emotional challenges among the youth. The issue of isolation is notably one of the main causes of this phenomenon. When a child is segregated from the people, the society, especially the peers’ isolation is very likely to come up. In turn, the students tend to be in involved in violent behaviors and at times, it is very hard to predict what they are capable of doing. A good example of such a scenario is the case of Cho, as the occurrence of his death was caused due to lack of peer friends as well as isolation. However, in this case, we get to learn how violent emotionally challenged students can be when they have given up on their lives. It is also a wakeup call for all the people in the society to make sure they play their part so that such an incident does not occur again. There are so many ways people can make sure that this problem does not occur again through some initiatives that are communal, and also working individually. Such means of working with the people who are emotionally challenged have shown of how much benefit the society can get when the students are emotionally healthy. It should be therefore the responsibility of each and everyone in the society to contribute in whichever measure there he/she feels is comfortable to reduce this threat from happening. It is also the responsibility of the teachers and educators to make sure that they get to learn how to treat emotionally challenged students so that they can encourage them to not give up in their activities (Keany Para 3).
 
Works Cited
Cosmos, Carolyn. “Children Behaving Badly — Helping Students with Emotional            Disorders.” 23 April 2011. 23 April 2011    .
Flynn Christopher, Dennis Heitzmann. “Tragedy at Virginia Tech:Trauma and Its            Aftermath.” Pennsylvania State University, 2008.
Fordham, Thomas B. “A Bulletin of Weekly News and Analysis from the.” 14 April 2011.            23 April 2011   .
Kathryn R. Wentzel, Allan Wigfield. “Handbook of motivation at school.” New York:        Taylor & Francis , 2009.
Kauffman, James M. “Characteristics of Emotional and Behavioral Disorders of Children          and Youth.” New Jersey: Prentice-Hall, 2001.
Keany, Michael. “How a new generation of younger principals is handling the job.” 2     December 2010. 23 April 2011            .
Nikki A. Hawkins, Daniel N. McIntosh. “Early Responses to School Violence:A    Qualitative Analysis of Students’and Parents’ Immediate Reactionsto the       Shootings at Columbine High School.” New York: The Haworth Press, Inc., 2004.
Obiozor, Williams Emeka. “The use of music to teach life skills to students with    emotional disabilities in the classroom.” January 2010,. 23 April 2011             .
Schuth, Katarina. “Seminaries, theologates, and the future of church ministry: an           analysis of trends and transitions.” Minnnesota: Liturgical Press , 1999.
Wells, R. “Classroom Management Strategies for Severely Emotionally Disturbed           Students.” 28 September , 2007. 23 April 2011             .

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