Research confirms the disparities in access to mental health services between African-American and white youth. African-Americans are consistently less likely than their white counterparts to seek out or receive mental health treatment. When it's time for school, schools are often left with the serious task of "diagnosing" what mental health/learning issues students may have.
The result of being diagnosed by schools, more often than not lead to students having Individual Education Plans (IEP). In my opinion a IEP is nothing more than a gerbil wheel; a tracking device that students never seem to shake. The IEP will follow them from K-12, it is a label that limits the student's ability to grow. Unfortunately, in more instances than not, schools push students with IEPs aside, while receiving federal dollars for their special education.
Now there is a new diagnosis for hard to deal with youth, Intermittent Explosive Disorder (IED). I shudder to think what schools can and/or will do with this diagnosis. Is the IED diagnosis just another label, or is it something that could bring students who really need help closer to getting the necessary mental health care services?
The condition is characterised by persistent and uncontrollable anger attacks.
A new study, based on a household survey of 10,148 young teenagers in the US, found that nearly two thirds had a history of anger attacks involving real or threatened violence.
It also found that one in 12 met strict criteria for a diagnosis of IED. Across the US, that would equate to almost six million individuals.
IED, recognised as an impulse control disorder, usually begins in late childhood and persists through the middle years of life.
To be diagnosed with IED, a person must at any time in life have had three episodes of ''grossly out of proportion'' impulsive aggressiveness.
For the new study, published in the journal Archives of General Psychiatry, a more stringent definition of IED was used which ruled out other mental disorders contributing to angry outbursts.
The research also indicated that IED was not being properly treated.
Although 37.8 per cent of teenagers with the disorder obtained treatment for emotional problems, only 6.5 per cent were specifically given help with anger management.
Lead researcher Professor Ronald Kessler, from Harvard Medical School in the US, said: ''If we can detect IED early and intervene with effective treatment right away, we can prevent a substantial amount of future violence perpetration and associated psychopathology.''
22 comments:
A "disorder"??? Come on!!!! Bring back the paddle and i bet the "disorder" goes away.
"To be diagnosed with IED, a person must at any time in life have had three episodes of ''grossly out of proportion'' impulsive aggressiveness."
A lot of folks could fit into this category.
I think this disorder should be called the: people who shouldn't be having kids having kids and not having any idea how to raise them because whoever raised them had no idea and these kids are surrounded by chaos, insanity, violence, and usually ignorance and are then pushed into school with little to no training and terrorize their teacher and fellow classmates and are pushed through school until they reach high school where they continue to behave as though no rules apply to them because the rules never have and now we have one more label so we can throw federal dollars at them instead of just starting when they were babies by cutting off the federal dollars thrown at their "parents" for not doing anything right in the raising of said children!
Believe it or not, this is not new. I'll explain more later when I have time, but I have read books written decades ago about this very thing...need to verify the titles...then can explain more...as for an "IEP", the ultimate decision to keep a child on or off an IEP is THE PARENT....
I know it's the parent who makes the ultimate decision about the IEP Janet Schwarz, but I don't believe they feel empowered enough to make those decisions. Just in the last couple of months, I have come across at least three parents - just randomly - who had kids with IEPs and they didn't have any idea what the end game was; or if they should and/or could ask for one; and if they did ask... what should they ask for.
A parent can call a meeting at any time during the school year to be advised of what is happening with their child. Of course, a mandatory meeting once a year is conducted with all interested parties invited. Parents learn at those meetings yearly how their child is doing, according to the goals put in place.
Every 3 years a multi-disciplinary meeting is conducted, after testing with the child and family, along with interviews and observations, that requires a determination as to whether or not the student is still covered under the IEP, or has advanced enough to no longer need an IEP and is placed back in a regular classroom. There are step-down programs for some students with IEPs so they are not just thrown into a regular classroom without follow-up, such as a resource teacher.
It is vital that parents are involved in meetings concerning the IEP that is in place for their child. They really are in charge, if they attend the meetings. Parents can also bring an advocate to the meetings, such as a friend or an attorney, whoever would be able to assist the parents with their child's IEP.
I agree with you, Emerge...parents don't feel empowered, no question about that...gotta run to an appointment, so I'll comment more later...
Okay, I'm back. Unfortunately, Emerge, what you have encountered is the norm..no question. My kids have been in D150 for 11 years now, two on IEP's...I had to find out everything on my own..I have the most hilarious story to share that would illustrate this point, if you'd like me to share it...it's a classic example of what goes on, in fact, I could provide you with a plethora of "Post Cards From An IEP Meeting" if you'd like at least a week's worth of material...and, I DO intend to get back to the original point later about the "disorder" about which you originally posted...
IED has been part of the DSM for many years. That is the diagnostic tool developed by the American Psychiatric Association. There are very specific criteria, other than just being a pissed off teen. My guess is that it is being used incorrectly, much as PTSD, ADHD, and the now common BiPolar Disorder can be. These diagnoses are ligitimate and do occur, but most likely not in the numbers that we see them. We often see a diagnosis used when really it is a reaction to trauma, such as child abuse or significant neglect. Something else worth noting is that anger in children can often be masked depression. Poverty is a disadvantage, but not the end all beat all root of everything. Many people grow up poor all over the world and are not violent. Much violence here (United States) is learned. It has become an acceptable way of life. Domestic violence, drug cultures, gangs, glorifying in the music and film industry and so on. The problem is growing. I am sorry, but it is becoming engrained with the loss of work ethic, which can be a sense of pride and accomplishment.
So why are these kids in regular division classrooms??????
The district does not want special education kids because their teachers cost more money. Also, their classes are smaller so not only are they paying more per year for the special ed teacher, they have to hire more of them. There are kids in every class, in every grade level that could/should be diagnosed with something and go into a smaller classroom. 150 would increase test scores and good behavior if they could just lower classroom sizes to about 15 kids and hire enough teachers in the summer instead of continually hiring well into the fall because they start the school year with 30+ kids per classroom.
How is the district paying more for special ed teachers than reg ed teachers? Because of the class size? It is incorrect that the salary for a special ed teacher is more than for a regular ed teacher.
Hell, that would count me in. Really? I can pick out three people just on this blog who are all grown who will fit in that category easy. I can not believe they getting ready to lay this shit on these kids. Wow!
Good points, thanks.
I believe that is a flase statement. Special ed teachers are not paid more than regular ed teachers.
Every year I have at least ONE of these students. That ONE student destroys the learning environment for everyone. In D150, it takes pretty much the entire school year to get a kid labeled, essentially for next year's teacher. I have kept copius notes, filled out all "forms", and yet, STILL not enough "evidence" to "label" the little darling. Usually, I "bother" the parent enough through calls, notes, and visits, explaining that I will not allow her child to hold my class hostage because of abhorent behavior that the parent just pulls their child out of our school and deposits said darling on another teachers doorstep, telling her that I am mean and don't like her "kid"......REALLY?
Okay, here are the two books that came to mind when I read this post: (I'd underline the titles, as is proper English, alas! There is no key command...) "Separation and the Very Young" by James Robertson, and "Healing the Unaffirmed: Recognizing Emotional Deprivation Disorder" (author has some funky last name that I can never remember how to spell) The first book is based on data from the 50's and 60's, and, if I could find my copy, has the PERFECT quote that is at the heart of this "disorder", whatever...I won't attempt the quote, but the basis is that the children studied were in long-term hospitalization care, in an era where parents were not allowed to visit like today. The psychologists studying the children (for the affects of separation) were told by the physicians to leave the hospitals because the children were "calm and well-behaved" EXCEPT when the psychologists attempted to talk to them...then the kids would get "upset and cry". The point the book was trying to make was that the psychologists were trying to prove (and did) that what was being viewed as "good behavior" was really "resignation to the realization that NOONE cared about them as individuals", and that when a child would encounter an adult who showed concern, all the bottled up emotions came out, in a way that was seen as "misbehavior". I'm no head shrink, but I certainly do know the experience of growing up in a very large family and having to make or break it on my own without relying on anyone else, and not being able to have any kind of outlet to even SPEAK about the %$@& I saw and experienced in the neighborhood in the late 60's and through the '70s. I'm not justifying wrong behavior, just trying to make the point that without a proper outlet, even a very young child is capable of serious destruction when he/she realizes that absolutely no one gives a damn. And yes, "Teach 150", what you're saying is the truth...in fact, I'm surprised that it seems at times you only have "at least ONE"..I would think the number was higher...I don't claim to have answers, only to say that this type of finding (the "disorder" or whatever..) has been evolving...
Very interesting Janet Schwartz, thank you.
The feeling that no one cares is definitely related to depression.
Students have to have a disability to be labeled for special education. Bad behavior is not a disability in the state of Illinois. As much as we all want the kids who are disruptive out of the regular classrooms, Peoria is way over the average for number of students with IEPs compared to the state. That has been a problem for a while.
So, D150 has to figure out what to do with students who are behavior problems. Just ignoring them is not the answer. Special ed teachers do not have the answers for behaviors. There are many things to be considered, which has long been discussed on blogs already.
Time for "discussing" what to do with disruptive students is UP! Time for some real action D150. Quit talking.....act
Thank YOU, Emerge, for posting such interesting topics. BTW, just call me "Janet", as you give me too much respect by using my last name...I'm not used to it...hahahahahaaa!!!
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