list of common behaviors experience by child

List of common problems experience by a child

Preschool and school

Every person with an intellectual disability can learn and develop physically, mentally, socially and emotionally throughout life. However, learning may need more guidance, take more time and require more structure.

A child's rate of learning will depend upon the degree of intellectual disability present. Formal assessment can give parents and teachers some idea about a child's degree of intellectual disability from mild, moderate to severe.

Children with intellectual disability may find it hard to use their knowledge or skills in new situations. Skills and behaviors may have to be taught or re-taught in each place. For example, a child may learn to wash his hands at home. However, he may need help to learn to do the same task at preschool or school.

Children receive additional support at preschool or school depending upon their levels of need. Levels of need may vary depending upon abilities, environment, age and temperament. For instance, if your child relies heavily on routine and structure, she may be more settled in the classroom than in the school's playground.

Expectations can also make a difference to the amount of help your child may seem to need. You may find that your child is able to pack away her things at school but does not do so at home, because this has always been done by a parent or sibling.

Teachers and parents can help children with developmental delay and intellectual disability by:

·         using language that matches the child's understanding

·         giving extra time for new skills to be learned

·         allowing the child time and opportunities to practice new skills

·         presenting tasks in a step-by-step fashion

·         using predictable routines

·         making tasks as simple as possible

·         using teaching styles that allow the child to learn by touching and looking as well as by listening

·         being clear and consistent with expectations

·         identifying other supports and structures that help the child to participate in the home, school and community.

Physical

Physical abuse  is abuse involving contact intended to cause feelings of intimidation, pain, injury, or other physical suffering or bodily harm.

Physical abuse includes hitting, slapping, punching, choking, pushing, and other types of contact that result in physical injury to the victim. Physical abuse can also include behaviors such as denying the victim of medical care when needed, depriving the victim of sleep or other functions necessary to live, or forcing the victim to engage in drug/alcohol use against his/her will. It can also include inflicting physical injury onto other targets, such as children or pets, in order to cause psychological harm to the victim.

Sexual

Sexual abuse is any situation in which force is used to obtain participation in unwanted sexual activity. Forced sex, even by a spouse or intimate partner with whom consensual sex has occurred, is an act of aggression and violence.

Categories of sexual abuse include:

1.     Use of physical force to compel a person to engage in a sexual act against his or her will, whether or not the act is completed;

2.     Attempted or completed sex act involving a person who is unable to understand the nature or condition of the act, unable to decline participation, or unable to communicate unwillingness to engage in the sexual act, e.g., because of underage immaturity, illness, disability, or the influence of alcohol or other drugs, or because of intimidation or pressure; and

Emotional

Emotional abuse (also called psychological abuse or mental abuse) can include humiliating the victim privately or publicly, controlling what the victim can and cannot do, withholding information from the victim, deliberately doing something to make the victim feel diminished or embarrassed, isolating the victim from friends and family, implicitly blackmailing the victim by harming others when the victim expresses independence or happiness, or denying the victim access to money or other basic resources and necessities.

Emotional/verbal abuse is defined as any behavior that threatens, intimidates, undermines the victim’s self-worth or self-esteem, or controls the victim’s freedom. This can include threatening the victim with injury or harm, telling the victim that they will be killed if they ever leave the relationship, and public humiliation. Constant criticism, name-calling, and making statements that damage the victim’s self-esteem are also common forms of emotional abuse. Often perpetrators will use children to engage in emotional abuse by teaching them to harshly criticize the victim as well. Emotional abuse includes conflicting actions or statements which are designed to confuse and create insecurity in the victim. These behaviors also lead the victim to question themselves, causing them to believe that they are making up the abuse or that the abuse is their fault.

Emotional abuse includes forceful efforts to isolate the victim, keeping them from contacting friends or family. This is intended to eliminate those who might try to help the victim leave the relationship and to create a lack of resources for them to rely on if they were to leave. Isolation results in damaging the victim’s sense of internal strength, leaving them feeling helpless and unable to escape from the situation.

People who are being emotionally abused often feel as if they do not own themselves; rather, they may feel that their significant other has nearly total control over them. Women or men undergoing emotional abuse often suffer from depression, which puts them at increased risk for suicide, eating disorders, and drug and alcohol abuse.

Verbal

Verbal abuse is a form of abusive behavior involving the use of language. It is a form of profanity that can occur with or without the use of expletives.

Abusers may ignore, ridicule, disrespect, and criticize others consistently; manipulate words; purposefully humiliate; falsely accuse; manipulate people to submit to undesirable behavior; make others feel unwanted and unloved; threaten economically; place the blame and cause of the abuse on others; isolate victims from support systems; harass; demonstrate Jekyll and Hyde behaviors, either in terms of sudden rages or behavioral changes, or where there is a very different "face" shown to the outside world vs. with victim.

While oral communication is the most common form of verbal abuse, it includes abusive words in written form.

Social

Social Anxiety Disorder. The features of social anxiety disorder include an excessive and unreasonable fear of social situations. If forced into a feared situation, the child may become upset and exhibit a temper tantrum. Children with this disorder may be extremely shy around strangers or groups of people and may express their anxiety by crying or be overly clingy with caregivers. The child may not want to go to school and may avoid interactions with peers.

Separation Anxiety Disorder. Separation anxiety is thought to be a normal part of infant development. It begins when the child is about 8 old and declines after about 15 months of age. During this period the child understands the separation between self and primary caretaker. The child understands that he or she can be separated from the caretaker, but does not comprehend that the caretaker will return, which leads to anxiety. Separation anxiety disorder, on the other hand, is not a normal developmental phase. It is characterized by age-inappropriate fear of being away from home, parents or other family members. A child with separation anxiety disorder may be excessively clingy to family members, may fear going to school, or being alone. He or she may experience frequent physical complaints (i.e., headaches, stomach upset).

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THE HOPATCONG BOROUGH SCHOOL'S

ELEMENTARY SCHOOL GUIDANCE PROGRAM

PREFACE

Elementary school guidance programs recognize the unique nature of children with their

own diverse and varying needs, the importance of meeting these individual needs, and the

necessity for providing a supportive learning environment. While counselors are

committed to supporting the academic goals of the district, they also acknowledge the

multi-dimensional aspects of fostering successful students which must include emotional,

psychological and social health.

Elementary school is the foundation of a student's academic career. Research supports

that a child's experience in elementary school has a significant impact on their coping

skills for later in life. A longitudinal study on intelligence conducted by Benjamin

Bloom, "Evaluation to Improve Learning (1981)," revealed that the environment, in

addition to heredity, is a significant factor in determining the educational achievement of

children. Bloom states that approximately 80% of a child's intellectual growth takes

place during the first eight years of life. Since the period of most rapid growth takes

place during a child's early years of development, environmental experiences

during those years are most critical. Consequently, elementary school years

provide an excellent opportunity for teachers and counselors to have a

positive impact on the overall and long range development of children.

MISSION STATEMENT:

The Hopatcong Borough School's elementary school guidance

program functions as an integral part of the entire educational process. The

elementary school guidance program provides comprehensive, developmental and

personal services to students in grades kindergarten through five. These services are

consistent with the philosophy and objectives of the schools and district,

and share the commitment toward students, parents, and community with the

administration and teaching staff. In addition, these services strive to meet the

National Standards for School Counseling programs. Counselors strive

to identify and respond to specific academic, emotional and social needs of

students and families through various modes of outreach. The mission of the guidance

program is to foster a learning community where students, staff and families

value themselves and others, become lifelong learners, and make positive

contributions in our world.

PROGRAM DEFINITION:

The Hopatcong Borough's Elementary School Guidance Program

is available to help students, parents and teachers to develop positive learning

experiences. The program utilizes a variety of services and activities in order to

meet individualized needs of children and their families. The provision

of services will be based upon referrals from faculty and staff,

parents/guardians, and/or student request. Teachers and staff will receive referral forms

upon the commencement of the academic year. All elementary school

counselors will utilize a uniform referral form. Parents/ guardians will be notified of the

school's guidance and counseling services through open night and/or

school newsletters. In addition, school counselors will introduce themselves, and the

purpose of the program to each classroom at the commencement of the

academic year.

During the course of the school year, teachers and parents/guardians may refer students to

the guidance department for counseling in these general areas:

1. Difficulty in interpersonal relationships

2. Academic difficulty

3. Scholastic difficulty

4. Negative changes in behavior

5. Self-esteem issues

6. Family separation or divorce

7. Family remarriage

8. Family relocation

9. Physical or sexual abuse issues

10. Neglect issues

11. Substance abuse issues

12. Health related issues

13. Fears and/or anxieties

14. Death and the grieving process

15. Natural disasters (floods, tornadoes, fires)

16. School incidents (accidents, gun/bomb threats)

The aforementioned issues, as well as other educational

information and topics, will be addressed through the utilization of one or more of the

following services: Individual Counseling: School counselors will provide individual

sessions for students to assist with a variety of educational and personal

issues. The primary focus of these sessions is to help students to explore

their concerns, make appropriate plans of action, and to be successful in

following through with their plans.

Individual counseling will also aim to assist students to develop effective coping,

problem-solving, and decision-making skills, as well as provide necessary linkages for

support. Group Counseling: School counselors will provide support counseling to small

groups o students with common needs or problems. Topics may center around changing

families, social skills, and academic improvement. Groups will meet on a weekly to a biweekly

basis depending on specific needs of the students. Group counseling provides an

opportunity for students to provide and receive peer support and feedback which may

help them to feel less isolated and less understood. Classroom Guidance Curriculum:

Throughout the school year, counselors will meet with students and teachers in a

classroom setting at each grade level. The topics that will be addressed in these sessions

will be in response to specific classroom needs as identified by the teacher or principal,

observance of special events or commemorations, and/or curriculum by the National

Standards. Conferences: School counselors are available to meet with the parents of any

student to discuss academic, emotional, social or family

concerns. Parents may contact the guidance office during the school day to

schedule an appointment. However, counselors will make all attempts to

accommodate parents who come directly to the guidance office without a prior

appointment.

Collaborative Interdisciplinary Conferences: The school counselor will meet with the

school's Information and Referral Services (I&RS) team to communicate specific needs

or issues of students that have been previously referred for guidance services. Counselors

may also receive new referrals through I&RS team meetings. I&RS team members may

include individuals from the Child Study Team (CST), school principal, appropriate

teachers, guidance counselor and parents. The purpose of the I&RS teams is to determine

whether there is a need for CST evaluation in order to provide special education services.

Counselors may also assist the teacher with suggestions of specific strategies to assist the

particular student prior to a CST intervention. Referral: School counselors will serve as

referral agents to help students and their families to receive needed and/or requested

assistance from other programs and services within the school system, as well as

community agencies. Counselors will work closely with teachers and administrators in

these referral processes.

Transitional Services for Students Graduating to New Schools:

In order to ensure a smooth transition to each new school, elementary school counselors

will meet with one another at the conclusion of the school year to

provide relevant information regarding students that have received guidance

services. The information that will be exchanged will ensure that the new

counselor will continue to meet existing needs of specific students, thus

ensuring a smooth transition for students who have previously received services.

Coordination of Special Events:

Counselors will assist with the coordination of various school-wide events to

acknowledge special topics, commemorations, and/or holidays. These special events will

aim to reach the full student population to foster a sense of community, social awareness,

and respect for diverse celebrations and issues. A holiday gift collection in

December for families in need of financial assistance is an example of a special annual

event within the elementary schools. A list of various student observances/events, which

may be acknowledged throughout the school year, is attached below.

THEMATIC GUIDANCE PROGRAMS/ACTIVITIES:

In order to provide a consistent learning and social environment

throughout the elementary schools, the guidance program will provide

thematic programs and/or activities throughout the school year. All elementary school

counselors will facilitate an annual campaign entitled, "Kids Care." Activities

and educational programs, supporting compassion and kindness,

will be developed by school counselors. This may be accomplished through a variety

of venues including: poster contests, random acts of kindness, bulletin boards,

community activities, and classroom discussions. Elementary school

counselors will also celebrate National Counselor's Week through the distribution of

lessons and/or school-wide activities.

October: Red Ribbon Week: Substance Abuse Awareness

December: Social Decision Making and Problem Solving

February: Celebrating diversity/respecting each other

April: Violence prevention

June: Safety Education

STUDENT WELLNESS OBSERVANCES & SPECIAL EVENTS:

September

09/08/03: International Literacy Day

09/11/03: World Trade Center and Pentagon attack remembrance/observance

>09/16/03: International Day of Peace

October

whole month: National Disabilities Awareness Month

10/6-10/10: Fire Prevention Week

10/20-10/24: America's Safe Schools Week

10/20-10/24: National School Bus Safety Week

10/18-10/24: Red Ribbon Week

November

11/20/03 National Parental Involvement Day

February

whole month: National African-American History Month

2/2-2/6/04: National School Counseling Week

March

whole month: National Women's History Month

3/04: Read Across America Day/Dr. Seuss' Birthday

3/21-3/25/04: National Poison Prevention Week

3/29-34/04: National Youth Violence Prevention Week

April

whole month: National Child Abuse Prevention Month

4/22/04 Earth Day

May

whole month: National Mental Health Month

5/4-5/10/04: Teacher Appreciation Week

June

whole month: National Safety Month

NATIONAL STANDARDS FOR SCHOOL COUNSELING PROGRAMS:

The National Standards for School Counseling Programs provide

the guidance, direction and the framework for states, school systems and

individual schools to develop effective school counseling programs. The National

Standards facilitate student development in three broad areas: academic development,

career development, and personal/social development. Each area is

delineated by three separate standards. These nine standards are followed by a list

of student competencies or desired student learning outcomes, which

define the specific knowledge, attitudes, and skills which students should obtain or

demonstrate as a result of participating in a school counseling program.

These competencies form a foundation which can be used as a basis to develop

measurable indicators of student performance. Hopatcong's elementary school

guidance program strives to meet the National Standards through the utilization of

the aforementioned counseling, educational and social services and activities.

Academic Development:

The academic standards serve as a guide for the school counseling program to implement

strategies and activities that support and maximize student learning. Academic

development includes the following: acquiring skills, attitudes, and knowledge to learn

effectively; employing strategies to achieve success in school; and understanding the

relationship of academics to the world of work, and to life at home and in the community.

Standard A: Students will acquire the attitudes, knowledge, and skills that contribute to

effective learning in school and across the life span.

Student Competencies:

1. Improve academic self-concept

2. Acquire skills for improving learning

3. Achieve school success

Standard B: Students will complete school with the academic

preparation essential to choose from a wide range of substantial postsecondary options,

including college.

Student Competencies:

1. Improve learning

2. Plan to achieve goals

Standard C: Students will understand the relationship of

academics to the world of work, and to life at home and in the community.

Student Competencies:

1. Relate school to life experiences.

Career Development Program standards for career development service as a guide for

the school counseling program to provide the foundation for acquiring the

skills, attitudes, and knowledge that enable students to make a

successful transition from school to the world of work. Career development includes the

following: strategies to achieve future career success and job satisfaction;

fostering an understanding of the relationship between personal qualities,

education and training, and the world of work; and the development of career goals by all

students as a result of career awareness and experiential activities.

>Standard A: Students will acquire the skills to investigate the

world of work in relation to knowledge of self and to make informed career decisions.

Student Competencies:

1. Develop career awareness

2. Develop employment readiness

Standard B: Students will employ strategies to achieve future career goals with success

and satisfaction.

Student Competencies:

1. Acquire career information

2. Identify career goals

Standard C: Students will understand the relationship between

personal qualities, education, training, and the world of work.

Students Competencies:

1. Acquire knowledge to achieve career goals

2. Apply skills to achieve career goals

Personal/Social Development Program standards for personal/social development serve

as a guide for the school counseling program to provide the foundation for

personal and social growth which contributes to academic and career success.

Personal/social development includes the following: the acquisition of skills,

attitudes, and knowledge which helps students to respect self and others; the

use of effective interpersonal skills; the employment of safety and survival skills;

understanding the obligation to be a member of our society; and the ability to

negotiate successfully and safety in the increasingly complex and diverse

world of the 21st century.

Standard A: Students will acquire the attitudes, knowledge, and

interpersonal skills to help them understand and respect self and others.

Student Competencies:

1. Acquire self-knowledge

2. Acquire interpersonal skills

Standard B: Students will make decisions, set goals, and take

Necessary action to achieve goals.

Student Competencies:

1. Self-knowledge applications

Standard C: Students will understand safety and survival skills.

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ECED 11

STEP 1: MY FAMILY, MY TREASURE

STEP 2:

                One afternoon, Mercado Family has their lunch. There are lot of foods on the table like spaghetti, barbecue, fried chicken, menudo and more. Mom cooked the spaghetti and Dad grilled the barbecue while Daniel prepared the iced tea. Other family members prepared the table for the lunch. Every day before they eat, they always thank God for the blessings they received. Granny leads the prayer on that day. While eating Auntie Suzie starts the conversation about their plan to go to Boracay, everyone is excited because another quality time will be spending in their family.

STEP 3:

                The positive point of the story is as a family member we should have a quality time for our family because a quality time is so important in a family and it helps to strengthen our relationship with them.

STEP 4:

                I can relate myself on the story because as a family member I’ll make sure that I spend a quality time to my family to strengthen our relationship and to show my love to them.

STEP 5:

                I learned that family is important. No matter what happens in our lives our family is always there for us. Another lesson I learned is we can’t buy the quality time we spent to our family and I’m so blessed because I have a complete and loving family.