Emotional Impairment: A Real Disability?

Emotional impairment is a term used to cover a range of mental and emotional health issues. Emotional disturbances, or disabilities, are defined by the Individuals with Disabilities Education Act (IDEA) as a condition exhibiting certain characteristics over a long period that adversely affects a child's educational performance. These characteristics include an inability to learn or maintain interpersonal relationships, inappropriate behaviour or feelings, a pervasive mood of unhappiness or depression, and a tendency to develop physical symptoms or fears associated with personal or school problems. Emotional disturbances can include several disorders such as anxiety, bipolar, conduct, eating, obsessive-compulsive, and psychotic disorders. Educating students with emotional disturbances can be challenging due to potential classroom disruptions, and often requires a collaborative approach involving teachers, parents, and mental health professionals.

Inability to learn

Emotional impairment is a term used to cover various mental and emotional health issues. Emotional disturbances (ED) or emotional disabilities are particularly difficult to classify as they are often defined by generalizations that may exclude students who do not fit specific diagnostic criteria but are still disabled. However, the Individuals with Disabilities Education Act (IDEA) defines emotional disturbance 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:

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> (A) An inability to learn that cannot be explained by intellectual, sensory, or health factors."

This inability to learn is a key aspect of emotional impairment and can manifest in several ways. For example, a person with emotional impairment may struggle with learning new things, have difficulty remembering information, or experience blocking on information they think they should know. They may also find it challenging to recall names, phone numbers, or facts that they would typically have no trouble remembering. The stress response, which is commonly associated with anxiety, can play a significant role in this learning impairment. When the body experiences too frequent stress responses, the brain may have trouble rationalizing, remembering, and recalling information.

It is important to note that learning impairment due to anxiety is typically not a cause for concern. As stress levels decrease and the body calms down, the symptoms of stress, including learning impairment, tend to subside. However, for children with emotional disturbances, these symptoms can continue over long periods, signalling that they are not coping with their environment or peers.

To address the learning difficulties associated with emotional impairment, it is crucial to provide positive behavioural support, emotional support, and assistance in developing social skills, improving self-control, and enhancing self-esteem. By working together, parents and educators can create an educational plan that provides the necessary supports, services, accommodations, and modifications to help the student learn effectively.

Inability to build/maintain relationships

Emotional impairment can manifest in several ways that hinder a person's ability to build and maintain relationships. Here are some common signs:

• Dysfunctional family background: Growing up in a dysfunctional family can impact an individual's understanding of intimacy. This may involve having a single parent who overly relied on the child, overbearing or controlling parents, or experiencing preferential treatment compared to siblings. Such experiences can result in issues with self-esteem and self-worth, affecting one's ability to form secure and healthy relationships.
• Communication issues: Struggling to express feelings and communicate needs and wants effectively can hinder relationship development. This may be due to societal expectations, particularly in certain cultures, where expressing emotions is seen as a sign of weakness.
• Self-sabotage and addiction to drama: Some individuals may find themselves trapped in a cycle of entering intense and toxic relationships, subconsciously sabotaging stable and healthy partnerships. This can be a result of childhood trauma or abuse, leading to difficulties with trust and attachment.
• Unrelenting standards: Having extremely high standards and a lack of flexibility can hinder relationship formation. Constantly cutting people out due to unmet expectations can indicate the presence of subconscious barriers.
• Mental health challenges: Experiencing depression or anxiety can strain relationships. Individuals with these conditions may find it challenging to express their emotions and may require additional support to navigate relationship dynamics.
• Borderline Personality Disorder (BPD): BPD is characterised by persistent difficulties in relationships, marked by a constant shift between love and hate. Individuals with BPD struggle with their sense of identity, often moulding themselves according to their partners, and are highly sensitive to rejection.
• Anger and immaturity: Being quick to anger and exhibiting immature behaviour, such as temper tantrums, can be signs of emotional impairment. This may be a coping mechanism to shut down conversations or avoid addressing difficult topics.
• Control issues: A consistent desire to control others is a sign of emotional impairment and can be detrimental to relationship building. It indicates a need for power, status, and control over one's relationships.

Inappropriate behaviour or feelings

Emotional impairment is a term that covers many mental and emotional health issues. Emotional disturbance (ED) is a controversial term used to characterise a group of disabilities that impact a person's ability to recognise, interpret, control, and express fundamental emotions.

The Individuals with Disabilities Education Act (IDEA) defines inappropriate behaviour or feelings as:

> "Inappropriate types of behaviour or feelings under normal circumstances."

This can include a range of behaviours and feelings that deviate from what is typically considered acceptable or socially acceptable. For example, a person with an emotional impairment may exhibit aggressive behaviour, self-injurious behaviour, or acting out. They may also experience difficulties in controlling their impulses and emotions, leading to outbursts or inappropriate expressions of feelings.

In addition, inappropriate behaviour or feelings can be related to a person's mood. This includes a pervasive mood of unhappiness or depression, which can lead to a negative outlook, loss of interest in activities, or feelings of hopelessness.

It is important to recognise that emotional impairment is a complex issue, and inappropriate behaviour or feelings can vary widely between individuals. These behaviours and feelings can be addressed through early diagnosis, specialised education plans, and support from mental health professionals.

Pervasive mood of unhappiness or depression

Emotional impairment is a term that covers a wide range of mental and emotional health issues. The Individuals with Disabilities Education Act (IDEA) uses the term "emotional disturbance" to refer to a set of characteristics that adversely affect a child's educational performance. One of these characteristics is a pervasive mood of unhappiness or depression.

A pervasive mood of unhappiness or depression is more than just feeling sad or down. It is a persistent state of negative emotions that interferes with a person's ability to function in their daily life. This can include feelings of hopelessness, worthlessness, or a lack of interest or pleasure in activities. People experiencing this mood disorder may also find it difficult to concentrate, make decisions, or even get out of bed in the morning. They may withdraw from social activities, isolate themselves, or have changes in their eating and sleeping habits.

The causes of pervasive unhappiness or depression are complex and vary from person to person. They can include biological factors, such as a chemical imbalance in the brain, or environmental factors, such as trauma, stress, or a significant life event. Genetic factors can also play a role, with some people having a higher risk of developing depression due to their family history.

Recognizing and addressing pervasive unhappiness or depression is crucial. Treatment options typically involve a combination of psychological therapy, medication, and lifestyle changes. Psychotherapy, such as cognitive-behavioral therapy, can help individuals identify negative thought patterns and develop healthier coping strategies. Medication, such as antidepressants, can help balance brain chemicals and improve mood. Lifestyle changes, such as regular exercise, a healthy diet, and stress management techniques, can also play a vital role in managing symptoms.

It is important to remember that emotional impairment, including pervasive unhappiness or depression, is a valid mental health concern that requires understanding and support. Seeking professional help is essential, and effective treatments are available that can help individuals manage their symptoms and improve their overall well-being.

Development of physical symptoms or fears

Emotional impairment is a term that covers a wide range of mental and emotional health issues. Emotional disturbances can affect individuals in areas beyond the emotional, with their physical, social, or cognitive skills also being impacted.

The Individuals with Disabilities Education Act (IDEA) uses the term "emotional disturbance" and 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) A tendency to develop physical symptoms or fears associated with personal or school problems."

The development of physical symptoms or fears is one of the key characteristics of emotional disturbance, as defined by IDEA. This can include a range of physical complaints such as headaches, stomach aches, and other somatic symptoms. These physical symptoms can be a way for individuals to express their emotional distress or difficulties in coping with their environment.

Children with emotional disturbances may exhibit a range of behaviours, including hyperactivity, aggression, self-injurious behaviour, withdrawal, depression, low self-esteem, immaturity, and anxiety. They may also have learning difficulties and struggle with their academic performance. The development of physical symptoms or fears is often associated with these emotional and behavioural issues.

It is important to note that the presence of these behaviours does not necessarily indicate an emotional disturbance. Many children may display similar behaviours at different times during their development. However, when these behaviours persist over long periods, it may be a sign that the child is struggling to cope with their environment or peers.

Early intervention and support are crucial for children with emotional disturbances. Services such as positive behavioural support, emotional support, and help with developing social skills can make a significant difference. By addressing these issues early on, children with emotional disturbances can succeed academically and socially.

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