Early Influences of Freud´s Theory - 1908 Words

Sigmund Freud was born March 6 1856 in Freiberg, Austria. Freud’s birth was somewhat of a controversy. The original announcement was that he was born May 6. The fact is that his mother Amalie was pregnant before she married Freud father Jakob. Freud was the eldest of eight children with Amaile Jokob’s third wife. His father did have two previous marriages. The first marriage he had two other children with Sally Kanner. Amalie had a great impact and influence on her son’s â€Å"Freud† theories. Amaile was much younger than Jokob. History says that she at the time of marriage was about the same age as Jokob’s children from his first marriage. Freud stated his relationship with his mother contributed to his theories. Studying with both Breuer†¦show more content†¦Freud explains that only a trained eye can see what is unsaid. It could be the flicker of the eyes or a habit such as chewing on a pen. Avoidance seems to be a big topic, such as c hanging the subject as a defense mechanism. He explains that many forget progress from session to session do to the emotional trauma. Freud says it is best to sit in a low-lit room out of sight. He did this so the A- patient did not react to his gestures so the patient was not influence by him and B- â€Å"he disliked being stared at for hours†. (An Introduction to Theories of Personality) I myself find that interesting, as he admits to writing a letter and falling asleep during his session. I can relate in some manner as I admit I have listened to people ramble because people just need to get thing out sometimes but it has no relevance or interest to me. I chucked a little reading that. The theory of the unconscious mind and theory of personality, contributes toward a better understanding of human personality. Both topics explain why people have that automatic reflex of answering a question with a question or avoiding certain topics in relationship to personalities, cultur e and history. In the past, I may have felt ignored, after learning about the above topics I can see how the mind reacts depending on triggers. A trigger in a person’s personality can have graveShow MoreRelatedSons And Lovers By D. H. Lawrence901 Words   |  4 Pagesduring the late 1800s and early 1900s. During that time, the book was not like other books. It was explicit about topics such as sex and love. His books were ahead of time, and he was quite influenced by Sigmund Freud. I believe that Freud really influenced lawrence’s writing during Chapters 6 and 7 when Paul is starting to get closer to females, and his mother did not want any other female to be in Paul’s life other than herself, which is one of Freud s early theories on sexuality, and Sons andRead MoreSigmund Freud And Erik Erikson1110 Words   |  5 PagesThe discontinuous psychosexual and psychosocial theory takes place in stages in one course moving through drives that are biological along with societal expectations (Berk, 2013). 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While the great philosophicalRead MoreThe Psychological Positivism Theory On All Of The Mental Aspects Of Why An Individual Commits A Crime1504 Words   |  7 PagesThe psychological positivism theory concentrates on all of the mental aspects of why an individual commits a crime, and associates it with their intelligence, personality, learning, and criminal behaviour. It looks at the determinations, thoughts, intentions and reactions of criminals and all that contributes in the criminal behaviour. Explanations of criminal behaviour were explained by looking at the work of Sigmund Freud (1956-1939). He established the psychoanalytical model in which he believedRead MoreEssay on The Psychoanalytic Perspective on Infant Development1350 Words   |  6 PagesSigmund Freud, the father of psychoanalysis, was the first to develop a theory of human development with a focus on unconscious processes and instincts. 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The Bipolar Enigma By Stephen Ray Harris - 2145 Words

The Bipolar Enigma Stephen Ray Harris Monday, Wednesday, Friday Class (9:00-9:50) Dr. Marc Klippenstine East Central University April 11, 2016 Abstract Currently effecting between 2-4% of the overall population and as one of the leading causes of homelessness, suicide, and hospitalization, bipolar disorder is yet, still one of the most perplexing, as well as the most misunderstood mental disorders out there. With this particular disorder, the complexity arises given one’s predisposition, diversity, and non-specific range of hazards for said disorder; thusly, making a cure, or at best, prevention, difficult, if not impossible, if not for appropriate early intervention. Bipolar not only puts a strain on the economic condition of our country, but on the individual, as well as society as a whole; given, its propensity to bring about financial difficulties, employment difficulties, and poor self-esteem and this is simply three examples, out of quite possible a largely finite numeral of disparities realized within the afflicted, as well as the overall populace. Nothing left of what we deem normal will be left untainted, and with limited governmental funding and a lack of knowledge, mankind’s naà ¯ve, uncaring nature will only bring about less than desirable responses to treatment, medicinally or otherwise; given, the disorder is far more difficult to treat later in life. With the proximal factors of which occur within one s own environment, such as acuteShow MoreRelatedDeveloping Management Skills404131 Words   |  1617 PagesEmotional Intelligence Assessment 47 The Defining Issues Test 48 v Cognitive Style Indicator 52 Locus of Control Scale 52 Tolerance of Ambiguity Scale 54 Core Self-Evaluation Scale (CSES) 56 SKILL LEARNING 57 Key Dimensions of Self-Awareness 57 The Enigma of Self-Awareness 58 The Sensitive Line 58 Understanding and Appreciating Individual Differences Important Areas of Self-Awareness 61 Emotional Intelligence 62 Values 65 Ethical Decision Making and Values 72 Cognitive Style 74 Attitudes Toward ChangeRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 PagesE SSAYS ON TWENTIETH-C ENTURY H ISTORY In the series Critical Perspectives on the Past, edited by Susan Porter Benson, Stephen Brier, and Roy Rosenzweig Also in this series: Paula Hamilton and Linda Shopes, eds., Oral History and Public Memories Tiffany Ruby Patterson, Zora Neale Hurston and a History of Southern Life Lisa M. Fine, The Story of Reo Joe: Work, Kin, and Community in Autotown, U.S.A. Van Gosse and Richard Moser, eds., The World the Sixties Made: Politics and CultureRead MoreOrganisational Theory230255 Words   |  922 Pagesserious. It is so easy for students (and indeed others who should know better) to trivialize this very problematic and challenging subject. This is not the case with the present book. This is a book that deserves to achieve a wide readership. Professor Stephen Ackroyd, Lancaster University, UK This new textbook usefully situates organization theory within the scholarly debates on modernism and postmodernism, and provides an advanced introduction to the heterogeneous study of organizations, including chapters

Physical Sciene Exam Paper March 2012 Grade 12 Free Essays

string(41) " from the top of a tower of height 50 m\." GRAAD 12 NATIONAL SENIOR CERTIFICATE GRADE 12 PHYSICAL SCIENCES: PHYSICS (P1) FEBRUARY/MARCH 2012 MARKS: 150 TIME: 3 hours This question paper consists of 16 pages and 3 data sheets. Copyright reserved Please turn over Physical Sciences/P1 2 NSC DBE/Feb. –Mar. We will write a custom essay sample on Physical Sciene Exam Paper March 2012 Grade 12 or any similar topic only for you Order Now 2012 INSTRUCTIONS AND INFORMATION 1. 2. 3. Write your centre number and examination number in the appropriate spaces on the ANSWER BOOK. Answer ALL the questions in the ANSWER BOOK. This question paper consists of TWO sections: SECTION A (25) SECTION B (125) 4. 5. 6. 7. 8. 9. You may use a non-programmable calculator. You may use appropriate mathematical instruments. Number the answers correctly according to the numbering system used in this question paper. YOU ARE ADVISED TO USE THE ATTACHED DATA SHEETS. Give brief motivations, discussions, et cetera where required. Round off your final numerical answers to a minimum of TWO decimal places. Copyright reserved Please turn over Physical Sciences/P1 3 NSC DBE/Feb. –Mar. 2012 SECTION A QUESTION 1: ONE-WORD ITEMS Give ONE word/term for each of the following descriptions. Write only the word/term next to the question number (1. 1–1. 5) in the ANSWER BOOK. 1. 1 1. 2 1. 3 1. 4 1. The type of energy an object has due to its motion The phenomenon which occurs when two light waves meet at a given point The unit of measurement of electrical resistance The basic principle on which electric generators function The type of line spectrum observed when electrons in an atom move from the excited state to the ground state (1) (1) (1) (1) (1) [5] QUESTI ON 2: MULTIPLE-CHOICE QUESTIONS Four options are provided as possible answers to the following questions. Each question has only ONE correct answer. Write only the letter (A–D) next to the question number (2. 1–2. 10) in the ANSWER BOOK. 2. A car of mass m collides head-on with a truck of mass 2m. If the car exerts a force of magnitude F on the truck during the collision, the magnitude of the force that the truck exerts on the car is †¦ A B C D 1 F 2 F 2F 4F (2) 2. 2 An object moves in a straight line on a ROUGH horizontal surface. If the net work done on the object is zero, then †¦ A B C D the object has zero kinetic energy. the object moves at constant speed. the object moves at constant acceleration. there is no frictional force acting on the object. (2) Copyright reserved Please turn over Physical Sciences/P1 4 NSC DBE/Feb. –Mar. 2012 2. 3 A ball is released from rest from a certain height above the floor and bounces off the floor a number of times. Ignore the effects of air resistance. Which ONE of the following velocity-time graphs best represents the motion of the ball? A velocity (m ·s ) -1 B velocity (m ·s ) -1 time (s) time (s) C velocity (m ·s ) -1 D velocity (m ·s ) -1 time (s) time (s) (2) 2. 4 The diagram below shows plane water waves that spread out after passing through a single slit. barrier with single slit plane water waves The wave phenomenon observed after the water waves pass through the slit is †¦ A B C D reflection. diffraction. efraction. photoelectric effect. (2) Copyright reserved Please turn over Physical Sciences/P1 5 NSC DBE/Feb. –Mar. 2012 2. 5 Monochromatic light from a point source passes through a device X. A pattern is observed on a screen, as shown in the diagram below. Key: Colour band Dark band monochromatic light source X From the observation on the screen, it can be concluded that device X is a †¦ A B C D 2. 6 prism. single slit. double slit. concave lens. (2) In the circuit diagram below, the internal resistance of the battery and the resistance of the conducting wires are negligible. The emf of the battery is E. E A V 2R R S When switch S is closed, the reading on voltmeter V, in volts, is †¦ A B C D 0 1 E 3 2 E 3 E screen (2) Copyright reserved Please turn over Physical Sciences/P1 6 NSC DBE/Feb. –Mar. 2012 2. 7 Two identical small metal spheres on insulated stands carry equal charges and are a distance d apart. Each sphere experiences an electrostatic force of magnitude F. The spheres are now placed a distance 1 2 d apart. The magnitude of the electrostatic force each sphere now experiences is †¦ A B C D 2. 8 1 2 F F 2F 4F (2) A fully charged capacitor is connected in a circuit, as shown below. The capacitor discharges when switch S is closed. R S V Which ONE of the following graphs correctly shows the change in the voltmeter reading with time when switch S is closed? potential difference (V) potential difference (V) A B time (s) time (s) potential difference (V) potential difference (V) C D time (s) time (s) Please turn over (2) Copyright reserved Physical Sciences/P1 7 NSC DBE/Feb. –Mar. 2012 2. 9 When light shines on a metal plate in a photocell, electrons are emitted. The graph below shows the relationship between the kinetic energy of the emitted photoelectrons and the frequency of the incoming light. D kinetic energy (J) 0 A B C requency (Hz) Which ONE of the points (A, B, C or D) on the graph represents the threshold frequency? A B C D 2. 10 A B C D (2) Overexposure to sunlight causes damage to plants and crops. Which ONE of the following types of electromagnetic radiation is responsible for this damage? A B C D Ultraviolet rays Radio waves Visible light X-rays (2) [20] TOTAL SECTION A: 25 Copyright reserved Please turn over Physical Sciences/P1 8 NSC DBE/Feb. –Mar. 2012 SECTION B INSTRUCTIONS AND INFORMATION 1. 2. 3. 4. Start EACH question on a NEW page. Leave ONE line between two subquestions, for example between QUESTION 3. and QUESTION 3. 2. Show the formulae and substitutions in ALL calculations. Round off your final numerical answers to a minimum of TWO decimal places. QUESTION 3 (Start on a new page. ) A stone is thrown vertically upward at a velocity of 10 m ·s-1 from the top of a tower of height 50 m. You read "Physical Sciene Exam Paper March 2012 Grade 12" in category "Papers" After some time the stone passes the edge of the tower and strikes the ground below the tower. Ignore the effects of friction. vi = 10 m ·s-1 1,5 m 50 m y1 3. 1 3. 2 Draw a labelled free-body diagram showing the force(s) acting on the stone during its motion. Calculate the: 3. 2. 1 3. 2. Time taken by the stone to reach its maximum height above the ground Maximum height that the stone reaches above the ground (1) (4) (4) (3) 3. 3 3. 4 USING THE GROUND AS REFERENCE (zero position), sketch a positiontime graph for the entire motion of the stone. On its way down, the stone takes 0,1 s to pass a window of length 1,5 m, as shown in the diagram above. Calculate the distance (y1) from the top of the window to the ground. (7) [19] Copyright reserved Please turn over Physical Sciences/P1 9 NSC DBE/Feb. –Mar. 2012 QUESTION 4 (Start on a new page. ) The bounce of a cricket ball is tested before it is used. The standard test is to drop a ball from a certain height onto a hard surface and then measure how high it bounces. During such a test, a cricket ball of mass 0,15 kg is dropped from rest from a certain height and it strikes the floor at a speed of 6,2 m ·s-1. The ball bounces straight upwards at a velocity of 3,62 m ·s-1 to a height of 0,65 m, as shown in the diagram below. The effects of air friction may be ignored. 0,15 kg 0,65 m 4. 1 4. 2 4. 3 Define the term impulse in words. Calculate the magnitude of the impulse of the net force applied to the ball during its collision with the floor. To meet the requirements, a cricket ball must bounce to one third of the height that it is initially dropped from. Use ENERGY PRINCIPLES to determine whether this ball meets the minimum requirements. (2) (3) (5) [10] Copyright reserved Please turn over Physical Sciences/P1 10 NSC DBE/Feb. –Mar. 2012 QUESTION 5 (Start on a new page. ) A wooden block of mass 2 kg is released from rest at point P and slides down a curved slope from a vertical height of 2 m, as shown in the diagram below. It reaches its lowest position, point Q, at a speed of 5 m ·s-1. P 2 kg 2m 9 kg Q 5. 1 5. 2 5. 3 5. 4 Define the term gravitational potential energy. Use the work-energy theorem to calculate the work done by the average frictional force on the wooden block when it reaches point Q. Is mechanical energy conserved while the wooden block slides down the slope? Give a reason for the answer. The wooden block collides with a stationary crate of mass 9 kg at point Q. After the collision, the crate moves to the right at 1 m ·s-1. 5. 4. 1 5. 4. 2 Calculate the magnitude of the velocity of the wooden block immediately after the collision. The total kinetic energy of the system before the collision is 25 J. Use a calculation to show that the collision between the wooden block and the crate is inelastic. (2) (6) (2) (4) (5) [19] QUESTION 6 (Start on a new page. ) An ambulance approaches an accident scene at constant velocity. The siren of the ambulance emits sound waves at a frequency of 980 Hz. A detector at the scene measures the frequency of the emitted sound waves as 1 050 Hz. 6. 1 6. 2 6. 3 Calculate the speed at which the ambulance approaches the accident scene. Use the speed of sound in air as 340 m ·s-1. Explain why the measured frequency is higher than the frequency of the source. The principle of the Doppler effect is applied in the Doppler flow meter. State ONE positive impact of the use of the Doppler flow meter on humans. (4) (2) (2) [8] Copyright reserved Please turn over Physical Sciences/P1 11 NSC DBE/Feb. –Mar. 2012 QUESTION 7 (Start on a new page. ) Learners investigate the change in the broadness of the central bright band formed when monochromatic light of different wavelengths passes through a single slit. They set up the apparatus, as shown in diagram below, and measure the broadness of the central bright band in the pattern observed on the screen. The width of the slit is 5,6 x 10-7 m. screen first dark band monochromatic light ? midpoint of central bright band 0,033 m first dark band 0,45 m 7. 1 7. 2 7. 3 Write down an investigative question. Which TWO variables are kept constant? In one of their experiments, the distance from the midpoint of the central bright band to the first dark band is measured to be 0,033 m. Calculate the wavelength of the light used in this experiment. (2) (2) (5) 7. 4 How will the broadness of the central bright band of red light compare with that of blue light? Write down only GREATER THAN, SMALLER THAN or EQUAL TO. Give a reason for the answer. (2) [11] Copyright reserved Please turn over Physical Sciences/P1 12 NSC DBE/Feb. –Mar. 2012 QUESTION 8 (Start on a new page. ) Two metal spheres, P and Q, on insulated stands, carrying charges of +5 x 10-9 C and +5 x 10-9 C respectively, are placed with their centres 20 mm apart. X is a point at a distance of 10 mm from sphere Q, as shown below. 20 mm +5 x 10-9 C P 10 mm +5 x 10-9 C Q X 8. 1 8. 2 8. 3 8. 4 Define the term electric field. Sketch the net electric field pattern for the two charges. Calculate the net electric field at point X due to the presence of P and Q. Use your answer to QUESTION 8. 3 to calculate the magnitude of the electrostatic force that an electron will experience when placed at point X. (2) (3) (6) (3) [14] Copyright reserved Please turn over Physical Sciences/P1 13 NSC DBE/Feb. –Mar. 2012 QUESTION 9 (Start on a new page. ) 9. 1 Learners use Ohm’s law to determine which ONE of two resistors A and B has the greater resistance. For each resistor, they measure the current through the resistor for different potential differences across its ends. The graph below shows the results obtained in their investigation. A current (A) B potential difference (V) 9. 1. 1 The learners are supplied with the following apparatus: 6 V battery Voltmeter Ammeter Rheostat Resistors A and B Conducting wires Draw a circuit diagram to show how the learners must use the above apparatus to obtain each of the graphs shown above. (4) (1) 9. 1. 2 9. 1. 3 Write down ONE variable that must be kept constant during this investigation. Which ONE of A or B has the higher resistance? Give an explanation for the answer. (3) Copyright reserved Please turn over Physical Sciences/P1 14 NSC DBE/Feb. –Mar. 2012 9. 2 In the circuit diagram below, the battery has an emf of 12 V and an internal resistance of 0,8 ?. The resistance of the ammeter and connecting wires may be ignored. 12 V 0,8 ? 2? 4? A 8? 8? V Calculate the: 9. 2. 1 9. 2. 2 9. 2. 3 Effective resistance of the circuit Reading on the ammeter Reading on the voltmeter (4) (3) (4) [19] Copyright reserved Please turn over Physical Sciences/P1 15 NSC DBE/Feb. –Mar. 2012 QUESTION 10 (Start on a new page. ) 10. 1 The essential components of a simplified DC motor are shown in the diagram below. coil B C N A D S brushes split-ring commutator When the motor is functioning, the coil rotates in a clockwise direction, as shown. 10. 1. Write down the function of each of the following components: (a) (b) 10. 1. 2 Split-ring commutator Brushes (1) (1) What is the direction of the conventional current in the part of the coil labelled AB? Write down only FROM A TO B or FROM B TO A. Will the coil experience a maximum or minimum turning effect (torque) if the coil is in the position as shown in the diagram above? State ONE way in which this turn ing effect (torque) can be increased. (1) 10. 1. 3 (1) (1) 10. 1. 4 10. 2 Alternating current (AC) is used for the long-distance transmission of electricity. 10. 2. 1 10. 2. Give a reason why AC is preferred over DC for long-distance transmission of electricity. An electric appliance with a power rating of 2 000 W is connected to a 230 V rms household mains supply. Calculate the: (a) (b) Peak (maximum) voltage rms current passing through the appliance (3) (3) [12] Please turn over (1) Copyright reserved Physical Sciences/P1 16 NSC DBE/Feb. –Mar. 2012 QUESTION 11 (Start on a new page. ) In the diagram shown below, electrons are released from a metal plate when light of a certain frequency is shone on its surface. incident light metal surface eA 11. 1 11. 2 Name the phenomenon described above. The frequency of the incident light on the metal plate is 6,16 x 1014 Hz and electrons are released with a kinetic energy of 5,6 x 10-20 J. Calculate the: 11. 2. 1 11. 2. 2 Energy of the incident photons Threshold frequency of the metal plate (1) (3) (5) 11. 3 The brightness of the incident light is now increased. What effect will this change have on the following: (Write down only INCREASES, DECREASES or REMAINS THE SAME. ) 11. 3. 1 11. 3. 2 The reading on the ammeter Explain the answer. The kinetic energy of the released photoelectrons Explain the answer. 2) (2) [13] 125 150 TOTAL SECTION B: GRAND TOTAL: Copyright reserved Physical Sciences/P1 1 NSC DBE/Feb. –Mar. 2012 DATA FOR PHYSICAL SCIENCES GRADE 12 PAPER 1 (PHYSICS) GEGEWENS VIR FISIESE WETENSKAPPE GRAAD 12 VRAESTEL 1 (FISIKA) TABLE 1: PHYSICAL CONSTANTS/TABEL 1: FISIESE KONSTANTES NAME/NAAM Acceleration due to gravity Swaartekragversnelling Speed of light in a vacuum Spoed van lig in ‘n vakuum Planck’s constant Planck se konstante Coulomb’s constant Coulomb se konstante Charge on electron Lading op elektron Electron mass Elektronmassa Permittivity of free space Permittiwiteit van vry ruimte SYMBOL/SIMBOOL g c h k e me ?0 VALUE/WAARDE 9,8 m ·s-2 3,0 x 108 m ·s-1 6,63 x 10-34 J ·s 9,0 x 109 N ·m2 ·C-2 -1,6 x 10-19 C 9,11 x 10-31 kg 8,85 x 10-12 F ·m-1 Copyright reserved Please turn over Physical Sciences/P1 2 NSC DBE/Feb. –Mar. 2012 TABLE 2: FORMULAE/TABEL 2: FORMULES MOTION/BEWEGING v f = v i + a ? t 1 1 ? x = v i ? t + 2 a? t 2 or/of ? y = v i ? t + 2 a? t 2 2 2 v f = v i + 2a? x or/of v f = v i + 2a? y FORCE/KRAG 2 2 ? v +vf ? ? v +vf ? ?x = ? i ? ?t or/of ? y = ? i ? ?t ? 2 ? ? 2 ? Fnet = ma Fnet ? t = ? p ? p = mv f ? v i p = mv w = mg WORK, ENERGY AND POWER/ARBEID, ENERGIE EN DRYWING W = F? x cos ? 1 or/of K = mv 2 2 P= W ? t Ek = 1 mv 2 2 U = mgh Wnet = ? K ?K = K f ? K i or/of or/of or/of E P = mgh Wnet = ? Ek ?Ek = Ekf ? Eki P = Fv WAVES, SOUND AND LIGHT/GOLWE, KLANK EN LIG v=f? fL = v  ± vL fs v  ± vs or/of fL = v  ± vL fb v  ± vb 1 f E = hf T= E= h c ? E = Wo + Ek sin ? = m? a where/waar 1 E = hf and/en W0 = hf0 and/en Ek = mv 2 2 Cop yright reserved Please turn over Physical Sciences/P1 3 NSC DBE/Feb. –Mar. 2012 ELECTROSTATICS/ELEKTROSTATIKA Q 1Q 2 r2 V E= d kQ Q U= 1 2 r Q C= V F= kQ r2 F E= q W V= q ? A C= 0 d E= ELECTRIC CIRCUITS/ELEKTRIESE STROOMBANE V R= I R s = R1 + R 2 + †¦ 1 1 1 = + + †¦ R p R1 R 2 W = Vq W = VI ? t W= I2R ? t V 2 ? t W= R emf ( ? ) = I(R + r) emk ( ? ) = I(R + r) q=I ? t W ? t P= P = VI P = I2R V2 P= R ALTERNATING CURRENT/WISSELSTROOM I rms = I max 2 Vmax 2 / I I wgk = maks 2 Vwgk = Vmaks 2 Paverage = Vrms I rms 2 Paverage = I rms R / / / Pgemiddeld = Vwgk I wgk Pgemiddeld = I 2 R wgk Vrms = / Paverage 2 Vrms = R Pgemiddeld = 2 Vwgk R Copyright reserved How to cite Physical Sciene Exam Paper March 2012 Grade 12, Papers

Challenges of Teaching Students with Ebd free essay sample

There is much debate and confusion when defining emotional or behavioral disorders (EBD). Until 1997 this category was identified as serious emotional disturbance (SED). With the creation of IDEA in 1997 this category was changed to emotional disturbance (ED). While the federal government still uses ED as there identifying category for this disability, most professionals refer to it as emotional or behavioral disorders (EBD). The identifying names are not the only discrepancies between professionals who work with these children and the government. The federal government defines emotional disturbance as exhibiting characteristics that adversely affects educational performance over a long period of time. More than one characteristic must exist and in a certain degree. These characteristics include: difficulty learning without the present of other factors, unsatisfactory relationships with peers and teachers, inappropriate behaviors and feelings, development of physical symptoms when problems arise (Yell, Meadows, Drasgow, amp; Shriner, 2009). While it is significant that this disorder is defined as a disability by the federal government, thus providing necessary services for these students, it is flawed. There lacks a specific criteria in the length of time and the degree of symptoms. The Mental Health and Special Education Association adapted a definition that is believed to be more functional when identifying students with EBD. They define emotional or behavioral disorders as: â€Å"exhibiting emotional or behavioral responses in school programs are so different from appropriate age, cultural, or ethnic norms that the response adversely affect educational performance† Mental Health and Special Education Coalition, 1990). They note that this impacts academic, social, vocational or personal skills for more than a typical time period as a response to a stressful situation. The behaviors must be demonstrated across two settings, one being school and are not decreased by instruction in the general education classroom (Health and Special Education Coalition, 1990). The definition includes the assertion that this disability can co-exist with others disabilities. The National School Boards Association rejected this definition when presented and continues to use their definition as the tool for classifying children in this disability category. They felt that the definition would significantly increase the number of students identified as having a disability under the ED category (Yell et al, 2009). Controversy remains concerning the definition of ED, which could cause delays or lack of necessary intervention services for many students suffering from EBD. A significant challenge in categorizing students within the EBD category is that they can co-exist with other disabilities. Students can be misclassified as a having another disability or strictly be thought to be deviant. This is due to the fact that many educators are unable to recognize the characteristics of students with EBD. Students with emotional or behavioral disturbances are cognitively in the average or above average range, but consistently perform below normal. These academic deficits can be attributed to teachers not understanding this category of disability and not providing the necessary supports, behavioral strategies, effective instructional strategies or curriculum to meet their needs. Students with EBD may also have a language disorder. Often times when a child is unable to effectively communicate they will use inappropriate behaviors until they learn the necessary communication skills (Yell et al, 2009). Students with EBD are frequently disciplined for school infractions. The first course of action by many schools is to discipline students when they do not follow the rule. While this can be effective, the educator must determine the antecedent of the behavior in order for this to be an effective diversion from committing the same infraction. This can be challenging for a school if they have not had the proper training to perform a functional behavioral analysis. It can also be time consuming to collect the necessary data, but if we want to change undesired behaviors we must learn what the antecedent is and the consequence that may be reinforcing the behavior. If a student is trying to get out of attending school, then disciplining them with a suspension would only reinforce them to perform the same inappropriate behavior again. Another challenge for students with EBD is the ability to interact with peers and adults to create meaningful relationships. Teachers may be unaware that their own social interactions with their students impact their behavior as well. If a teacher focuses on a student’s inappropriate behaviors and only gives attention for those behaviors, the student will be more likely to continue the undesired behavior. A good rule of thumb is to provide three positives for every negative. Another challenge for EBD is the lack of understanding concerning effective strategies to work with this student population. If educators are not in the special education department, they likely do not have much insight on this disability. Educators may view these students as defiant and not provide them with the necessary interventions to help them be successful. Academic interventions should include engaging curriculum with a hands on approach (Yell et al, 2009). Behavioral interventions have proven successful when working with students with EBD. As mentioned previously, performing a functional behavioral analysis can help identify behaviors, their antecedents and consequence. Once this data is collected a positive behavior support plan can be implemented to help the student. Strategies need to be school wide and inside each classroom. Positive behaviors supports to prevent and intervene can help students decrease undesired behaviors and increase preferred behaviors. These strategies must be implemented across all environments to be most effective. When making educational decisions for students with disabilities, no one person should make that decision. It requires the input and collaboration of the entire special education team to ensure that the student’s needs are being met, all factors have been considered, and that the needed strategies are appropriate and can be implemented across all environments. The special education team can consist of: a special educator, a general educator, a vice-principal, a parent, and a school psychologist. Their roles may vary, but all have the same goal in mind, to provide the student with an appropriate education as defined by IDEA. The special educator provides information about how to educate the student. She will work with the student on a regular basis and provide input on the necessary accommodations based on the student’s needs. The special educator can also provide differentiation of curriculum/instruction and create appropriate IEP goals (NICHCY, 2010). The general educator knows the content standards for his grade level and subject. He is able to identify where the student  currently is and where they should be. Based on that information he can provide the team with input on what the next progression should be to get the student to the next level of achievement. He can give insight on what supplementary aids and intervention services are necessary to help the student be successful in his classroom. The general educator will monitor the progress of the student’s IEP goal in his subject area. The vice-principal on the SPED team serves the role of the â€Å"representative of the public agency† responsible for the student’s education as identified under the IDEA (NICHCY, 2010). The vice-principal will supervise to ensure that specially designed instruction is provided to the student. He also has the authority to commit to resources and ensure that the services described in the IEP will be provided to the student. The school psychologist can provide information on the instructional implications of the child’s evaluations. He has done assessments including, the BASC-II, the ABAS, and the DSM-III. Based on assessment results he will give feedback on appropriate instruction to meet the child’s needs (NICHCY, 2010). An important member of the SPED team is the parent. She has insight into the child that is not viewable in the educational setting. She can provide insight as to how the student responds to similar situations at home. parent can also help identify the strengths and weaknesses of her child. She can provide input on IEP goals as to what goals are most important to her and her child. The parent will share information on learning styles, interests, and provide an overview of past learning experiences. The diagnostic team is comprised of professionals who strategically place and provide necessary services for students. When working with students with EBD, this can be a challenge. Thus far the team has concerns with identifying students with EBD, as the federal definition does not provide specifics, as two what length of time a behavior must occur to be considered EBD. Also, the team is concerned that the criteria is not specific enough in how many setting the child should exhibit the behaviors and to what degree. With the lack of information identified under the IDEA 2004 it makes it extremely difficult to identify these students. Several students thought to be EBD, also have other disabilities and the team is not sure if that is the underlying cause for the behaviors. The team wonders if a student falling in the Autism category can also be categorized as EBD. With so much uncertainty the SPED team relies heavily on outside resources, such as developmental and behavioral pediatricians for the diagnosis of EBD. As a team they will make a recommendation, after administering the ABAS and DSM-III if the student is suspected of an EBD diagnosis. Once we know that a child has been identified as EBD, necessary interventions can be placed. The challenges revolve around funding and lack of training. Most general education teachers do not know how to work with this population. Our school is an inclusive school for students with disabilities, including EBD. All students are educated based on academic level, not by disability. The special educator must provide â€Å"on the job† training for general education teachers, while having to provide services for the student as well. This can be a daunting task for the special educator, especially if the general educator doesn’t follow the procedures. A school wide positive behavior support system needs to be implemented and training for all staff needs to be provided. These two things are not implemented as the district has stated that lack of funding is an obstacle for these necessary tools. These issues could be resolved by providing teachers with training on how perform functional behavioral analysis and how to work with students with EBD in general. Teaching educators how to reinforce desired behaviors and not focus on the inappropriate behavior is a simple strategy to increase preferred behaviors. Also, by creating a positive behavior supports school wide and using the tier system we can provide consistent interventions throughout the school. Having a concise definition of emotional disturbances, under IDEA would be helpful in identifying students and providing necessary services. The definition must include a specific duration of time when the behavior falls under a characteristic of EBD. Also, a definitive criterion should be included to help determine the degree of characteristic that facilitates a diagnosis of EBD. The definition also fails to include that a child with EBD may also have another disability or syndrome. This information should be included, so that if a child has a diagnosis of ADHD they are not overlooked if they are exhibiting symptoms of EBD. The newness of this disability contributes to the ambiguity of the definition. The government must be open to changes in our educational laws, as the realm of disabilities is constantly changing.