Working with and Teaching Students with Anxiety and Depression
Individuals with challenging emotional and behavioural difficulties exhibit widely varied inappropriate behaviours or emotional responses to problems in the school environment.
Their responses are identified as challenging because they have a duration, frequency and intensity beyond the acceptable norm, are not in accordance with values and expectations, interfere with the individual’s own learning and/or the learning of others, can affect or cause harm to the individual, other individuals, staff and the environment, and do not respond to the usual range of interventions used by the school address behaviour. (Emerson, 1995, 2000)
Consequences and long-term effects of challenging behaviour
Simply ignoring the challenging emotional and behaviour responses does not make it disappear and, in many cases, the responses become more extreme and firmly entrenched the longer they remain unaddressed. Without effective intervention, the long term consequences of challenging emotional and behavioural difficulties are as follows:
Consequences in childhood
- Poorer family relationships
- Lower levels of school achievement
- Greater risk of school suspension/expulsion
- Fewer qualifications
- Social exclusion
Consequences in adulthood
- Poorer relationships with partners and own children
- Poorer physical and mental health
- Higher mortality rates
- Drug and alcohol abuse
- Links with offending behaviour
- Criminal activity
- Lower wages
- Poorer employment prospects
- Greater financial insecurity
(Burns, et al. 2008; Chapman et al. 2002; Owens 2004; Rumberger, 1987 and Vinson 2004).
The students with behavioural difficulties and emotional difficulties can be categorised into one or more of the following conditions.
Please note in this version of Behaviour Zen’s challenging behaviour courses and workshops the following conditions will be targeted:
- Anxiety Disorder
- Attention Deficit/Hyperactivity Disorder
- Autism Spectrum Disorder
- Conduct Disorder
- Oppositional Defiant Disorder
Challenging behaviour online courses and Behaviour Management Workshops with Behaviour Zen
At Behaviour Zen, we offer challenging and aggressive behaviour management training. Our aim is to understand the reason why the individual is exhibiting aggressive behaviour. Based on this understanding we can then address the underlying causes and minimise the triggers that set off the aggressive behaviours. We can also help the individual learn positive ways of communicating their messages and managing their emotions. Essentially, we endeavour to provide resources that can outline strategies for behaviour management and guide the individual with emotional and behavioural difficulties through a transformative journey.
How do we do this?
By equipping parents, teachers, professionals and support staff with the knowledge they require to effectively support and guide these individuals onto this path through our challenging and aggressive behaviour management workshops and training. You will learn proactive ways of teaching students who exhibit anxious, oppositional and aggressive behaviours.
Find a challenging Behaviour Management Workshops in your area
Behaviour Zen offers Challenging Behaviour Courses Online and Managing Challenging Behaviour Workshops across Australia. Please browse our offered workshops online and find the right one for you.
If you have any further questions or require any additional information regarding our events and workshops, please don’t hesitate to contact our support team today.
As you read the information regarding emotional and behavioural difficulties if you have any concerns about your individual/s, please raise them with the individual’s caregiver/s. The caregiver can then decide whether to raise these concerns with their local doctor who can provide a referral to the appropriate professional (e.g. paediatrician, psychologist or psychiatrist) for diagnosis and treatment.
Barnardos: Essex Burns, J.M., Collin, P., Blanchard. M., De-Freitas, N. & Lloyd, S. (2008). Preventing youth disengagement and promoting engagement. Report for the Australian Research Alliance for Children and Youth.
Chapman, B., Weatherburn, D., Kapuscinski, C.A., Chilvers, M., &Roussel, S. (2002). Unemployment duration, schooling and property crime. (Discussion Paper 447). Australian National University, Centre for Economic Policy Research: Canberra.
Emerson, E. (1995). Challenging behaviour: Analysis and intervention in people with Intellectual Disabilities. Cambridge University Press: Cambridge.
Emerson, E. (2001). Challenging behaviour: Analysis and intervention in people with Intellectual Disabilities. Cambridge University Press: Cambridge.
Owens, J. (2004). A review of the social and non-market returns to education. Education and Learning Network: Wales.
Rumberger, R.W. (1987). High school dropouts: A review of issues and evidence. Review of Educational Research, 57, pp. 101-121.
Vinson, T. (2004). Community adversity and resilience: the distribution of social disadvantage in Victoria and New South Wales and the mediating role of social cohesion. The Ignatius Centre for Social Policy and Research, Jesuit Social Services, Melbourne.