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Children with Emotional and Behavioral distress by info@psychology.com.my malaysia
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Children with Emotional and Behavioral distress |
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Advice,Education,Relationships
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Eric and Sophia ( not their real names) came to the Educational Psychology Center (EdPsych) of the International Psychology Centre (IPC) concerned about their child John (not his real name), a boy of 7 years. The parents complained about his behavior at home and in school. Since the parents announced to John about their divorce , he developed a weird behavior. He had become aggressive and the tantrums were frequent. He wouldn't sleep and if he did he would wake up very frequently, crying worrying that he would end up alone. He was agitated most of the time. He would get into fights with his peers. He would disrespect the teacher and he refused to go by the rules. Eric and Sophia had lost control and their daily life had become tense and full of arguments. They consulted John's school counselor for this matter and he referred them to the International Psychology Center for assessment. On their first appointment to our centre John entered the room crying. The child psychologists of the IPC took him in to their special arranged child therapy room and try to calm him down. One of the accredited by the Malaysian Association of Psychotherapy child psychologist was there to observe and assess the child cognitively and emotionally using specialized assessment tools. In the meantime the principal consultant psychologist took the parents in for an interview on the child's developmental background and the situation at home and school. The psychonutritional therapist of IPC in collaboration with the child psychologist suggested the diagnostic laboratory tests to assess how biochemical components contribute to his symptoms. It was clear that John was suffering from some emotional and behavioral distress. Children with emotional and behavioral distress are characterized by unconventional behavior that is beyond the norms of their age and cultural background. Children may either express it in an external way they may also internalize it. It is certain that either way effects their academic performance as well as their relationship to the parents and to their peers. The problematic behavior is not easy to ignore or come unnoticed. Children with problematic behavior usually get out of their seat most of the time, shout and curse or they may become aggressive resulting hitting their peers or the mother. They usually have no respect for authority and discipline, they ignore their teachers by not responding to their corrections or by not completing their assignments. Temper tantrums and anger are common. Anger may express itself through destructive behavior making the child destroy things around him. Strong feelings of fear and distress are also present. Children might feel sad and anxious most of the time and they can be easily irritable. They may be on the edge, nervous and they may find it difficult to concentrate. Sleeping problems may occur as well . They refuse to go to sleep because they don't feel safe or because they are too hyper to relax like John By the time all the necessary tests and lab tests were conducted, psychoeducational sessions were organized for the parents to get informed on emotional and behavioral distress and learn how to cope with a child suffering from it. They were educated on how to handle his symptoms , his fears and his breakdowns. The psychonutritional psychologist of the center, based on the outcome of the lab tests of the neurotransmitters, suggested psychonutritional supplements such as GABA and Theanine to help John reduce his adrenaline and noradrenaline activity. John entered a 12 sessions program consisted of child psychotherapy, expressive therapy and psychonutritional therapy. Through the expressive therapy sessions John was able to identify his emotions and process them. He was able to practice techniques using art and symbols in order to manage better his emotions and control his behavior. His school counselor reported that he is progressively improving and he seems to be more relaxed and cooperative. He seemed to enjoy more his days and his activities with his peers. His anxiety levels were reduced and his behavior became more appropriate.
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