Pedagogy

Substance Abuse and Mental Health Services Administration (SAMHSAS) in one of their publication Childrens Mental Health Facts Children and Adolescents with Mental, Emotional, and Behavioral Disorders, affirmed that Mental, Emotional, and Behavioral Disorders Are Real. The article statistically explains that young people can have mental, emotional, and behavioral problems that are real, painful, and costly. These problems, often called disorders, are sources of stress for children and their families, schools, and communities. The number of young people and their families who are affected by mental, emotional, and behavioral disorders is significant. It is estimated that as many as one in five children and adolescents may have a mental health disorder that can be identified and require treatment. Mental health disorders in children and adolescents are caused by biology, environment, or a combination of the two. Examples of biological factors are genetics, chemical imbalances in the body, and damage to the central nervous system, such as a head injury. Many environmental factors also can affect mental health, including exposure to violence, extreme stress, and the loss of an important person. The above factors do cause the other forms of disorders and it is important that we looked at each particular disorder in relation to individual, familial, community, multicultural, school, and societal causes. The disorders that may occur during childhood and adolescent include and are not limited to the following Anxiety Disorders Severe Depression Bipolar Disorder Attention-deficitHyperactivity Disorder Learning Disorders Conduct Disorder Eating Disorders Autism Schizophrenia. Often, a child will have more than one disorder (U.S. Department of Health and Human Services, 1999). Lets begin with anxiety disorder

What causes anxiety disorders to develop

University of Maryland medical center (2008) exposes that new technologies are enabling researchers and scientists to learn more about the biological, psychological, and social factors that influence the development of an anxiety disorder. The following are all believed to play a role in the occurrence of anxiety disorders heredity, brain chemistry, personality, life experiences

Heredity and anxiety disorders There is clear evidence that anxiety disorders run in families. Studies show that if one identical twin has an anxiety disorder, the second twin is more likely to have an anxiety disorder than non-identical (fraternal) twins. These findings suggest that a genetic factor, possibly activated in combination with life experiences, predisposes some people to these disorders. This is a familial factor that contributes to the disorder.

Brain chemistry and anxiety disorders Because symptoms of anxiety disorders are often relieved by medications that alter levels of chemicals in the brain, scientists believe that brain chemistry appears to play a role in the onset of anxiety disorders. This can fall under personal cause even though it is not very direct.
Personality and anxiety disorders Researchers believe that personality may play a role in the development of an anxiety disorder, noting that people who have low self-esteem and poor coping skills may be more prone. Conversely, an anxiety disorder that begins in childhood may itself contribute to the development of low self-esteem, however for the disorder to begin from childhood there must have been either community, multicultural or school effect on the child.

Life experiences and anxiety disorders Researchers believe that the relationship between anxiety disorders and long-term exposure to abuse, violence, or poverty is an important area for further study, as life experiences may affect an individuals susceptibility to these disorders for example persistent ethnic fights will expose the child to several aspects of this disorder.

Severe Depression is marked by changes in EmotionsChildren often feel sad, cry, or feel worthless, MotivationChildren lose interest in play activities, or schoolwork declines, Physical well-beingChildren may experience changes in appetite or sleeping patterns and may have vague physical complaints, ThoughtsChildren believe they are ugly, unable to do anything right, or that the world or life is hopeless. Parents and caregivers have all the reason to worry because some children and adolescents with depression may not value their lives, which can put them at risk for suicide.

Interaction of people from different cultural inclinations may lead to these and the other disorders if the two cultures have significant parallelism. Convergence of pupils and students in schools grossly influence the way a student develops and the ensuing interactions will formulate hisher life leading to either of the disorders discussed. The remaining disorders are either aligned to individual, familial, community, multicultural, school, and societal causes Bipolar Disorder is caused by individual mood swings Attention-deficitHyperactivity as well as Learning Disorders is caused by the environment of learning and the individual cognitive abilities eating disorder is caused by individual perception and familial health habits. Autism may be caused by
multicultural inclinations and ethnicity.

Families send children to school, where they hope their children will become learners with the tools they need to succeed in life. Schools take children from and send them back to their families, where they assume the families will provide the support that children need to grow and learn. This circle, in which home and school share the resource of children, is one that has been the focus of development, debate, and data collection as expressed by Graue, Elizabeth M in her article on relational interaction. Joyce Epsteins large-scale inquiries into parent, teacher, and student views of and actions related to education have provided the materials for the development of a theoretical model of what she now calls school and family partnerships. However, Lareau, A. (1989) provides a contrast to one-size-fits-all views of home-school relations. By attending to both micro and macro forces on these relations, Lareau moves discussions of responsibility beyond individuals and their commitments to education. She frames the nature of differences within social, institutional and cultural matches and resources, providing a more relational analysis than is typically conducted in this area. The activities of parents are framed in terms of both the material resources available but also the meanings that give activities shape and trajectory. Parental actions related to education are nested within conceptions of appropriate roles for relations between home and school, particularly in terms of issues related to advancing a childs interests. The whole scenario leaves the children who are the epoch of all these transactional at crossroads and to a large extent this orients the way they live and perceive others. They live under more than one centre of power and this could is very confusing. This to a greater extent causes various disorders.