Emotional+Disturbance

__**Eating Disorders **__
Eating disorders, according to the [|National Dissemination Center for Children with Disabilities] (2011 online) ‘are characterised by extremes in eating behaviour- either too much or too little- or feelings of extreme distress or concern about body weight or shape’ (nichcy.org). Eating disorders are more often seen in high school aged youth, however children as young as 5 have been diagnosed with an eating disorder ([|Scott. S. ABC News Online 2009]). [|The Butterfly Foundation](online 2011) pointed out some alarming figures and state that ‘disordered eating is emerging as a norm in Australian society with 90% of 12-17 year old girls and 68% of 12 – 17 year old boys having been on a diet of some type’. The most common eating disorders are anorexia and bulimia nervosa and obesity (nichcy.org).

It has been described that eating disorders can have an impact on student’s development, learning, behaviour and attitudes although one off sessions are seen as having ‘little long-term impact on either body image, self esteem or eating behaviours’ (eatingdisorders.org, online 2011)

There are a number of websites which provide resources, programs and information in order to prevent the onset of eating disorders in children and youth and provide awareness for those with an eating disorder, their parents and educators.

[|‘Food play’]provides short films that promote healthy eating and exercise habits. These clips can be used in the primary and high school classrooms to build awareness as to healthy lifestyle choices and how eating disorders affect not just the person with the eating disorder but the people in their lives. This resource is recommended for students from P-6.

[|Bodymatters.com]pays attention to the emotional factors in which contribute toward eating disorders (Online 2011). They recommend strategies for people experiencing eating disorders which assist in recognising and understanding their feelings and emotions. These strategies can be used on a personal student level or as class strategy: (Adapted from Bodymatters.org Online 2011)
 * 1) Create feelings workbook or dictionary including a ‘feelings vocabulary’
 * 2) Record emotions and feelings in a personal diary, focusing on behaviours.
 * 3) Talk about feelings with people you feel confident with sharing.
 * 4) Try to look at the feelings from an external viewpoint. What would it look like, sound like?

These strategies, can be used for students from P-12, however, it is important for teachers to plan and deliver age appropriate content. [|Bodymatters.com] explain, assist people in ‘learning to recognise, label and understand emotions... for recovery and re-engagement with normal life’ and can be a valuable resource for teachers in supporting students with eating disorders in the classroom.

References:

National Dissemination Centre for Children with Disabilities. //Emotional Disturbance. //Online. Accessed 10.7.11. Available at []

Scott. S, ABC News Online 2009. //<span style="font-family: 'Arial','sans-serif';">Children with eating disorders on the rise: Study. // Accessed 10.7.11 Available at []

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">//<span style="font-family: 'Arial','sans-serif';">Food Play Productions; turning kids onto healthy habits //Online Accessed 10.7.11. Available at []

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">//<span style="font-family: 'Arial','sans-serif';">The Butterfly Foundation; Supporting Australians with eating disorders //Online. Accessed 10.7.11. Available at []

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">//<span style="font-family: 'Arial','sans-serif';">Body Matters // Online 2011 Accessed 10.7.11 Available at []

**__<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Anxiety Disorders __**
<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Anxiety disorders are categorized as an emotional disturbance. Social phobia, obsessive compulsive disorder, post traumatic stress disorder and panic disorders all fall under the umbrella of anxiety disorders ([|nichcy.org Online 2011]) <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Anxiety is described as a ‘vague unpleasant emotional state with qualities of apprehension, dread, distress and uneasiness’ (DHCS ACT Online 2011). According to DHCS ACT, ‘all children experience fears and anxiety as they grow and develop’ (DHCS Tip Sheet), though, some children experience higher ‘clinically significant anxiety’ which results in an anxiety disorder (DHCS ACT Online 2011). Raising children network (Online 2011) state that ‘between 8-22% of children experience anxiety more intensely and more often than other children, stopping them from getting the most out of life’ ([|Raisingchildren.net])


 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Relaxation and breathing **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;"> techniques are suggested for children with anxiety disorders and children experiencing anxiety which help to reduce stress and avoid panic and violent behaviour (Mauro & Teel, About.com. 2011 Online). The following techniques can also assist in calming the students in classroom after transition periods, particularly after lunch and recess breaks.

<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Relaxation can be used in many ways, depending on the class climate and individual needs. <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">A relaxation activity that is appropriate for students ranging from P-6 is guided/scripted relaxation, which is where students lay in a space on the floor, and the teacher guides them through a scripted ‘journey’, focusing on relaxing the body and mind and redusing stress levels. Many different themes can be used as the relaxation focus, depending on the need of the students in the class. Relaxation scripts can be accessed free at [|Inner Health Studio]. This website provides many useful resources to assist with coping skills and guides to effective relaxation.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Relaxation techniques **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">:

<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Elevator Breathing is an activity is taken from Mauro & Teel at [|About.com](Online 2011). It is a strategy that Mauro and Teel (2011) describe as //pranayama// (yoga breathing technique), which ‘focuses the attention on the present moment, while calming and grounding the mind’ (Mauro & Teel Online). Mauro & Teel (2011) also quote that //‘rather than thinking about the events and worries of their day, as children focus on their own breath, their minds will become quiet. Their breathing will also automatically slow down and deepen, bringing more oxygen into their bodies and helping them to relax’.// This activity is suitable for students from P-6, however, the wording may be adapted to suit older age groups.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Breathing techniques: **

<span style="background-color: #faf79e; color: #0000ff; font-family: 'Comic Sans MS',cursive;">**// Elevator Breathing //** <span style="background-color: #faf79e; color: #0000ff; font-family: 'Comic Sans MS',cursive;">// Begin by having your children observe the natural inhalation and exhalation of their breath without changing anything, then proceed with the directions. // <span style="background-color: #faf79e; color: #0000ff; font-family: 'Comic Sans MS',cursive;">**// Directions: //** <span style="background-color: #faf79e; font-family: 'Comic Sans MS',cursive;">// Your breath is an elevator taking a ride through your body.Breathe in through your nose and start the elevator ride.Breathe out and feel your breath go all the way to the basement, down to your toes. // <span style="background-color: #faf79e; font-family: 'Comic Sans MS',cursive;">// Breathe in and take your elevator breath up to your belly. Hold it. // <span style="background-color: #faf79e; font-family: 'Comic Sans MS',cursive;">// Now, breathe out all your air. (Pause)This time, breathe in and take your elevator breath up to your chest. Hold it. // <span style="background-color: #faf79e; font-family: 'Comic Sans MS',cursive;">// Now breathe out all your air. (Pause) Now breathe in and take your elevator breath up to the top floor, up through your throat and into your face and forehead.Feel your head fill with breath. Hold it. // <span style="background-color: #faf79e; font-family: 'Comic Sans MS',cursive;">// Now breathe out and feel your elevator breath take all your troubles and worries down through your chest, your belly, your legs, and out through the elevator doors in your feet. // <span style="background-color: #faf79e; font-family: 'Comic Sans MS',cursive;">// ( //// Repeat ) //

<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">References:

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">National Dissemination Centre for Children with Disabilities. //<span style="font-family: 'Arial','sans-serif';">Emotional Disturbance. // Online. Accessed 10.7.11. Available at []

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Mauro. T & Teel. P 2011. //Breathing techniques to relax your child//. About.com. Accessed 10.7.11. Available at []

Department of Health and Community Services. DHCS ACT 2011 //<span style="font-family: 'Arial','sans-serif'; font-size: 13px; text-decoration: none;">Tip Sheet-Managing Anxiety in Children //<span style="font-family: 'Arial','sans-serif'; font-size: 13px; text-decoration: none;">Online 2011. Accessed 10.7.11. Available at [|www.dhcs.act.gov.au]

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Inner Health Studio. Coping Skills and Relaxation Resources. Online 2011. Accessed 10.7.11. Available at []

Raising Children Network, The Australian Parenting Website. Online 2011. Accessed 10.7.11. Available at []