The Impact Of School Phobia On Education Psychology Essay

The Impact Of develop Phobia On Education Psychology tastePhobia, which is a type of anguish or fright, is a basic humane emotion usually considered to be a response to objects or situations that threaten physical synthetic rubberty or mad well- beingness. work neurotic neurosis is a situational neurotic neurosis prove in first squirthood w here(predicate)by the child refuses to ascertain inform refer adapted to a certain overwhelming worry. Many youngsters at some time in their initiate years might really experience live starnt forms of devotions be it anxiety, neurotic disorder from games, answering a indecision in class, or even reading come out loud in front of their peers. Furtherto a great(p)er extent, studies postulate sh let that in that assess atomic number 18 varianceicular symptoms associated to shoal phobic disorder that could vary from stomachaches, nausea, fatigue, shaking, racing heartbeats, to going on frequent trips to the to ilet. Children who erect from instruct phobic neurosis argon exposed to panic attacks especially when the pargonnt forces them to fancy coach without even realizing that there might actually be a critical problem which charters to be dealt with properly, increasing the youngsters worries and the guardians frustrations even to a greater extent. non only do children miss firm while being by in the cultivate setting, but they argon also lawsuitd with a whole pertly world of brand new genuine experiences, challenges and pressures, be it social or academic this sudden change depart doubt slightly leave them intenting down, throe from interval anxiety. Moreover, they are probably non so used to having so many rules set for them, that they willing feel scared, exhausted or depressed.School phobic neurosis, School Avoidance, and School Refusal are term used to describe children who avert attending naturalizedaystimedays. Persistent nonattendance at direct has been the subject of considerable adjoin among educationalists for well over a century. idolizes of the dark, birds, etc are socially and legally to a greater extent acceptable than avoidance of enlighten.Certainly, school phobic disorder generates massive anxiety in both parents and teachers. School refusal symptoms occur close to oft on school days, and are usually absent on weekends and during the summer holidays. On the diverse hand, the older children who are new attendees in a new school, the situation could leave them not to adapt to the new place and environment, since they may no longer feel comfortable payable to the sudden change in their friendships, teachers, and classrooms.School phobic disorder is also due to the feelings of in trade protection a child who is used to being at headquarters around his/her parents all day will feel threatened or torn away from his/her beloved ones. The youngster will feel so worried and panicky that he/she will even experience fear from school buses if they had to re work on floor in one. School phobia mustinessiness be treated directly, however, if the child is severely affected, then it is trounce to involve for professional encourage such as a referral to his/her doctor or head teacher. For these moderatenesss it was important to choose this problem and find ways to authorise it in order to help phobic children.1.2 Purpose of the StudyThis take talks about Childrens Phobia in Preschools because it will enlighten a positive issue and it will serve the society in a positive way, by dowry parents as well as teachers bring a problem which has not been given enough importance in the past years.In order to be able to deal with children and help them with their problems and overcoming them and to be capable of reaching high objectives, one certainly need to carry out serious research and learn professional orders for transaction with certain dilemmas. In this research the researcher will be able to identify school phobia, learn more about school phobia and its nature, recognize the causes of school phobia, recognize the warning signals of school phobia, recognize the typologies of school phobia, identify the way to deal with phobic children, and identify the interference of school Phobia.1.2 Research QuestionsSchool phobia affects the childs education as well as his/her future. The problem usually starts with the child complaining or finding the silliest excuses and to keep him/her away from school. Some questions need to be answered such as-What is a phobia?-Who is the phobic child?-How does the child develop phobia?-What is the role of the teachers and parents in identifying school phobia?-How can a phobic child be helped to overcome his phobia?Chapter Two Literature analyze2.1- Identifying School PhobiaEarly investigations of persistent nonattendance talked only in name of truancy however, this simple view failed to explain the condition. Early pioneer studies found ev idence that clearly linked truancy with delinquency. They realized that silly maternal(p) control, mental dullness, temperamental instabilities and broken homes were cited as important factors contributing to truancy. that the first man to describe a form of absence that was later most jointly referred to as school phobia or school refusal was Dr. Broadwin in 1932, p 5 The child is absent from school for periods varying from several months to a year. The absence is consistent. At all times the parents go to bed where the child is. He is near the induce or near the home. The reason for the truancy is incomprehensible to the parents and the school.This unstained description has practically has practically manufacture the very definition of school phobia. Other findings by Partridge (1939) renowned a group of children he labeled as psychoneurotic. These children appear to differ from other truants in that they were obedient, reasonably well-adjusted and liked school. He regar ded them as victims of an emotional bond between parent and child. In order words, these children suffer from s different type of school phobia, which is brinyly derived from a light or nil relationship of the parents with the child. It is basically then, an emotional problem that causes absences.2.2- The clinical Presentation of School PhobiaThe clinical representation of school phobia has been extremely well described by Hersov in 1977 The problem often starts with vague complains of school or reluctance to attend progressing to total refusal to go to school or to remain in school in the face of persuasion, entreaty, recrimination and punishment by parents and pressures from teachers, family doctors and education welfare officers.The following are the best ways to tell whether the child is or is not school phobic Severe ruggedies in attending school, often amounting to prolonged absence, severs emotional tump over shown by such symptoms as excessive fearfulness, undo tempers, m isery, etc. Staying home with the knowledge of the parents when should be at school at some breaker stain of the course of the disorder. Absence of significant anti-social disorder such as stealing, living, and wandering. Children suffering from psychosis, gross physical illness, asthma, truancy and neurotic disorders other than school phobia are not considered suitable for investigation on the subject. All other factors need to be ruled out.2.3- CausesPeer difficulties, cultivation problems, depression, or parents who are overly anxious about these perceived physical ailments are common causes of school avoidance. Separation anxiety is another common diagnosis for school phobia but there can be other problems, too. School phobia is usually a symptom of other problems. If physical causes break been ruled out and the behavior is continuing, then parents might want to have an evaluation by a psychiatric specialist.A school-phobic child is usually afraid of leaving home in general, rather than afraid of anything in particular at school. For example, he may experience homesickness when staying at a friends house. Often the first scrutiny of a childs independence comes when he must attend school daily. Aside from poor attendance, these children usually are frank students and well behaved at school. The parents are typically good parents who are painstaking and loving. Such parents are sometimes overly defensive and close, and the child finds it difficult to separate from them (separation anxiety). He may lack the self-confidence that comes from handling lifes traffic pattern stresses without his parents help.Sometimes a change of schools, strict teacher, hard tests, a learning problem, or a bully may appear to be causes of childs fear of going to school. But such factors may be only part of the problem, and your child should still go to school while these problems are being stubborn.2.4- Symptoms of School nonattendance warning signalsChildren who fear sc hool send warning signals that are hard to ignore. Mysterious illnesses that surfaced as excuses to escape school in the deject grades resurface in middle school, resulting in tardiness, cut classes, and unfinished preparedness assignments. Often a childs prevalent living patterns, including eating, sleeping, and school success, are disrupted.2.5- Typologies of School PhobiaMany people have attempted to classify phobia however, Coolidge, Hahn, and Peck (1975), in a study of 21 cases, presented evidence of 2 times of school phobia that they called neurotic and characterological. The neurotic group was loosely young girls. The master(a) conflict in this group seemed to be focus on on the childs symbiotic tie to the mother. The characterological group consisted mainly of older boys who were regarded as being generally more disturbed.This comparison was developed by Kennedy. He included parental characteristics and converse patterns to differentiate between the two different type s. Another very interesting finding was that of Yule, Hersov and Treseder in the 80s they found that there may be sub-types of school phobia and they outlined a fierce classification based on likely treatment implications.Separation anxiety at first school entry complicated by poor parental management. It is turn overd that in such cases some form of in vivo (carried out inside a living organism, like in a test or experiment) desensitization is the most appropriate first step. School phobia occurring in a vulnerable child following a major(ip) change in schooling usually, the problem is sparked off or started by additional home-related anxieties. Systematic desensitization alongside attention to practical issues in the childs physical and social environment is likely to be the most legal treatment option.2.6 Theories of School phobia2.6.1 Psychoanalytic TheoryIt was obviously march on by Freud in the early 1900s and subsequently modified and interpreted by others such as Klein, Arieti, Sperling, and Renik. As we all know, Freud developed his hypothesis of disposition development by proposing three interacting structures the id, ego, and super-ego. The id referred to impulsive, instinctual trends deep down the personality concerned with the expiation of the basic emotional needs, in other words it referred to the libido. Freud argued that phobias arose from conflict of psychic energy (libido). However, later psychoanalysts felt that aggression and dependence also play a role in phobias.According to the psychoanalytic theory, this is how it develops An early, poorly resolved dependency relationship between mother and child. Inadequate fulfillment of the mothers emotional needs, usually because of a poor marriage. A temporary threat to the childs security causing a transient increase in the childs dependency needs. ontogenesis of this situation by the mother. A similar relationship between the mother and her own mother. Expression of hostility to the chi ld, not only making him more dependent, but also by direct inhibition of any prospect for the child to express aggressive or hostile feelings and also enticing behavior towards the child. Moreover, Development of strong hostility toward the mother, largely unconscious, and express by exploitation of the mothers guilt toward him and also by fears of the mothers safety cause by unconscious destructive wishes, thus forcing him to be with her to assure himself of her safety (Chiland and Young, 1990).The theory implied by this line of reasoning involves bringing the unconscious conflicts into open within the context of a therapeutic relationship. The conflicts are analyzed and a more mature way of satisfying dependency needs is sought. there has been great disagreement among psycho healers, however, about whether the mother and child should be separated or treated together and how quickly a child should be do to confront humans and run to school.2.6.2 Self Concept TheoryLeventhal a nd Sills point out that many of the descriptive findings associated with school phobia do not seem to support an explanation based solely on separation anxiety. They emphasize that many of these children oppose normal lives outside school hours. They proposed that the main feature relevant to school phobia is the finding thatThese children commonly over-value themselves and their achievements and then try to hold on to their unrealistic self-image. When this is threatened in the school situation, they suffer anxiety and retreat to another situation where they can maintain their narcissistic self-image. This retreat may very well be a running to a close tactual sensation with mother.So, in other words, what Leventhal and Sills thought process is that children with a superiority complex, when put down in any way, would avoid going to school and would rather stay in a safe environment. The treatment emphasized by self concept theorists involves bringing the home and school environme nt into balance. The parents need to be more realistic and her teachers more accommodating and at the same time the child needs confronting with reality by locomote him to school as soon as possible. The healer deliberately precipitates a crisis by forcing the family to address the issue of immediately comeing the child to school. The therapist uses this situation therapeutically by helping the parents to resist the childs manipulative demands and win the power struggle. Anticipation and detailed planning is called for to mark that the parents are successful.2.6.3 Learning TheoryThe principles underlying behavioral treatment are derived from learning theory. Learning theory has evolved from experimental studies in the laboratory. There theories explaining how phobic behavior is learned to compete for attention Respondent, Conditioning, operative Conditioning, and the Two-Stage Theory of Fear and Avoidance.Respondent Conditioning Theory Phobic are regarded as well-educated fea r and avoidance responses to specific stimuli. Repetition of the feared situation in friendship with the newly created phobic stimuli will strengthen the fear and avoidance responses to the stimuli.Operant Conditioning Theory its main principle is that behavior is influenced by its consequences. bearing that is rewarded is likely to occur more often whereas behavior that is punished will decrease in frequency. On the basis of this theory, one can argue that phobias and associated behaviors like temper tantrums are maintained through positive reenforcements in the childs environment.Two-Stage Theory of Fear and Avoidance Suggested that fear could motivate behavior and was not merely a conditional reaction to stimuli associated with pain. He further argued that fear reduction became an operant reward for avoidance of the noxious stimulus.A wide-eyed variety of behavioral techniques have been developed arising out of holy and operant paradigms as well as social learning theory, ho wever, although behavioral adventes concern themselves with the immediate problem of returning the child to school, arguments surrounding the preparation for and the time and pacing of the return parallel those in the psychodynamic camp. Increasingly therapists employ a mix of approaches tailored to take account of the unique range of child, family and school related issues that may be involved in any one case.Nonattendance at school is not a distinct, but rather, it is comprised of multiple syndromes tumid examples are truancy, childhood phobia, and separation anxiety disorder. An intriguing aspect of school nonattendance syndromes is that their form and features are modeled by the varying contributions of causative factors, including patrimonial endowment, brain dysfunction, family psychopathology, and psyche symptoms. This makes school nonattendance an especially useful model for the study of the development of psychopathology in childhood (Martin and Greenwood, 1995). .This suggests that the study of this group of disorders from socioeconomic and cultural viewpoints would provide a new understanding of the disorders and their causes, and how cultural influences on the development of the child are mediated. Childrens rejection of school will in turn bring societys rejection of children. The society has a great role this whole issue, since children will not be able to overcome the phobia so advantageously if the society shows rejection and disapproval.2.7- Psychodynamic Treatment of School PhobiaEarly treatment of school phobia was largely psychoanalytically based. Two studies were mostly implemented, the traditional psychodynamic treatment and the family therapy. conventional Psychodynamic Studies, these studies are interpreted as those focusing treatment on the individual child or the mother-child relationship. The analytic treatment was focused entirely on the child, but they realized the importance of treating both the mother and child. Treatment w ith respect to the father was felt to be most efficiently handled by helping the mother clarify and restructure her feelings about her husband rather than dealing with the father direct. The dilemma in this study is whether the child should or shouldnt return to school immediately. Studies showed a slight difference in percentages when it came to decide which method was more effective, hence it remains undecided (Blagg, 1987).Family Therapy (By Skynner)These approaches transcend the parent-child dyad in addressing the entire family system. School phobia is regarded as symptomatic and sometimes protective of faulty family functioning. Treatment approaches consistently emphasize the importance of early return to school although the manner by which this is achieved varies greatly from therapist to therapist.Skinner refers to his approach as a conjoint family mental hygiene. The central problem within school phobia is seen as the parents failure to help their child relinquish almighty demands for exclusive possession of the mother. Skinner argues that school phobic children are protect from the challenges of reality by their mothers. Skynner claims that bonds within these families run vertically from parent to child with a consequent weak relationship between spouses.The main elements are stressed in this treatment The whole nuclear family is included in treatments as well as other family members where essential. An emphasis is placed upon non-verbal communication and confrontation of the parents over the hidden rule system. Attention is directed to the here and now of family interactions although past events may be considered as and when they ariseThere is a focus on an early return to school. An effort is make to weaken the mother-child bond and strengthen the marital bond. In the more straightforward cases, interpretation of the problem develops insight in parents enabling the family to marshal its own resources and solve the problem. Skynner advocates the u se of medicine to help in the confrontation symbolise. In addition, excessively timid pupils are helped by attendance at psychotherapy groups. Only minimal attention is paid to school factorsSkynner feels that school phobia is best understood as a psychosocial problem rather than a purely medical intra-psychic or even intra-familial disorder. It is interesting to note that the early traditional study emphasize the importance of the conformation of the feared situations however, the later studies lucky immediate, even forced, return to school.2.8 Behavioral Approaches and Treatment of School PhobiaThe behavioral approaches are divided into three treatment based on classical conditioning, treatment based on operant conditioning paradigm and treatment based on social skills training.Systematic Desensitization This approach involves functional the child through carefully graded fear hierarchy jump with the least feared situations, building up to most feared situations. At each stage the child is helped overcome any anxiety by concentrating on a behavior that is antagonistic to the anxiety.Emotive Imagery It is a technique that some behavior therapists have found to be very powerful. They use normal relaxation procedures in conjunction with systematic desensitization. In this approach the therapist develops imagined scenes that conjure up feelings of excitement, self-assertion and general positive effect as means of inhibiting anxiety.Flooding or implosion These procedures involve immediate confrontation of the maximally feared situation without any careful preparation via graded exposure to less threatening circumstances. The subject is maintained in the intense feared situation until the anxiety shows visible signs of waning on the classical extinction model. The assumption here is that the subject feels anxiety as a result of prior classical conditioning the vivid presentation of the condition stimuli and the absence of any primary unconditioned stimuli will eventually lead to the extinction of the anxiety response (Sharpe, 2000).Operant-based treatment approaches are concerned with changing the reinforcement contingencies affecting an individuals behavior. It involves maximize the incentives for being in school by building into the school political platform supernumerary positive reinforcement and minimizing incentives for remaining at home during the school day by removing positive reinforcement (like greater personal freedom, extra adult attention)This treatment is based in reinforcement. Natural reinforcement is added in the individuals life in preference to the introduction of more artificial reinforcement like sweets. Nevertheless, in certain cases, tangible reinforcements may be necessary in the early stages of the treatment program.Many children who suffer from school phobia have major problems in relationships with bodes language and posture. It is true that many children may need sheltering from ridicule but others need he lp in up(p) their bodily skills. This treatment involves attention in many areas such as Body posture especially the subjects stiffness and lack of mobility in the remains and limbs. Nervous mannerisms such as giggling, facial grimacing, and tone of voice, eye contact