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21 - Emotional Disturbance versus Social Maladjustment

from Part IV - Behavioral and Social-Emotional Interventions

Published online by Cambridge University Press:  18 September 2020

By
Tammy L. Hughes ,
Michael Tansy  and
Elizabeth A. Pask
Edited by
Frank C. Worrell ,
Tammy L. Hughes  and
Dante D. Dixson
Frank C. Worrell
Affiliation:
University of California, Berkeley
Tammy L. Hughes
Affiliation:
Duquesne University, Pittsburgh
Dante D. Dixson
Affiliation:
Michigan State University
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Summary

Labeling a student as socially maladjusted has been a source of controversy since 1975. The controversy persists because, to date, there is no accepted definition of the term “social maladjustment”, and no guidance provided by IDEA on what school teams should consider when using the exclusion for determining if a child is eligible for special education under the category of an emotional disturbance. When school teams determine a child is socially maladjusted, this classification is often used to exclude children demonstrating objectionable behaviors (i.e., delinquent, disruptive, and impulsive actions) from special education services and protections. Without tailored school interventions, students are disproportionately exposed to disciplinary actions, and other mental health services (e.g., MTSS) become secondary, if they are offered at all. Assessment strategies that identify the underlying causes of aggressive behaviors in children can inform school teams on how to provide therapeutic environments, approaches to discipline and accountability, and differential skill development.

Keywords

adverse childhood experiencesemotional disturbancesocial maladjustmentmental health access in schools
Type
Chapter
Information
The Cambridge Handbook of Applied School Psychology , pp. 353 - 368
Publisher: Cambridge University Press
Print publication year: 2020

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