For so long, many children have had to deal with Emotional Behavioural Disorder (EBD) of which majority have no idea on what to do about it. As a result, models of helping these kids have been proposed but not many have proved useful as some have failed to have an effect on the children's behaviors. However, one model that has proofed to be efficient in helping these kids to overcome the problems is the Cognitive behavioral intervention (CBI). It is a procedural model that is used to address negative behaviors among children who are suffering from EBD (Smith, 2016). The goal of this model is to successfully help children to control their emotions by teaching them various means of overcoming negative behaviors and thoughts in a more positive way that enables them to develop and grow emotionally (Smith, 2016).
Children who suffer from this disorder undergo planned procedures under the CBI approach. These systems are meant to allow children manage themselves efficiently and also equip them with appropriate verbal meditation skills. Education helps these kids to have value in the society, thus, providing them with necessary skills for communication. These positive behaviors are essential, for example, they enhance a collective work ethic among children. The CBI model fosters skill development in children which improve their communication skills, self-control, and problem-solving skills.
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Negative behaviors are caused by misled thoughts and emotional disturbance. Such EBDs are usually controlled by the verbal meditation and self-management plan. This program has been useful in helping children to monitor their feelings thus avoiding harmful behaviors such as anti-social behaviors. CBI model has some principal components where one leads to the other, bringing out a clear understanding of how actions and emotions relate to the design.
A major advantage of this model arises from its components of self-management intervention which comprises of self-monitoring, self-evaluation, and self-reinforcement. Self-monitoring has significantly improved the social skills and behaviors of children suffering from EBD. In other words, it creates awareness on how children relate since it can monitor reactions about their emotional stability. Children can record their responses whether positive or negative for future reference, allowing them to keep a tally of what makes them behave in that manner. Such records enable them to identify what triggers their negative behaviors and learn on ways to improve/avoid them. Subsequently, this enhances social skills in children with EBD, allowing them to relate well with others in the future.
Another advantageous component is self-evaluation which helps the children to analyze their behavior patterns and learn how others can maintain a consistent positive behavior (Stonecipher, 2016). The part teaches them how to control their emotions and take encouragement from what others have gained from the process. On the other hand, self-reinforcement permits students to do some modifications through emotions or behavior to create a positive environment within oneself (Stonecipher, 2016). This is meant to help children manage their feelings, leading to the right behaviors. The component is rewarding as it encourages them to work even more in trying to modify their practices and identify change without the guidance of any profession.
Finally, the verbal meditation involves the student having a self-talk. The self-talk tests whether the children can avoid any negative behavior and emotional disturbance or if they can overcome those negative emotions. It improves the child's self-esteem of which in the future they can give themselves a pep talk that would encourage them to overcome certain problematic situations. Self-instruction helps to facilitate emotional issues such as self-esteem, fear and anger issues. It is usually a tough task to monitor children with EBD as they are emotionally unstable.
The monitoring of EBD children’s behavior is often a complex and challenging process. The students’ personality is made up of behavior, emotions and thought components and usually, they have been nurtured and develop since their inception (McLeon,2015). The use of Rational Emotive Behaviour Therapy (REBT) is used to teach children on how to manage their feelings, thoughts, and behaviors better. Most children once they became affected by a difficult situation, they will tend to react to the situation rather than trying to find a way out of it. In REBT, the students are taught that it is as a result of their behavior that has led to their current circumstances. These personal problems arise from perceptions caused by the thinking, feeling and behaving they have undergone throughout their lives. The students cannot control any of these events for the personal problem will always exist (Stonecipher, 2016).
Further, the CBI cannot work on its own, especially in children with severe communication or cognitive disabilities. In this case, Functional Behavioral Assessment (FBA) is required to determine why some children exhibit EBD. Experiments are performed and data collected to assess the impact of environmental variables on the emotions or behaviors of the children to decrypt the connotation the behaviors.
The event, in this case, is not the problem but how the students view it is what contributes to their feelings and emotions that are by-products of the behavior. At times, the students have experienced dysfunctional thinking and cognitive distortions caused by environmental and biological factors. When this happens, the students, the students end up believing that their lives have been ruined as a result of the crisis.it is because of the irrational and exaggerated thinking adopted by the students. Irrational thinking promotes harmful emotions and dysfunctional behaviors. However, because the student chooses to adhere to a “set of rigid and absolute belief” it causes the irrational thinking. Using REBT assumes that the student’s thoughts and thinking can be changed, and they will see any challenges they undergo in life as easily manageable. Their social skills will also become improved. A social skills training will help a student who has maladaptive kind of behavior ( Stonecipher, 2016).
Social skills training will not always improve the social skills of students. It is because the programs have been developed with no proper understanding of the curriculum and its importance to the child. Many researchers claim that the model lacks the ability to enhance the behavioral skills of students especially in the social sphere due to its isolated settings and not comprehensive approach. Its lack of effectiveness is seen whereby the students may end up not implementing that particular skill that has been taught to them across domains.
The CBI method does not adequately prepare the student in academic and social-emotional domains. This technique demand for the skill to be performed yet it does not teach it.The excluding and pushing away of children who have no self-control increases their problems. CBI's approach is focused on changing the behavior of the student through teaching only the required task. These are only based on means through which the cognitive distortions can be corrected. The mechanisms applied is only task oriented and the solving the problem is its only purpose (Squires,2002).
In conclusion, it is important for children with this emotional disorder to learn how to have positive behavior as they are the future generation. This approach will help them in their social skills as they will develop by having adequate recourses and real influence from the professionals and others. The children should be monitored and encouraged as the future depends on them as they will be able also to help children with the same disorder.
References
McLeon, S. (2015). Cognitive Behavioral Therapy. Simply Psychology . Retrieved from http://www.simplypsychology.org/cognitive-therapy.html.
Smith, S. (2016). Applying Cognitive-Behavioral Techniques to Social Skills Instruction. Retrieved from http://www.ericdigests.org/2003-3/skills.htm.
Squires, G. (2002). Changing thinking and feeling to change behaviour—cognitive interventions . Ainsdale: Positive Behaviour Management
Stonecipher, C. (2016). Cognitive Behavioral Intervention Approach . Retrieved from https://growth-development.knoji.com/cognitive-behavioral-intervention-approach/.
