{"id":29693,"date":"2025-06-10T13:25:28","date_gmt":"2025-06-10T13:25:28","guid":{"rendered":"https:\/\/www.erickson.international\/en\/?page_id=29693"},"modified":"2025-06-10T14:03:14","modified_gmt":"2025-06-10T14:03:14","slug":"emotional-disorders-primary-school-what-to-do-and-what-to-avoid","status":"publish","type":"page","link":"https:\/\/www.erickson.international\/en\/emotional-disorders-primary-school-what-to-do-and-what-to-avoid\/","title":{"rendered":"Emotional Disorders – Primary school – what to do and what to avoid"},"content":{"rendered":"
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Emotional Disorders What to do and what to avoid<\/h1>\n

Quick guide for teachers<\/strong><\/p>\n

Primary school<\/em><\/p>\n<\/div>\n


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Emotional disorders are psychological conditions that affect how a person manages and experiences their emotions<\/strong>. They can range in seriousness (from occasional sadness and anxiety to depression and bipolar disorder) and have a significant impact on a person\u2019s quality of life.<\/p>\n

Emotional Disorders: What to Do and What to Avoid<\/em> is a practical guide<\/strong> that offers primary school teachers<\/strong> simple strategies to use in the classroom to successfully deal with 15 problematic behaviours that are typical of emotional disorders<\/strong>, suggesting how to act and how not to.<\/p>\n

Find out more!<\/a><\/p>\n<\/div>\n<\/div>\n

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BOOK STRUCTURE AND CONTENTS<\/p>\n

Emotional Disorders \u2013 What to do and what to avoid<\/em> is divided into 15 chapters<\/strong>, grouped into 3 macro-sections: anger, sadness, anxiety<\/strong><\/p>\n

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  1. Anger<\/strong><\/li>\n<\/ol>\n

    (The child\u2026)<\/p>\n

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    • Interrupts the lesson<\/li>\n
    • Breaks other people’s belongings<\/li>\n
    • Does not follow classroom rules<\/li>\n
    • Bullies others<\/li>\n
    • Uses inappropriate language<\/li>\n<\/ul>\n
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      1. Sadness<\/strong><\/li>\n<\/ol>\n
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        • Often appears sad<\/li>\n
        • Shows little motivation during activities<\/li>\n
        • Believes he\/she is worthless<\/li>\n
        • Complains about being unfairly judged by others<\/li>\n
        • Tends to believe he\/she will never succeed or achieve good results<\/li>\n<\/ul>\n
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          1. Anxiety<\/strong><\/li>\n<\/ol>\n
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            • Struggles to enter the classroom<\/li>\n
            • Leaves work unfinished or blank<\/li>\n
            • Frequently seeks reassurance from the teacher<\/li>\n
            • Avoids group games<\/li>\n
            • Does not participate in class activities<\/li>\n<\/ul>\n<\/div>\n<\/div>\n

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              WHAT TO DO AND WHAT TO AVOID<\/p>\n

              The reason for each behaviour is initially explained in a few brief sentences (Why does he\/she do this?<\/em>), followed by simple and clear indications for the teacher on the attitudes to be adopted and avoided<\/strong> (What to do, What NOT to do<\/em>).  A discussion on the topic<\/strong> follows (What to keep in mind<\/em>) and tools and strategies<\/strong> are provided in How to intervene<\/em> about some crucial educational and didactic aspects. A final Don\u2019t forget That\u2026<\/em> paragraph is devoted to important and focused suggestions for the teacher to keep in mind.<\/p>\n

              Each chapter contains:<\/p>\n<\/div>\n<\/div>\n

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              At the beginning of each chapter, a drawing<\/strong> introduces the analysed behaviour.<\/strong><\/p>\n<\/div>\n

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              • Explanations of the problem behaviour being considered<\/strong>: Why does he\/she do this?<\/em><\/li>\n
              • Brief and simple indications<\/strong> that can be useful to the teacher as a reference point for quickly deciding What to do<\/em> and reflect on What to avoid<\/em>.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n
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                • A more in-depth description of the specific problem behaviour<\/strong>being worked on: Analysis of the problem behaviour.<\/em><\/li>\n
                • The tools and educational strategies<\/strong> to create the intervention: How to intervene<\/em>.<\/li>\n<\/ul>\n<\/div>\n
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                  Each chapter closes with advice and strategies to further understand<\/strong> and enrich the teacher\u2019s \u201cbriefcase of educational tools\u201d.<\/p>\n<\/div>\n<\/div>\n


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                  Leaf through some pages of volume which have been translated into English to facilitate your evaluation of the product.<\/strong><\/p>\n<\/div>\n

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