Explanation:

Epidemiological data consider that one child in five presents sufficiently serious behavioral difficulties that may interfere with their ability to learn and develop (Mass, Desbiens and Lanaris, 2020). Behavioral difficulties are characterized by behavioral excesses or deficits which can be either externalized (hyperactivity, opposition, aggressiveness, etc.) or internalized (anxiety, depression, obsessions, etc.). These difficulties generally manifest themselves in students as social, academic, cognitive, behavioral and/or emotional difficulties. One of the school's responsibilities is to perfect students' acquisition of developmental, cognitive and social skills. Promoting academic success, generating motivation for learning, ensuring optimal emotional functioning and positive self-esteem are essential elements that strengthen students' ability to solve tasks and establish healthy social relationships. However, for some students, the school experience aggravates the difficulties already present in the different aspects of their functioning. Behavioral difficulties often interfere not only with students' education, but also with teachers' professional skills and the well-being of other students in the class. Behavioral difficulties associated with poor academic performance are known to cause stress and a feeling of helplessness in teachers who may feel overwhelmed and overwhelmed by managing these problems. Although behavioral difficulties rarely originate solely in the school environment, they can be aggravated or maintained depending on how they are managed in the classroom. It goes without saying that teachers play a key role in detecting behavioral difficulties and in supporting students with this type of difficulty.

Definition and classification

Providing a definition and classifying externalized and internalized behavioral difficulties is not easy, particularly for mental health specialists since these definitions are partly a matter of individual subjectivity. However, in addition to being a subjective reality, we perceive these difficulties differently and do not all react to them in the same way. Indeed, the way of observing and analyzing the nature of aggressive or anxious behavior, its intensity or another of its characteristics varies according to teachers. Consequently, it is illusory to think that we can arrive at a definition and classification that would be unanimous. Despite these limitations, I will present in this module definitions which to date have reached consensus among mental health specialists.

After completing this module, you should be able to:

Define and classify externalized and internalized behavioral difficulties. Distinguish externalized behavioral difficulties from internalized behavioral difficulties. Understand the usefulness and limitations of the Alberta Education coding system for students with externalizing and internalizing behavioral difficulties.

Is there a difference between behavioral difficulties and behavioral disorders?

You will find the answer to this question in the text entitled: Difficulties or trouble? Alberta Education Perspective As already mentioned, it is illusory to reach a consensus regarding a definition and classification of externalized and internalized behavioral difficulties. Despite this, Alberta Education (2022-2023) takes a position on this matter and develops diagnostic criteria for this purpose based on the Diagnostic and Statistical Manual of Mental Disorders, 5th edition (DSM-5). Take the time to watch this video clip which explains what the DSM-5 is. However, it is important to mention that there is currently a revised version of the DSM-5, the DSM-5-TR. Among the new features is the definition of a new illness, prolonged bereavement disorder. Diagnostic criteria for suicidal behavior and self-harm without suicidal intent are also specified. The terminology for gender dysphoria is evolving out of respect for the transgender community. The DSM-5-TR finally offers an in-depth analysis of the impact of racism and discrimination on both the diagnosis and the manifestations of mental disorders. To help you navigate all this specialized terminology, I suggest you carefully read the Alberta Education definitions of moderate or severe emotional or behavioral disorder which is presented in the official document entitled: Criteria relating to adaptation codes school (2022/2023). The information that is of particular interest to you can be found on pages 7 and 11 of the document.

In context

The division of maladaptive behaviors into externalized difficulties and internalized difficulties was first proposed by Achenbach and Edelbrock (1978), two American researchers specializing in behavioral disorders in children and adolescents. In this regard, externalized behavioral difficulties include a set of disruptive and disturbing behaviors for those around a student, such as hyperactivity, aggressiveness and opposition. Both in childhood and as they approach adolescence, more boys than girls exhibit such behaviors (APA, 2013; Mass, Desbiens and Lanaris, 2020). Internalized difficulties are negative behaviors, thoughts and emotions, such as anxiety and depressive affects, which are more focused on the student himself. During childhood, boys and girls tend to present internalized difficulties in similar proportions, but as adolescence approaches, this proportion increases for girls (Mass, Desbiens and Lanaris, 2020). By opting for a choice of criteria, Alberta Education endorses the categorical approach in order to identify a student's difficulties. This approach is generally accompanied by a dimensional and psychodevelopmental approach when it comes to assessing a student's particular educational needs. In order to familiarize yourself with the categorical, dimensional and psychodevelopmental approach, I invite you to read this PowerPoint which focuses on the three approaches mentioned above.

Questions:

If the approach of classification or diagnosis of behavioral difficulties or behavioral disorders is useful in helping students with difficulties adjusting to school, it can have deleterious effects such as, for example, the phenomenon of stigmatization among students. After watching the clip on stigma, tell me if you believe that teachers should make students in their classes aware of this phenomenon of stigma. What would be the advantages and disadvantages of making students aware of this?

Video: Mental Health Episode 2: Stigma / Sant mentale pisode 2 : la stigmatisation - YouTube