The history of emotional and behavioral disorders

THE HISTORY OF EMOTIONAL AND BEHAVIORAL DISORDERS

The History of Emotional and Behavioral Disorders

Yvonne Fong
Seattle Pacific University


The History of Emotional and Behavioral Disorders
In a little over 200 years the knowledge and treatment of emotional and behavior disorders have increased tremendously. From segregation to inclusion, asylums to proper behavioral therapy and little to no advocacy to laws that help and protect individuals with emotional and behavioral disorders (EBD). It is inspiring to see how much our society has changed and improved in the field of special education and EBD in what is actually a short period of time compared to how long general education has been around.
The first publication regarding emotional and behavioral disorders was in 1799 by Jean Itard of France. Itard published “The Wild Boy of Aveyron” after studying a child who had apparently spent most of his childhood alone in the wilderness. Itard named the “wild boy” Victor and was very curious as to what Victor could learn. When Victor was first brought to Itard, he was unable to speak and was even described as both beast and human! After Itard’s teaching methods, Victor was able to dress himself and even identify a few written words (Harrison, 1998).
Through this, Itard’s work opened new doors in the knowledge of how to treat those with mental delays. Some more written publications that have been influential in the growth of emotional and behavioral disorders include Edward Seguin’s “Idiocy and Its Treatment by the Physiological Method” (1866), Leo Kanner’s “Child Psychiatry” (1935), Burno Bettelheim’s “Love is Not Enough: The Treatment of Emotionally Disturbed Children” (1950), and Norris Haring and Lakin Phillips, “Educating Emotionally Disturbed Children” (1962). All those who have contributed to the works and publications of those with emotional and behavioral disorders are forever engrained in the history of EBD by their words and hard work. Their discoveries allowed others such as teachers, behavioral specialist and all those wanting to help individuals with EBD do just that. It is amazing how much we can learn from the past and how it can inspire us to ask and answer questions in the future to further the growth of EBD.
In the early to mid-1800’s there were several institutions and schools to assist those with EBD. Although many of the terms they used back then to describe individuals with EBD may seem politically incorrect and nowadays we may even cringe at writing such words; back then, institutions recognizing EBD was a major step forward in the development and growth of helping and understanding different EBDs. In 1825, The House of Refuge in New York was the very first institution in the United States of America for juvenile delinquents. Similar schools and institutions were established in the following years such as the State Reform School for Boys in Massachusetts (1847), and others in Boston (1826) and Philadelphia (1828) as well.
In the 1900’s even more institutions and even hospitals were founded for children with EBD. The very first psychiatric hospital for Children in the United States was founded in Rhode Island in 1931. Not long after in 1935, the Bellevue Psychiatric Hospital was established in New York City, Burno Betttleheim opens up the Orthogenic School at the University of Chicago in 1944 and the League School, the first private day school for severely emotional disabled children in Brooklyn opened up in 1953. Astonishingly, in 1946, the New York City Board of Education designated 600 schools for disturbed and maladjusted students! These institutions, schools, and hospitals provided a place for these children to go receive help and treatment in times when they were probably misunderstood by many.
Perhaps the most influential act others can do for those with EBD is advocate for their rights. Now we have laws that mandate all those with special needs to receive the proper services, but it wasn’t always like that. In the 1800’s it was alright to call such individuals idiotic and feebleminded, which is incredibly demeaning but now we are making a movement to always put children before their disabilities. It may be that this started in 1912 when the U.S. congress created the Children’s Bureau which took upon all the matters pertaining to the welfare of children. In giving more rights and advocacy to those with EBD and in need of special education, several councils and associations have been founded. Some include The Council for Exceptional Children (1922), the American Orthopsychiartic Association (1924), the Association for Perons with Severe Handicaps (1974), the National Mental Health and Special Education Coalition (1987), the Federation of Families for Children’s Mental Health (1989) and the National Juvenile Justice Coalition (1989).
The first law for the education of those with special needs occurred in 1919 in Ohio which was for the statewide education for all those who are handicapped. Over 50 years later, the Public Law (PL) 88—164 was passed in 1963 which provided federal money for support of personnel preparation in the area of the emotionally disturbed. In a few more short years, many more laws would be passed to assist those with EBD. In 1978 PL 94—142 required free and public education for all handicapped children, including students with EBD. An extension of PL 94—142, PL 99—457 was enacted which would provide services to all handicapped children ages 3-5 by the school year 1990-1991. The PL 94—142 has since been renamed “Individuals with Disabilities Education Act (IDEA)” in 1990 and has been reauthorized in 2004 as well.
The historical moments, publications and events I have mentioned above are just a glimpse of all the work that has been put forth in the area of special education and emotional and behavioral disorders. Often misunderstood, children with EBD should receive intervention services sooner rather than later. With an early intervention plan and a strong group of supporters, students with EBD can reach their full potential. The history of EBD is still in motion as it always will be because there can always be room for improvement. In the future, special education would be “free from stigma and discrimination, [have] efficient management, and social harmony” (Kauffman, 2013).

References

Harrison, KATHRYN. "Who Is the Real Savage?" NY Times. N.p., 15 Dec. 1998. Web. 22 Jan.
2015..
Kauffman, James M., and Timothy Landrum. Characteristics of Emotional and Behavioral
Disorders of Children and Youth. Upper Saddle River, NJ: Merrill Prentice-Hall, 2013. Print.