EMOTIONAL AND SOCIAL HANDICAPPED

Emotional and social handicapped are in some way more severe causes of learning difficulties than others because they are such ‘puzzling situations’ to deal with handicaps. We are dealing with the whole child, his whole personality in the context of the way he thinks of himself. Thus a child who is emotionally handicapped by extreme shyness to expose himself a person whom no one likes and develop the connections that no one cares.

On the other hand, a child who is starved of affection at home or made to feel unwanted can very quickly develop worrying of maladjustment such as aggression or with drawl. If his parents and teachers show favoritism to other children, his problem likely to be aggravated. They demand for attention by lying, stealing, and other disruptive behavior. The teacher needs to prope the cause of a such troubles that is very difficult without the help of specialist.

It will be clear from this that although many of the cases of L.D ( late developers or learning disabilities) can be classed as environment. This does not mean that they are easily solved. The deep social and emotional problems that underline some children ( late developers) make success impossible in every case. The teacher must do what he can to overcome the problems. Remedial teaching can often bring about significant and dramatic results.

This is most rewarding to the pupil but the teacher who experiences it also derives a deep and lasting sense of satisfaction.

EMOTIONAL DEVELOPMENT
EMOTION:
Just as every one has a body consisting of various parts as head, trunk and limbs and each of these has a particular function so every one has emotional equipment such as anger, anxiety, fear, desire, hate and love etc. like the body, these normally follow a pattern of maturation which is under the control of brain but have needs which must be satisfied if balanced development is to take place.

PRINCIPAL NEEDS FOR NORMAL EMOTIONAL DEVELOPMENT
1. An assurance of being loved
2. A sense of security
3. An opportunity to make good personal relationships.

The family in which the child grows up as the mother feeds and protects her infant fulfils these needs. Home and family provide for him, a safe heaven from external dangers and as the child find it possible to relate satisfactorily to the various members of his family. The children who grow up in his happy and secure environment develop emotions in good manners. If these fundamental needs are not provided or come in defective ways, children’s emotional development is disturbed. Where protective love showing love is adversely affected.

Where the growing child lacks a sense of security, his emotional development occurs on an un-adjustable foundation with possible disaster result.

A child who is faced in infancy with emotions that makes formation of good personal relationships difficult or impossible can be handicapped emotionally possible for life.

CAUSES OF EMOTIONAL DISTURBANCE
1. When community and its members pursue their own interests.
2. Leaving the child deprived of love.
3. When child sees different moral standards practiced around him and discover that his own are variously assessed.
4. When he cannot give of himself fully in any personal relationship because his attempts at doing so have often had such bitter consequences.
These are the conditions that load to the delinquent child because they deprive him of confidence in his ability and to control his ability successfully.

NEEDS FOR NORMAL EMOTIONS
Good conditions for normal healthy emotional development are provided by families and community that cares for all its youngs that define already to them the limits of what is attainable by careful, kindly teaching, discipline and that encourages its youngs to express themselves freely and to make firm relationship with in the limits that have been taught.

SOCIAL DEVELOPMENT
Nationalism , realism, class-consciousness and delinquency are all knowledgment of the effect of social development of personality. Social development like emotional development is the story of learning, the learning of attitudes and formation of habits and responses.

SOCIAL RESPONSIBILITY
Our social responsibilities are to:
i. Parents and other members of family.
ii. Through wider circle of our friends, relatives and the people of our community.
iii. Our religion
iv. Our nation
v. Our continent
The out come of how we feel about the others is how we have been taught to feel by direct and indirect means.

HOW SOCIAL DEVELOPMENT OCCURS
Child’s first environment is provided by his family but at a fairly early stage to make new friends outside the family. The values held this group may be different as his own family. So he dresses like his friends, enjoys their music, entertainment, amusement and in fact he becomes one part of this group of friends. The values and standards that control the behavior of an individual are always of those people who most attract him and with whom he chooses to alloy him self most closely.

At the school, his classmates, the other school children, the teacher and the standards of the school will influence him for six hours everyday.