A Case study of cognitive and biophysical models of education as linked to anxiety and obsessive compulsive disorders

• Authors: Kelly Maye
• Languages of publication: EN

Abstracts

EN

Cognitive and biophysical factors have been considered contributors linked to identifiable markers of obsessive compulsive and anxiety disorders. Research demonstrates multiple causes and mixed results for the short-term success of educational programs designed to ameliorate problems that children with obsessive compulsive and anxiety disorders face in the day school setting. The consideration of cognitive and biophysical models of education as related to OCD and anxiety disorder has proven beneficial in determining appropriate treatment for the identified population of students. In this case study cognitive and biophysical factors are considered to address the referral, eligibility, placement, and treatment of a 4th grade student named Ethan. Ethan exhibited OCD tendencies and elevated levels of anxiety. Ethan often responded to everyday situations with increased emotion of anger and worry, which presented an adverse impact on his educational performance. An array of information was collected as part of the special education evaluation conducted through several measures including: educational diagnostics, surveys, questionnaires, and interviews. Ethan was found eligible for services under the primary disability category "Emotional and Behavioral Disorder", related to diagnoses of Obsessive Compulsive and Anxiety Disorder. It was determined that the result of such chronic disorders limited Ethan's ability to access the educational environment, in the absence of specially designed instruction. Interventions considered applicable for implementation were Rational Emotive Behavior Therapy (REBT), as a form of psychotherapy, and Cognitive Therapy (CT).

Keywords

EN

Cognitive Model of Education; Biophysical Model of Education; Obsessive Compulsive Disorder; Anxiety; Disorder; Cognitive Therapy; Rational Emotive Behavior Therapy

• Publisher: Sciendo
• Journal: Journal of Pedagogy
• Year: 2012
• Volume: 3
• Issue: 1
• Pages: 136-144

Dates

published

2012-01-01

online

2012-08-21

Contributors

author

Kelly Maye

• Faculty Special Education, Carter G. Woodson Academy, 1813 Charleston Drive, Lexington Kentucky 40505, USA

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Identifiers

DOI

10.2478/v10159-012-0007-7