Teaching requires not only a thorough knowledge of the classical teaching strategies commonly applied by competent teachers; More importantly, teaching involves being able to classify different student types - which is necessary to realize the best approach to teaching these kids. What has been the most significant issue regarding teaching is that of working with exceptionally difficult students. First, we need to characterize what the things that make these kids an exceptional case in teaching, and then conclude on some of the best methods to handle them.

Factors Contributing to the Class of "Difficult" Students

Personal Information (age/ grade level, sex, race/ ethnic background, first language)

Kids behave primarily depending on gender, age, and cultural factors. Immediate with these is the kids' varying risks to different stresses and behavior disorders that will determine how they will cope with school or become receptive to learning. For instance, toddlers as early as age 2 already show symptoms of ADHD (although it diminishes until after adolescence, 50% of ADHD patients still carry the disorder throughout their adult years.) As with children, ADHD affects about 3-5% of the total population. Also, studies have found that the gender-related disorder affects boys twice as much as girls (Attention Deficit Hyperactivity Disorder para.2). As with depression on the other hand, which is generally the most common biological factor affecting unsatisfactory school performance, students are more prone when they are in their adolescent stage of development, frequently occurring in both sexes. Brown (1996) especially noted that depression is often over looked in adolescents, children included, because they are not always expressive of their true sentiments. Often, their emotional turmoil is obscured by mood swings, heightened sensitivity, experimentation, and rebellion, which all could be easily blamed on peer pressure. However depression is a serious condition that could lead to more serious states as bipolar disorder, manic depression, and suicidal tendencies; Hence, parents, teachers and anyone who interacts with these children/adolescents on a daily basis should be especially observant. (Note: ADHD and Depression is majorly attributed to biology/genetics).

Another factor (this time a social one) - that shapes difficult students is their racial background. Kids may have more difficulty coping with their school environment especially if they have been previously immersed in a very different culture or environment. Sociologists generally call this "culture shock." And though this could fairly easen throughout time (as the child's get used to his new school setting), the continuing challenge with this is the child's difficulty in learning a new language which could take pretty much time, effort, and motivation to develop. Also, the child might continually experience cases of social discrimination naturally as a result of being just different.

Family Background (constellation of family - number, sex and ages of siblings, consistency or degree of conflict among family members, parenting/disciplinary style (including communication styles), extended/ surrogate family*)

Although some kids would not have the purely consequential factors mentioned above, he may still be prone to misbehaving at school or generally have tendency for a more aggressive or rebellious nature. Psychologists have long explained that different personality types would initially develop depending on a person's family composition. For instance, kids who belong to a huge family have the tendency either to dis-cooperation because of dependency to others; he/she could also exhibit an anti-social behavior as a result from bullying from elder members at home. Or, if a girl's family constitutes mostly males, she could have an unnatural male-like aggression misdemeanor. Similarly, if a boy has mostly female siblings, he could develop a homosexuality, which could still (even until these days) be subject to scorn or derisions at school hence affecting his potentials for learning.

Another important consideration is the family upbringing. Parents' treatment of their children at home could range from giving lack of discipline (or excessive tolerance) to more stringent (unreasoned) disciplining actions such as spanking. Either way, kids from these family backgrounds could turn out rebellious, wherein kids mostly seek an outlet to their used-to attitude problems or negative emotions that they usually target towards school.

In addition, exceptional family conditions/make-ups that exert emotional pressure on kids such as child abuse, a recent death in the family, broken families, surrogate families (as result of adoption) or extended families (as result of divorce and/or having secondary parents) could affect a child psychologically carrying the problem even to school.

School Information (grade level, academic performance, educational services/ diagnosis/placement, special services)

A school's structure plays an important part in overlooking other societal concerns that could affect any child's learning - victims of sexual harassment and school violence most especially. Instances of incest and rape are no longer exclusive to homes and the outside community but are also commonly risky within the school premises. A good school should be one that provides special placement/service centers. Information-communication policies between school and parents or local social development services that would give special attention and constant monitoring of "victims" could play a great part in improving kids' performance at school. School offices could include a special security sector, gender issue centers, drug campaign, bully-case marshals, psychological testing, tutorials, and other evaluative measures that would track uncanny or sudden changes in a child's performance at school.

Pathways and Diagnosis to Behavior Disorders/ Explosive-Inflexible Patterns

Studies have suggested that biology plays a part in the succeeding disorders that are of importance to teaching kids with exceptional cases. On the other hand concerned individuals ought to know that the behavior disorders to be discussed could be "psychosocial" or are a result of experiences particularly during childhood or adolescence like physical, emotional and especially sexual abuse - hence needing extra care. It is then recommended that the parent or teacher seek the aid of/ work with psychology experts to address the problem of handling kids having any of the following disorders (as described by Temperament/ Mood/ Emotional Stability, Anxiety/ Obsessiveness, Social Skills/ Cognition, Executive function deficits, Communication/ Language Processing Skills, and Thinking/ Cognitive Style).

• Borderline Personality Disorder, the most common personality disorder, kids experience brief periods in which they separate from reality and often are diagnosed with depression and psychotic events. They usually have unstable personal relationships, self-image and emotions. They are impulsive and can be self-destructive though rarely violent to other people or animals (MentalHealth.Com).
• Antisocial Personality Disorder or ASP, a lifelong personality disorder affecting many more males than females, is characterized by a pattern of disregarding and violating others' rights and safety, defiance, irresponsibility, deceit, irritability and aggression. In relationships, they may be abusive, unfaithful, dishonest and manipulative. They may be addictive - to drugs, alcohol, and sex at a very young age (ibid.).
• Histrionic Personality Disorder, a disorder more common in females, can be characterized by a pattern of seeking attention in strange and unusual ways. They are excessively emotional, overly trusting and gullible, self-absorbed and overly concerned with presentation. Although like the previous disorders, wherein sufferers can function with relatively few problems in society, this disorder could also lead to or become combined with more serious psychological disorders that would impede a person's daily performance (ibid.).
• Major Depression/ Bipolar Disorder/ Manic Depression/ Suicidal Tendency, most common in girls, involve chronic melancholy, irritability, distractibility, anxiety, insomnia/ hypersomnia, dreaminess, low-esteem, psychomotor and speech difficulty, fatigue, and even physical pains/ illness. They usually have no interest in any activities and often feel guilt, indecision, or rash judgment. They are also prone to substance abuse (ibid.).
• Sensory Integration Disorder/ SID, mistaken for AD(H)D and associated with other disorders such as Autism - Kids suffering from SID "react to [things/events] in ways that seem odd, lacking in confidence, defiant, rude, or "wacky." They have difficulty making sense and adapting to their surroundings. They are easily distracted, inflexible, impulsive, lethargic, withdrawn, "slow," stubborn, fidgety, constantly touching things, clumsy, recluse, pessimistic, and subject to emotional breakdown. They could be hypo- or hyper- sensitive physically. They need occupational therapy or ‘sensory-pleasing' interventions among others to motivate the child and promote learning (McIntyre and Vorst).
• Attachment Disorder, which is primarily due to physical and emotional neglect and sexual abuse, exhibit un-loving and un-lasting relationships, clinginess, superficial charming, manipulativeness, incessant talking, compulsive lying, false abuse allegations, lack of reason and conscience, stealing, cruelty, and self-destruction. It is also often mistaken for AD(H)D and could lead to ODD or CD when the child reaches his/her teens (Brady).
• Conduct Disorder/ CD or Oppositional Defiant Disorder/ ODD, starting as early as 2-years old, the child becomes increasingly aggressive, irritable, hyperactive, un-attached, and lacking social skills even socially deviant. They are less stimulated cognitively resulting in poor academic performance. And as they become more and more non-compliant, they suffer rejection from people and can become depressive, helpless, or become scapegoats or prone to join rebellious, even criminal groups. This is also often mistaken for AD(H)D. (Tynan)
• Attention Deficit (Hyperactivity) Disorder/ AD(H)D, (hyperactivity), inattentiveness, disorganization, difficulty in sustaining tasks, forgetfulness, and intrusiveness and impulsiveness - Medical Encyclopedia describes that sufferers "have short attention spans, becoming easily bored and/or frustrated with tasks. Although they may be quite intelligent, [and recognized as highly creative] their lack of focus frequently results in poor grades and difficulties in school."

*These symptoms are considered serious cases in students if occurring frequent, intense, lasting, and pervasive episodes, and then generally resulting to frustration then hostility.*

Reshaping or Adjusting to Student's Behavior Patterns and Disorders

There are a few basic treatments for people with personality disorders (though it does not work for all, especially those having more than one psychological disorder). Psychotherapy, or Psychoanalytical therapy, gives cure for past events and long repressed feelings, while psychodynamics combine treatment of the past episodes with the patient's current life. Cognitive therapy concentrates on changing of a person's negative thinking towards focusing on more positive rational thoughts, while Behavioral therapy teaches different kinds of social skills. Cognitive-behavioral therapy on the other hand combines cognitive and behavioral therapy techniques (MentalHealth.Com). Apart from prescribed medication, it may be helpful for parents and teacher to know the basics of the said treatments above (most especially the last three treatments) in order to help kids perform better in their daily activities. Also, it could be effective to combine stress reduction strategies with the methods mentioned. Furthermore, the betterment of the family environment of psychopathic students may contribute to abetting a normal behavior. Parental affection may be fostered as well as promoting consistent parental discipline and communication. Teachers could also lessen tendencies for the so-called ‘avoidance mechanism' in kids with behavior problems, by letting kids feel they ought to avoid the negative consequences of their social misconduct. Furthermore, they should be distanced from destructive thrill-seeking or escape opportunities. And while it may be difficult to cognitively teach kids the sense of responsibility, kids may be convinced by more pro-social ways of learning giving them satisfaction in applying and sharing their strengths and abilities. Teachers and parents need information so they can understand and help kids with behavior disorders. With the aid of school counselors, mental health professionals, and other caring adults, the severity of a child's behavioral disorders cannot only be accurately evaluated, but plans can be made to improve his or her well-being and ability to fully engage life.

~Ae Dechavez

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References

"Attention deficit hyperactivity disorder." Encyclopedia of Medicine. Answers Corporation, 2006. Answers.com 12 Jun. 2007. <http://www.answers.com/topic/attention-deficit-hyperactivity-disorder>

Brown, A. (1996). Mood disorders in children and adolescents. NARSAD Research Newsletter. 12 Jun. 2007. <http://www.mhsource.com/>

MentalHealth.Com Index (2007). Retrieved 12 Jun. 2007. < http://www.mentalhealth.com/>

McIntyre, Tom and Robert Van Vorst. Sensory Integration Disorder. 12 Jun. 2007. <http://www.behavioradvisor.com/SID.html>

Brady, Stacy (2003). Helping Students with Attachment Disorder. 12 Jun. 2007. <http://www.ccids.umaine.edu/resources/facts/facts6_2/attachment.htm>

Tynan, Douglas W, PhD (2006). Conduct Disorder. EMedicine.Com. 12 Jun. 2007. <http://www.emedicine.com/ped/topic2793.htm>

"Behavior Disorders/ Emotional Disturbances." CEC.Sped.Org/ ERIC Clearinghouse on Disabilities and Gifted Education. 12 Jun. 2007. <http://www.cec.sped.org/ -- News & Issues -- Teaching & Learning Center -- Exceptionality Area -- Behavior>

"Attention Deficit Disorder: What Teachers Need to Know." Division of Innovation and Development Office of Special Education Programs Office of Special Education and Rehabilitative Services. 12 Jun. 2007. <http://user.cybrzn.com/~kenyonck/add/doe_tch.htm>