Promoting Dignity: Taking the Destructive D's out of Behavior Disorders.

Abstract

Each year since the passage of PL 94-142 in 1975, about 1 % of the school-age population has been identified as seriously emotionally disturbed and has received special education and related services. Caring, knowledgeable adults who work with these children have had positive influences on their lives. At the same time, however, some adults unknowingly have done a disservice to them. Have the rules and regulations of PL 94-142-which require diagnostic, educational, and support services to children in stress-been implemented by professionals who inadvertently have contributed to a picture of discouragement to the children and their families, as well as school and community members? Have we missed opportunities to develop educational programs that emphasize greatness and show how to attain it? Troubled children rarely are afforded the opportunity to view themselves as valuable and worthy. For a long time they have been the recipients of special services, and "we have inadvertently given them the message that they are in an inferior position" (Curwin, 1993, p. 65). Given this backdrop, it is time we concentrate on positive, successful practices and develop new ones that emphasize courage and dignity, thereby rejecting the destructive "D's." This article describes some common discouraging practices that have been used since the passage of PL 94-142 by teachers, psychologists, administrators, university educators, therapists, and related service personnel, many of whom have otherwise dedicated their careers to supporting and guiding troubled youth. These accounts will be followed by descriptions of ways to modify discouraging practices and increase practices that emphasize the creation of safe classroom climates that are permeated with care and include hope, a precursor to optimism and the engine of change.