Emotional Symptoms of Neurological Disorders in Children

By Scott, Ralph | Mankind Quarterly, Summer 2001 | Go to article overview

Emotional Symptoms of Neurological Disorders in Children

Scott, Ralph, Mankind Quarterly

Research increasingly demonstrates the central role of emotions in neurological or biophysical disorders. Is there any doubt within the scientific community that environmental experiences can change biology - as biology is broadly defined to include the impact of genetics, neurotransmitters, brain structure and function - and that biology can impact behavior? Regrettably, however, in daily delivery of psychological and educational services the interplay of neurological and emotional dynamics often leads to misdiagnosis, then to inappropriate interventions, and eventually to less tangible benefits.

There is ample reason to believe that contemporary psychologists often inappropriately attribute children's adjustment and developmental difficulties primarily to cognitive and emotional factors, and give short shrift to neurological considerations.In this article I wish to focus on five issues and anticipate later discussion concerning these complex matters. First, several case vignettes are reviewed, using masked data: these brief case studies illustrate possible consequences of intervention strategies which solely rely on environmental and curricular intervention and ignore neurological considerations. I then link the two vignettes to epidemiological evidence that the incidence of children's neurological disorders is far higher then generally recognized. Bandura's self-efficacy model is reviewed with respect to the interplay of neurological, cognitive and emotional symptoms. Next I discuss various levels at which neurological factors can impact on emotional symptoms children present and how standardized tests, both aptitude and achievement, constitute some - and I emphasize some - of the most trustworthy and useful assessment arrows in the psychologist's diagnostic quiver for facilitating appropriate matches between a child's abilities, motivations and assigned tasks. Fifth and finally, current opposition to the use of aptitude and other standardized measures is examined in the context of the current drive to mainstream students, and a perplexing question arises: do psychologists and educators shoot themselves in the foot and create obstacles to modulating the impact of neurological disorders by uncritically supporting reform movements aimed at ignoring evidence of human diversity and reducing or even eliminating neuropsychological, projective and, more generally, standardized aptitude and achievement tests?

Probably all of us can recall individual children with whom we have worked and for whom in retrospect we might have facilitated greater self confidence and success, had appropriate attention been given to the interaction of neurological and emotional factors. Not all those memories stem from clinical experience. I vividly recall memories of problems endured by Kenny, a high school classmate in my Wisconsin hometown; he seemed hopelessly incapable of learning. Confused in all academic areas and inclined to prematurely and disruptively cease problem solving, Kenny possessed little self esteem, was noticeably anxious when called upon to recite in class, anticipated failures, bullied classmates, and constructed a self-isolating wall to protect himself from embarrassment. I cannot recall a single classroom incident in which Kenny experienced an opportunity to demonstrate his advanced artistic and visual spatial skills.

Only in recent years did I learn that Kenny's schooling and emotional difficulties were very probably attributable to two primary neurological factors which had gone undetected. First and representing nomothetic considerations, Kenny was left handed and possessed greater competence in right hemispheric than those left hemispheric tasks upon which curricular success is largely dependent. Second, there were ideographic factors: a blue baby at birth, Kenny's early oxygen deprivation probably restricted acquisition of certain language skills which are highly correlated with academic success. The fact that Kenny eventually became a successful businessman, exercising acute skills in visualizing how and where future Wisconsin campsites could be constructed, suggests that he was eventually and independently capable of overcoming hurdles unwittingly erected by well intentioned educators who inordinately focused on standard curricular and largely left hemispheric objectives, while ignoring evidence of markedly stronger right hemispheric skills which have the potential to enable many students to become happy and productive adults. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Cite this article

Cited article

Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited article

Emotional Symptoms of Neurological Disorders in Children


Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    New feature

    It is estimated that 1 in 10 people have dyslexia, and in an effort to make Questia easier to use for those people, we have added a new choice of font to the Reader. That font is called OpenDyslexic, and has been designed to help with some of the symptoms of dyslexia. For more information on this font, please visit OpenDyslexic.org.

    To use OpenDyslexic, choose it from the Typeface list in Font settings.

    OK, got it!

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Author Advanced search


    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.