A Proposal for The Diagnosis of Emotional Disturbance

Abstract

Although emotional disturbance among children has been acknowledged for over 200 years, services for such children have lagged behind those provided other handicapped groups. This is true even in comparison with recently “discovered” handicaps such as learning disabilities. The author explains this phenomenon in terms of the ambiguity and variety of definitions of emotional disturbance. The underlying reasons for muddled definitions, and their resultant befuddled diagnostic processes, are discussed in terms of 4 factors: (a) the impact of theory, (b) societal diversity, (c) benchmarks for decision making, and (d) instrumentation. It is argued that until we attempt to form operational definitions of the major types of emotional disturbance, we have no choice but to continue to descant about conceptual models that cannot be empirically evaluated. The paper then presents a method for diagnosis that is practicable, functional, and verifiable. It involves the collection of data from the environment via screening devices and from the child via systematic observation schedules. Problems involved in the implementation of the diagnostic process are discussed.

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