Use of Yoga in an Urban School for Children With Emotional Behavioral Disorders

The purpose of this research and the hypothesis of Steiner, Sidhu, Pop, Frenette and Perrin (2012) have a purpose. The objective was to consider using 4 yoga at urban schools to allow students in the 4th and 5th graders with emotional and behavioral disabilities to master coping strategies. Students, teachers, and parents wish to receive yoga training with these students, hope to fit the student's school schedule, and at the same time improve the level of attention to school and home behavior and behavior It helps.

Emotional and behavioral disorders are the most common illness among young people and children. Many adolescents and children suffer from emotional and behavioral obstacles, but few cases have been correctly diagnosed (Epstein, 1998). This is because most of the symptoms of these diseases appear to resemble the child's normal behavior during the developmental and developmental stages. They may not notice the onset of these diseases unless parents and teachers are very enthusiastic about observing their behavior. There are various factors caused by the onset of mental disorders and behavioral disorders. These factors can be divided into family, biological, cultural and school factors. In this article we will analyze these factors in further detail. We will analyze the criteria for identifying these factors and the impact on children with emotional and behavioral disorders.

Emotional and behavioral disorders are considered very common among children. Many children are silent because they can not diagnose their illness quickly. Various factors leading to these diseases have been found to include families, biological, cultural and school factors. These factors affect the child's normal development and limit the child's potential. However, through several interventions, the negative impact of emotional and behavioral disorders is alleviated. These interventions include early medical care of the disease, school development, educational system to satisfy victims of these diseases, and appropriate child development in family and school environment.

Oppositional disability disorder (ODD) is one of the most common emotional and behavioral disorders in children. Epidemiologic data shows that by the age of 16, 23% of children meet the criteria for behavioral disorders, as all parents know. The most common is the opposite disobedient obstacle 11.3%. Direct or hidden contempt about behavior and speech may start at a very young age. Unfortunately, busy parents, families, educators, and mental health professionals often fail to correctly identify, understand and resolve this anger. Failure to identify and resolve such anger has serious consequences for children, parents and families, schools and society