Rationale Statement

In every teaching-learning process, not all students acquired one-hundred percent of understanding. There are always students who failed but failure in examination does not imply that they are that dumb to learn. One of the major contributors of it is “Emotional Disturbances (ED)”.
Most students with emotional disturbance have problems with their social behavior, often manifested as less mature or inappropriate social skills. Some students may be particularly aggressive with peers and adults and cause harm when playing or interacting with others. These students act out in class, do not appear to respond appropriately to discipline from teachers and may seem oblivious to class and school rules. Students with behavioral disorders are at higher risk for substance abuse.
Other students may exhibit social behavior similar to that of younger children and act socially immature. Some students may withdraw from others and appear socially isolated. Individuals with selective mutism have the physical ability to talk but nevertheless do not speak in appropriate situations (Brigham & Cole, 1999). All of these emotional or behavioral disorders share the characteristic of an inability to interact appropriately with others, including peers, teachers, siblings, and parents, which negatively affects school performance.
Students with emotional disturbance may also inappropriately attribute their behavioral or social problems to causes outside themselves, saying things such as, “Teachers are out to get me,” or “Other kids always get me into trouble.” By doing this, these students are able to avoid acknowledging or evaluating their own behavior and their own role in behavior problems. It is within this mind that I suggest of creating a steps to meditate an emotional disturbed students.
Statement of the Problem I, the researcher will strive for