...Adolescent Cognitive Development After Trauma Raquel A. Figueroa Liberty University COUN 620-B02 Abstract In a generation of hopelessness, adolescents seek a purpose for their existence. They seek refugee from violence, abuse and maltreatment. The overwhelming pressure opens the door for instant gratification in drugs, alcohol, sexual activity, and fail to make appropriate adjustments in compromising circumstances. There is a correlation between traumatic experiences and adolescent cognitive development. A traumatic experience can alter an adolescent’s neural system and adversely affect the latter stages of brain development. Working with survivors of traumatic events requires an understanding of maladaptive behaviors, reactions and coping skills. Behavioral patterns emerge and become part of an adolescent’s personality. This paper will highlight the impact of traumatic experiences on adolescent cognitive development and their ability to foster an intrinsic knowledge of self. Maltreatment of adolescents has reached epidemic proportions within the United States. According to Bright (2008), “One in four children/adolescents experience at least one traumatic event before age 16” (p. 11). A study commissioned by Finkelhor, Ormrod, & Turner (2005) concluded the exposure to “physical abuse, sexual abuse, witnessing domestic violence, community violence, and natural disasters is a common occurrence among children in the U.S.” (p. 314). Reports of...
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...due to the fact that an adolescent’s brain is not done developing until they are around the age of twenty five. That is why some diseases like Bipolar Disorder are not diagnosed until the age of twenty one. This is an important factor because over three percent of American Children are diagnosed with bipolar disorder every year. That is approximately two million children under the age of eighteen living with this disorder. The rate of which children are being diagnosed with mental disorders has skyrocketed. The majority of these diagnoses are actually not the right treatment...
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... ii. How do children in this stage differ from concrete operations? 2. Information Processing Theory a. How does this theory view cognitive development? What do these theorists focus on? b. What is metacognition and why is it useful/important? c. How do memory strategies develop with age? What types of strategies do children use? 3. Types of intelligence a. Gardner’s Theory of Multiple Intelligences (9 types) b. Other non-traditional aspects of intelligence (i.e. emotional intelligence) c. IQ—what is it? How is it traditionally measured? Why is it a useful measure? i. How does heredity and environment affect IQ? d. Horizon video on multiple intelligences as examples of the above…. 4. Academic Skills a. What are the components of skilled reading? b. As children develop how do their writing skills improve? Key words: Mental operations Conservation tasks Deductive reasoning Metacognition Organization Elaboration Metamemory Intelligence quotient (IQ) Emotional Intelligence Analytic Intelligence Creative Ability Practical Ability Phonological awareness knowledge-telling strategy knowledge-transforming strategy CHAPTER 7: Socioemotional development in middle childhood and adolescence 1. Family Relationships a. What is a family? What changes have occurred in how family is defined? b. How does a family systems...
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...is a particularly important period during the life cycle, except: A. adolescence is the time when erotic feelings first emerge. B. puberty brings on physical changes that allow for sexual reproduction. C. cognitive changes in adolescence have a major impact on sexuality. D. it is not until adolescence that sexual activity begins to take on the social meaning it will continue to have throughout adulthood. Answer: A 2. Sex play that is innocuous during childhood is no longer innocuous during adolescence because: A. children report erotic feelings before puberty. B. the hormonal changes of puberty result in an increased sex drive in adolescence. C. children are not capable of kissing, petting, masturbating, or sexual intercourse before puberty. D. with puberty, pregnancy becomes a serious possibility. Answer: D 3. Which of the following is not considered an aspect of positive sexual development that adolescents face? A. becoming comfortable with one’s maturing body B. reconciling feelings of sexual arousal with one’s religious beliefs C. feeling comfortable in choosing to engage or not to engage in sexual activity D. understanding and practicing safe sex Answer: B 4. “Sexual socialization” refers to: A. a person’s sexual orientation. B. a person’s social skills in sexual relationships. C. the way in which an individual is educated about sexuality. D. the degree to which an individual is comfortable with his or her sexuality. Answer: C 5. On...
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...Phenomenon of risky behavior: NSSI •Health behavior models and theories for understanding risky behavior Human behavior is complex and describing and predicting it continues to be a challenge in social science. Social influence, such as drugs, family, peers, media, has a great impact on development of negative behavior that would require intervention or prevention to make changes in health and behavioral habits by examining the behaviors of findings based on current research and theories /models of behavioral change. Per Heilbron et al. (2008) many current research focused on prevalent and risky group of self –harm behaviors that are growing mostly due to social, peer influence engaging in NSSI. Nonsuicidal self-injury (NSSI) is one of prevalent health behavior risks in pre-adolescence and adolescence, and many fields have offered theories and models that can be important applications for research on peer influence and change of behavior in NSSI groups for behavioral change (Heilbron et al. 2008). Behavioral theories of peer influence are one application to determine NSSI based on Social Cognitive Theory (SCT, originally social learning theory) (Ragin, 2011). Social cognitive theory (SCT) is the psychological model of behavior developed by the work of Albert Bandura (1977; 1986). SCT (Ragin (2011) suggests that cognitive processes are serious to the acquisition and regulation of behaviors, and individuals learn through modeling, direct operant reinforcement with methods...
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...Parental influence in sexual decisions of teens and adolescents. Parents can be one of the strongest influences in an adolescents’ life. Studies have shown that higher levels of parental involvement in their child’s life are linked with lower levels of delinquency, violent behavior, high school dropout and drug abuse as well as with higher levels of educational attainment (Moore & Zaff, 2002). For this study, we will look specifically at parental influence to reduce adolescent/teens decision to become sexually active at an early age. There are many reasons why this topic warrants deeper research. Early adolescent sexual experience is said to be lined with various risky behaviors, including unwanted pregnancies and sexually transmitted diseases (Kirby et. al, 2005, Ryan et. al, 2008). With huge emphasis placed on the role parents have in their children’s’ lives, it is conceivable that their impact can play a role in deferring teens/adolescents from engaging in sexual activities thus lessening the dangers that surround sexual promiscuity. It is also extremely critical to understand if parental involvement has a connection with the timing of a teen/adolescents initial sexual encounter. Child Trends analyzed the most recent data published from the National Longitudinal Survey of Youth (1997). This cohort study attempted to investigate how parenting practices that happen before their adolescent/teen become sexually interested and active will affect their decision...
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...Unit 4: Development through the life stages Unit 4: Development through the life stages Name: Fatimah Al_Asadi Teacher name: Ms John What is this unit about? This unit enables learners to gain understanding of the different life stages and how people grow and develop. It requires learners to reflect on the importance of a variety of factors and major life events on the development of individuals, and to consider the nature-nurture debate. This unit will also allow learners to gain an insight into the aging process and to understand both positive and negative perspectives of ageing. Learning outcomes: * Understand human growth and development through the life stages. * Understand how life factors and events may influence the development of the individual. * Understand physical changes and psychological perspectives in relation to ageing. P1: Describe the physical, intellectual, emotional and social development through the life stages. The main life stages of human development are: * Conception * Pregnancy and birth. * Infancy * Childhood * Adolescence * Adulthood * Later adulthood. The holistic development of an individual involves them developing physically, intellectually, emotionally and socially. All humans go through the following things: * Growth: an increase in some measured quantity, such as height or weight. * Development: complex changes including an increase in skills...
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.........................................…...5. Symptoms………………………………………………………………………………….…6. Diagnosis….…………………………………………………………………………………. 7. Treatment……………………………………………………………………………………..7. Epidemiology of Depression in Youth……………………………………………………….9. Contextualised issues pertaining to Depression in Adolescence……………………………10. The impact of Culture on Adolescent Depression…………………………………………...10. Abnormal behaviours associated with Adolescent Depression….…………………………..11. Conclusion…………………………………………………………………………………...11. References…………………………………………………………………………………...12. DEPRESSION IN ADOLESCENTS 3. This research paper will address depression in adolescents. Depression is often labelled as ‘the sickness of our time’ due to its prolific nature. Some of the causes, symptoms, diagnosis and treatment of depression in adolescents as well as the contextualised issues, cultural implications and other abnormal behaviour associated with the disorder will be discussed. DEPRESSION IN ADOLESCENTS 4. Background of Depression in Adolescence Adolescence is the period of transition from childhood to adulthood, a stage of major growth and development in which significant physiological, cognitive, psychological and behavioural changes take place. Understandably then, adolescence is a time of excitement and of anxiety; of happiness and of troubles; of discovery and of bewilderment; and of breaks with the past and yet of links with the future (Schmied & Tully, 2009). ...
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...The argument for smoking prevention among adolescents is based on the observation that, if smoking does not start during adolescence, it is unlikely ever to occur and on data indicating that the probability of cessation among adults is inversely related to age at initiation. Even infrequent experimental smoking in adolescence significantly increases the risk of adult smoking. Once smoking has begun, cessation is difficult and smoking is likely to be a long-term addiction. For example, it has been estimated that the median cessation age, for those born from 1975 through 1979 who begin smoking in adolescence, is 33 years for men and 37 years for women. Based on a median initiation age of 16 to 17 years, the predicted duration of smoking is 16 and 20 years for 50% of the males and females respectively. Prevention of the onset of adolescent smoking is thus an essential component of efforts to reduce the overall prevalence of smoking and its attendant morbidity and mortality. Although there are educational programmes available with demonstrated effectiveness in reducing the prevalence of adolescent smoking over the short term, the longer term evaluations are not as encouraging. The differences in smoking levels between treated and control groups appear to dissipate over time, and disappear completely after six years. Further evaluations of these educational efforts are warranted, with consideration given to methodological problems inherent in such studies (such as potential bias resulting...
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...Even the student that seems most at ease with their new lifestyle will often confess to moments of missing their familiar high school friends, family and other comforts of home. A study by UCLA reports that more than 25-30 percent of college freshmen say they feel overwhelmed most of the time in the beginning stages of college. Some students, however, find themselves feeling much more than simply overwhelmed. 2006 college seniors surveyed, the numbers has increased 50% since the 1970s. Unthinking depression has its peak in females between the ages of 18-40, and for males between 21-40, emphasize that depression occurs at all ages. The difference between adult and childhood pictures of depression have been attributed to an inability of the child to verbalized his or her affective state incomplete superego development, and absence of consistent self-representation. How Depression Affects In College Students More than 18 million adults, almost a tenth of the United States population above the age of 17-23, have been found to demonstrate symptoms of a depressive disorder each year (Rosack, July 8, 2010) Depression is defined as a state of intense sadness or despair that has progressed to a level that is troublesome to an individual's social functioning and the basic activities of daily living. Many people understand the feelings associated with depression as "lacking motivation to get through the day" or "feeling sad and lonely for no obvious reason." Common feelings of depression...
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...Final Final As we look at the juvenile justice system today, it is very different from what it once was. Juveniles today have more access to technology and other forms of electronic gadgets that have allowed them to become delinquents. Many more juveniles are committing the same type of crimes as before, but within gangs or with other juveniles. So instead of giving the juvenile some type of a “slap” on the wrist punishment that many have not learned from, the evidence has shown new ways of reinforcement approaches have worked. There are ways of dealing with young offenders that are more effective and less costly than prosecuting them as adults and imposing harsh sentences. With the "get tough" reforms from different states and legislation, many juveniles have spent a historic time in adult prisons. Now, widespread legislations are attempting to change the requirements for transferring young offenders from juvenile courts to adult criminal courts, where mandatory minimum sentences and other factors make incarceration more likely. Although many criminal juvenile courts dismiss and overlook the fact that these are juveniles, regardless of the crime committed, youth are not similar to adults in ways important to determining responsibility, such as having an under-developed ability to understand the consequences of their actions. Many juveniles are overlooked at the disabilities they may have, such as ADHD, slow learning abilities or other mental setbacks. ...
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...Abstract Drug abuse is a growing problem in the world today. Past studies have been conducted in efforts to recognize similar patterns in addicts’ lives that may have contributed to their behavior. The emerging results from this research suggested that it was due to several maltreatments occurring during the addicted individual’s adolescent years that were behind their early drug use. It is during the critical years of adolescence, when the brains of young adults are still developing, that the youth of today are most susceptible to a number of issues that can lead towards drug addiction, such as problems at home, abuse, and peer-pressure. Exploring these adversities will help shed some light on why adolescents make the decision to use drugs. This paper will address what influences drug use and how this knowledge can help treat addiction. Issues surrounding why addicts began drug use and how this information could be beneficial in treating substance abuse in the future will be explored. . Understanding Early Drug Use and Its Implications on Future Drug Abuse Treatment Addiction has been defined as a “misguided attempt at self-repair” (du Plessis, 2012 para. 53). But who is in danger of becoming addicted or may be feeling the need of some “self-repairing? During a 2013 testing of the Substance Use Risk Profile Scale (SURPS), a tool to assess certain personalities found often in substance abusers, it was found that adolescents were at high-risk for substance abuse (Castellanos-Ryan...
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...RESEARCH ON ADOLESCENT DRUG ABUSE NIH GUIDE, Volume 25, Number 37, November 1, 1996 PA NUMBER: PA-97-005 P.T. 34, AA Keywords: Drugs/Drug Abuse National Institute on Drug Abuse PURPOSE The National Institute on Drug Abuse (NIDA) is firmly committed to support of research in the area of adolescent drug abuse. The purpose of this program announcement (PA) is to encourage further investigations in this area, particularly with regard to gaps in current knowledge. HEALTHY PEOPLE 2000 The Public Health Service (PHS) is committed to achieving the health promotion and disease prevention objectives of "Healthy People 2000," a PHS-led national activity for setting priority areas. This PA, Research on Adolescent Drug Abuse, is related to the priority area of alcohol and other drugs. Potential applicants may obtain a copy of "Healthy People 2000" (Full Report: Stock No. 017-001-00474-0 or Summary Report: Stock No. 017-001-00473-1) through the Superintendent of Documents, Government Printing Office, Washington, DC 20402-9325 (telephone 202-512-1800). ELIGIBILITY REQUIREMENTS Applications...
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...production designers (that were never credited) and Cedric Gibbons as the art director. (IMDb, n.d) This movie is about a young, girl from Kansas named Dorothy Gale played by Judy Garland who dreams of another life. Dorothy lives on her auntie Emily (Clara Blandick) and uncle Henry’s (Charley Grapewin) farm, and has friends named “Hunk (Ray Bolger), Zeke (Bert Lahr) and Hickory (Jack Haley). All of the mentioned friends play a vital roles as The Scarecrow (Ray Bolger), Corporal punishment in today’s world is the deliberate infliction of pain for disciplining a behavior deemed unacceptable. This form on discipline is considered to be used to correct behavior but does it instill aggressive behavior that will lead to domestic violence or even child abuse. This form of punishment is considered to be the most commonly used form of discipline in America today and is currently legal. This type of discipline is not favorable in today’s society and statistics indicate it will lead to future aggression later in life? The official definition of corporal punishment is a form of physical punishment that involves the deliberate infliction of pain as retribution for an offence, or for the purpose of disciplining or reforming a wrongdoer, or to deter attitudes or behavior deemed unacceptable. The term usually refers to methodically striking the offender with the open hand or with an implement whether in judicial, domestic, or educational settings. (Wikipedia, 2014) The basic definition of corporal punishment...
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...# 2011 University of South Africa All rights reserved Printed and published by the University of South Africa Muckleneuk, Pretoria EDPHOD8/1/2012Ã2014 98753223 3B2 Karin-mod Style CONTENTS Learning unit PREFACE SECTION 1 A theoretical framework 1 The pastoral role of the educator in South African public schools: a theoretical framework SECTION 2 Practical examples 2 Understanding cultural diversity in my public school classroom 3 The ABC of building schools for an integrated South African society à diverse people unite 4 Education for human rights and inclusivity 5 Child abuse: an educator's guide for the Senior Phase and FET 6 HIV/AIDS education at school 7 Educators' pastoral role in their schools and communities: an opportunity to care SECTION 3 Crisis and trauma in adolescence 8 Crisis: the theory 9 The crisis intervener and the person in crisis: prevention, prejudice and the intervener 10 Crisis intervention: general models 11 The skills for ensuring a positive relationship and interview between the crisis intervener and the adolescent in crisis SECTION 4 The religious world of the learner 12 Understanding religious diversity in my school 186 122 136 144 168 16 24 41 57 81 92 Page (iv) 2 EDPHOD8/1/2012±2014 (iii) PREFACE The study material for this module comprises four sections. Section 1: The theoretical framework for the pastoral role of the educator (see learning unit 1) Section 2: Practical examples to illustrate the applied competence of the community...
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