...Wellbeing Assessment 1 – Stage 2 The word ‘loss’ can be conveyed through many forms and variations of change. In relation to a 5-year-old child, change plays a vital role with increasing the way in which a child conceptualizes and responds to forms of loss. This is based on their developmental factors. The development of a child is endured by their “growth and change that makes an individual better adapted to the environment, by enhancing the individual’s ability to engage in, understand, and experience more complex behavior, thinking and emotions.” (Ailish Gill, 2012, p.166). In addition, these developments are associated with theories such as Piaget and Eriksons, which clarify the stage of cognitive growth (Ailish Gill, 2012, p.191) and psychosocial crisis, involving transitions in important social relationships (Ailish Gill, 2012, p.189). Furthermore, this essay will discuss the fundamental factors of how a 5-year-old conceptualizes and displays developmental factors through their response to loss and how the child is influenced from a cognitive and psychosocial perspective, which displays perceptions of their loss and how they cope with the change. According to Ailison Gill (2012) “Cognitive-developmental theory is concerned with what goes on in people’s minds: how they learn, reason, solve problems, understand language, explain themselves and experiences and beliefs.” (p.191) Piaget theory addresses cognitive-developmental theory by identifying four stages of growth...
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...The human lifespan, life factors and events. P1 describe physical, intellectual emotional and social development for each of life stages of an individual. Aretha Louise Franklin biography: Aretha was born march 25 1942 in Memphis, she was a fourth of five children of a Baptist preacher and gospel singer. Franklin parent separated when she was six and four year later her mother died to a heart attack. Aretha musical gift start at the early age, at the age of 14 years old she record some of her first track at the church, she also performed in front of her father congregation church. Life on the road exposed franklin to adult behaviours and at the age of 15 she became a mother, her second child followed two years later. Few years later Aretha returned to performing in 1979 the same year, her father was hospitalized after a burglary attempt in his home left him in a coma as her popularity waned and her father's health declined. 1985, Aretha released a smash-hit album the record became Aretha's biggest-selling album yet. Her follow-up album, 1986 also went gold the next year, Franklin became the first woman ever been awarded with an honour in the music industries. The same year, the University of Detroit credited her with an honorary doctorate. In 1993, she was invited to sing at the inauguration of bill Clinton, and in 1994 Franklin was given a lifetime achievement award. Over the next few years, she became the subject of multiple documentaries and tributes. She was tapped to...
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...Child Abuse and Its Effects on the Child’s Ability to Form Attachments The moment that a child is conceived begins a lifelong journey of attachment. Studies have shown that embryos begin bonding in the womb when they feel movement, hear voices, and through the stimulation of smell and taste. This attachment with a caregiver grows even stronger when the child is born and as they move into childhood develops further into other relationships. The intensity associated with the importance of this development is best described by Perry (2001), “The most important property of humankind is the capacity to form and maintain relationships. These relationships are absolutely necessary for any of us to survive, learn, work, love and procreate” (p. 1). That is, as long as the proper environment and development is exposed to the child. Exposure to constant distress or inflicted abuse and/or neglect to a child can result in reactive attachment disorder, along with many other socioemotional problems and disorders. This will affect all relationships, as well as their ability to accomplish goals and lead a directed, goal-oriented life. When and if others intervene within the abusive situation, will determine how the child will deal with an attachment disorder. If intervention does not occur, attachment disorders associated with abuse and/or neglect can lead to violence in children and adults. There are ways to help children cope with this disorder, but it will become a struggle they will have...
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...Autism is a developmental disorder that appears in the first 3 years of life, and affects the brain's normal development of social, communication skills, and restricted and repetitive behavior. It affects the processing and organization of information to the brain. But this is only one of the recognized disorders in the autism spectrum, the other two are Asperger syndrome, and pervasive developmental disorder. Autism has a strong genetic basis, and in rare cases, is strongly associated with agents that cause birth defects. Parents usually notice signs in the first two years of their child's life. The signs usually develop gradually, but some autistic children first develop more normally and then regress. Early behavioral or cognitive intervention can help autistic children gain self-care, social, and communication skills. Although there is no known cure, there have been reported cases of children who recovered. Not many children with autism live independently after reaching adulthood, though some become successful. An autistic culture has developed, with some individuals seeking a cure and others believing autism should be accepted as a difference and not treated as a disorder. Social deficits distinguish autism and the related autism spectrum disorders from other developmental disorders. People with autism have social impairments and often lack the intuition about others that many people take for granted. Some unusual social development becomes noticeable in early childhood...
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...What is Autism Spectrum Disorder? Michelle Murphy Adelphi University Abstract Autism spectrum disorder is the most rapidly growing developmental disorder in the United States, affecting 1 in every 88 children (Autism Speaks, 2012). The 1930s brought about the discovery of this disorder by Dr. Leo Kanner when he studied eleven children who possessed similar qualities that did not coincide with any known psychological disorders. Since Dr. Kanner’s initial research with Autism, many signs that he observed in the children he studied began to be noticed in many more children. The most common sign of Autism is an individual’s inability to communicate and express him or herself in the correct way. Furthermore, a lack of social skills, inability to speak, emotionless attitude, and obsessive behavior when performing certain tasks are common qualities seen amongst people with Autism (Wing, 2001.) These signs vary depending on the type of Autism the individual is diagnosed with. Autism is organized into five subcategories: Asperger’s Syndrome, Childhood Disintegrative Disorder, Classic Autism, Pervasive Developmental Disorder, and Rett’s Syndrome ("Autism community- Autism," 2010). Each of these subcategories help psychologists and researchers to better understand the form of Autism they are dealing with, and as a result provide more effective treatment methods in accordance with the individual’s diagnosis. Although a variety of treatment methods have been established to aid people...
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...Autism Autism is the most common condition in a list of developmental disorders known as the autism spectrum disorders (ASDs). People with autism may display impaired social interaction, problems with verbal and nonberbal communication, and unusual, repetitive, or severely limited activities and interests ("What is autism," 2011). As of today there is no official cure for autism but through education and training of parents most can have some sort of productive life. The word “autism” has been used for about 100 years comes from the Greek word “autos” meaning “self” (Nickolson, 2008). The term describes conditions in which a person is removed from social interaction or other words an “isolated self”. In 1911, Eugen Bleuler, a Swiss psychiatrist, was the first person to use the term autism. Austic children at one time thought or classified as schizophrenic as it was thought to be a behavioral issue. There are many key dates in the history of autism since 1911 and some more important than others. Here is a list of some of the important dates in the history of autism: * 1944 - Austrian pediatrician Hans Asperger publishes his work on autistic symptoms, Autistic Psychopathy in Childhood. * 1964 - American psychologist Bernard Rimland writes in Infantile Autism: The Syndrom and Its Implications For a Neural Theory of Behavior that autism is a biological disorder. * 1967 - Bernard Rimland founds the Autism Research Institute ARI in San Diego. Bruno Bettelheim...
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...very resilient but they need parental help to recover from a divorce. The court relies on what the parents are telling them as much as the other professionals and behavioral analysis examiners that have been assigned to the cases. While some parents do not mind this intrusion in to their lives, children feel as if things are not safe or stable. Parents will start to play “tug-of-war” with the children stuck in the middle. Parents who do not settle disputes over custody without the courts help will risk everyone especially the child being hurt. Courts will normally side for what has been the normal stable situation for the child, if there has not been abuse in the home. Parents who are taking the battles for custody of children to the court system should be aware if the court perceives the parents could have settled before asking the court to intervene, then the Court will make the decision for the parents based on the “best interests of the child”, which will not be in agreement with what the either parent believes or wants for their children. In the judicial system, unless there is proven abuse, there are no quick decisions. One reason there are not quick decisions is a...
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...Assessment of the child: Functional Health Pattern Analysis Worksheet Cristian Zambrana Grand Canyon University: NRS-434V August 8, 2014 Children’s Functional Health Pattern Assessment Functional Health Pattern Assessment (FHP) | Toddler Erickson’s Developmental Stage: Autonomy vs. Shame/Doubt (Edelman & Mandle, 2010) | Preschool-Aged Erickson’s Developmental Stage: Initiative vs. Guilt (Edelman & Mandle, 2010) | School-Aged Erickson’s Developmental Stage: Industry vs. Inferiority. (Edelman & Mandle, 2010) | Pattern of Health Perception and Health Management: List two normal assessment findings that would be characteristic for each age group. List two potential problems that a nurse may discover in an assessment of each age group. | When a toddler feels bad they say they are sick. Health management is dependent on caregivers. Brushing teeth and washing hands are basic health promotional activities that a toddler can perform at direction of parent. | Preschoolers can verbalize pain. Preschoolers are curious about body their own bodies and its functions Preschoolers have an accurate perception of the external parts of their own bodies. Preschoolers view the internal part of body as hollow. | School-age children are aware of how their own body functions and when it is ailing School-aged children have an abstract understanding of the definition of health and factors causing illness and recognize...
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...SCaring for Kids After Trauma, Disaster and Death: A GUIDE FOR PARENTS AND PROFESSIONALS SECOND EDITION The New York University Child Study Center is dedicated to the understanding, prevention and treatment of child and adolescent mental health problems. The Center offers expert psychiatric services for and intervention. The Center’s mission is to bridge training supported by the resources of the worldclass New York University School of Medicine. children and families with emphasis on early diagnosis the gap between science and practice, integrating the finest research with patient care and state-of-the-art For more information, visit www.AboutOurKids.org. Changing the Face of Child Mental Health Caring for Kids After Trauma, Disaster and Death: A GUIDE FOR PARENTS AND PROFESSIONALS SECOND EDITION DEVELOPED BY: The faculty and staff of the New York University Child Study Center Harold S. Koplewicz, M.D., Director & Founder Marylene Cloitre, Ph.D., Director of the Institute for Trauma and Stress REVISED SEPTEMBER 2006 under the direction of Joel McClough, Ph.D., Director of the Families Forward Program, Institute for Trauma and Stress by Anita Gurian, Ph.D. Dimitra Kamboukos, Ph.D. Eva Levine, Ph.D. Michelle Pearlman, Ph.D. Ronny Wasser, B.A. Permission is granted for reproduction of this document by parents and professionals © 2006 1 C A R I N G F O R K I D S A F T E R T R A U M A , D I S A S T E R A N D D E A T H ...
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...Saint Gabriel Academy Araneta Avenue Corner Road, Caloocan City Highschool Department “Fourth Year students’ performance in relation to their family issues” In partial fulfilment of the requirements in English IV Submitted to: Ms. Jhazmyn Reyes English Teacher Submitted by: VIRAY, Patricia Rose A. IV – Saint Augustine February 21, 2012 ACKNOWLEDGEMENT I would like to express my deepest gratitude for the fourth year students who serve as the respondent of my surveying to fulfil this study. Despite their busy schedule, they manage to answer my questionnaire properly and relevantly. Because of them, I can think of more realization with the help of their own personal opinion and experiences. Also with their help my study would be relevant because it is based on their real-life experiences. I would also like to thank Ms. Jhazmyn Reyes, my English teacher, for making me do this study because of this experience doing a thesis, it would be a big help for me when I get to college and do another thesis a my requirement. Thank you, for the time you spend to teach me how I will do this step-by-step and for the patience and effort you have exerted every time I will ask questions. To my family, for supporting me in everything I do as long it is in favour of the Almighty God, for being my strength and inspiration, and for teaching me what is wrong from right. God blessed me with a good family so I can be a good person and be a responsible steward of God. ABSTRACT ...
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...Experts say that intervention services given early to children with special needs starting from ages 0 to eight years old result to long-term benefits thus minimizing the need for special education and other related services. Among these EI services are therapies (speech, physical, occupational), special education and others. "There are also the humanistic and pragmatic rationales for EI, and the biological fact that the human brain?s plasticity allows it to develop when stimulations are provided,?? revealed Dr. Mark Reysio Cruz III, a developmental and behavioral pediatrician whose work involves children with special needs. Dr. Reysio-Cruz along with Mrs. Susana Gosalvez-Pe, a parent of three children with Attention Deficit and Hyperactivity Disorder (ADHD) recently shared their expertise and experience with early intervention, detection and assessment in special education at a symposium. Titled ??Phases to Face: Detection, Assessment and Intervention," the symposium was organized by the master?s in special education class of Dr. Lilia S. Bautista in De La Salle University (DLSU) which aimed to present varying viewpoints in dealing with children with special needs, particularly those with ADHD. "There are certain truths in early intervention that parents and educators need to know. For instance, the saying ?the earlier, the better.? Studies show that there are about five to 10 points advantage in IQ, proving a greater intellectual achievement in those given early intervention...
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...AM user-f469 /Volumes/201/MHSF210/pap32045_disk1of1/pap32045_pagefiles A Child’s World: How We Discover It There is one thing even more vital to science than intelligent methods; and that is,the sincere desire to find out the truth, whatever it may be. —Charles Sanders Peirce, Collected Papers, vol. 5 Did You Know . . . Basic Theoretical Issues Issue 1: Is Development Active or Reactive? Issue 2: Is Development Continuous or Discontinuous? Theoretical Perspectives * Theories are never “set in stone”; they are always open to change as a result of new findings? * Children shape their world as it shapes them? * Cross-cultural research enables us to determine which aspects of development are universal and which are culturally influenced? * An experiment is the most definitive way to demonstrate that one event causes another? * The results of laboratory experiments may be less applicable to real life than experiments carried out in a home, school, or public setting? These are just a few of the interesting and important topics we will cover in this chapter. Here, we present an overview both of major theories of human development and of research methods used to study it. In the first part of the chapter, we explore major issues and theoretical perspectives that underlie much research in child development. In the remainder of the chapter, we look at how researchers gather and assess information so that, as you read further in this book, you will...
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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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...learning as well as those whose performance is so superior that modifications in curriculum and instruction are necessary to help them fulfill their potential. Thus, exceptional children is an inclusive term that refers to children with learning and/or behavior problems, children with physical disabilities or sensory impairments, and children who are intellectually gifted or have a special talent. Although the terms impairment, disability, and handicap are sometimes used interchangeably, they are not synonymous. Impairment refers to the loss or reduced function of a particular body part or organ (e.g., a missing limb). A disability exists when an impairment limits a person’s ability to perform certain tasks (e.g., walk, see, add a row of numbers) in the same way that most persons do. A person with a disability is not handicapped, however, unless the disability leads to educational, personal, social, vocational, or other problems. For example, if a child who has lost a leg...
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...ISSUE BRIEF November 2009 Understanding the Effects of Maltreatment on Brain Development What’s Inside: • How the Brain Develops This issue brief provides basic information on brain development and the effects of abuse and neglect on that development. The information is designed to help professionals understand the emotional, mental, and behavioral impact of early abuse and neglect in children who come to the attention of the child welfare system. • Effects of Maltreatment on Brain Development • Implications for Practice and Policy • Summary U.S. Department of Health and Human Services Administration for Children and Families Administration on Children, Youth and Families Children’s Bureau Child Welfare Information Gateway Children’s Bureau/ACYF 1250 Maryland Avenue, SW Eighth Floor Washington, DC 20024 800.394.3366 Email: info@childwelfare.gov www.childwelfare.gov Understanding the Effects of Maltreatment on Brain Development www.childwelfare.gov In recent years, there has been a surge of research into early brain development. New technologies, such as neuroimaging (e.g., magnetic resonance imaging or MRI), provide increased insight into how the brain develops and how early experiences affect that development. One area that has been receiving increasing research attention involves the effects of abuse and neglect on the developing brain, especially during infancy and early childhood. Much of this research is providing biological explanations for what practitioners...
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