Child Development 011: Chapter14 Power Point Presenation


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This Power Point presentation was generated for a Child Development course that I enrolled in for the Fall 2013 semester at Los Angeles City College. I enrolled in this course to become more educated in the field of work that I am currently involved in.

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Child Development 011: Chapter14 Power Point Presenation

  1. 1. Child Development 011 Section 3113
  2. 2. Divorce, Remarriage, and Stepfamilies  Statistics: Societal changes in modern families  About 250,000 families stressful experience for Divorce is the second-most are “recycled” ¹ every year. families after death. Eachof divorces involve children,affected  2/3 family member involved is and these differently. are often quite young (under 13 years of children Children are more vulnerable than adults age) ² during a separation  Most remarriages occur within two to three years at the end of the first marriage, when children Divorce has longer lasting effects on children thanare adultsstill coping from the pain and loss from that first family. ³
  3. 3. Factors that Contribute to Children’s Adjustment after Divorce      Mental health of parents Quality of parent-child relationships Degree of open anger versus cooperation between parents Age, temperament, and flexibility of child Extent to which parents are willing to have the same routines for the child in each home (From Wallerstein, Lewis, & Blakeslee, 2000)
  4. 4. Working with Children in the Classroom, Parents, and Stepfamilies Children in Classroom • • • • Maintain structured environment Encourage expression of feelings Encourage acceptance Be aware of group reactions Parents • • • • Reassure parents Keep requests light Be aware of legal agreements Know available community resources Stepfamilies • Offer emotional support and information that promotes transition • Be sensitive to family name differences • Attention to language and the message it conveys to children is important
  5. 5. Professionals, Teachers, and Others: Parent Relations Treat Parents as Individuals Focus on the Present and Future Clarify Information • Avoid stereotyping and show respect • Families will appreciate children’s progress and abilities • Main focus of a teacher is to clarify a diagnosis, not comment on Be Hopefully Realistic • Teachers should be as positive as possible, strive for realistic optimism Help Families Let Go • Promote children’s feelings of confidence in new abilities, strengthen their willingness to venture forth on their own Increase Family Involvement • Teachers should invite and welcome families in contributing to the well-being of their children and the other children in the Classroom Know Available Community Resources Help Re-Establish SelfConfidence • Be familiar with all community resources that can support families and others who care for children with disabilities • Assess families who struggle with social and emotional isolation
  6. 6. Working with Parents of Children with Special Needs  What are children with “special needs”?  It is now common for children with special needs to be included in most schools and classrooms IEP – Individualized Educational Plan • intended to help children reach educational goals more easily than they otherwise would; the IEP must be tailored to the individual student's needs IFSP – Individualized Family Service Plan • a plan for special services for the family unit of young children with developmental delays • creates opportunities for learning interventions in everyday routines and activities
  7. 7. Working with Families when Abuse Occurs Gather Information PhysicalDetermine ifDeliberate hurting concern. of injuries on children • there is cause for or inflicting Abuse Document Evidence • Any neglect then document in sexual activities for the Observe patterns of abuse andinvolvement of childrenwhat you see. Sexual Abuse gratification of the offender, including sexual contact and exploitation of children for pornographic purposes Report to Proper Agencies Check local regulations for current laws and the appropriate protective agency to which to report. Emotional Abuse • Acts of omission or commission that result in an absence of a nurturing environment for a child Create an Atmosphere of Trust and Healing Organize healing activities for children to process painful memories and experiences. Neglect • Failure to provide physical, emotional, and social needs that are necessary for healthy growth and Refer Families to Support Groups development Certain agencies offer support in the form of therapy and reparenting education.