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Child development (Part II)

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Child development (Part II) Child development (Part II) Presentation Transcript

  • Child Development
    By CEDeN
    Date: 14th & 28th November, 2010
    Time: 10:30a.m-12:00a.m
    Venue: Room 4, British Council
  • Review of the previous term
    What did we learn at the last term?????
  • Cont: Review
    Definition of Child Development
    *biological and psychological changes that occur in human beings between birth and end of adolescence*
    View slide
  • Cont: Review
    Three Major Issues in Developmental Psychology
    Nature vs. Nurture
    Early Experiences vs. late experiences
    Continuity vs. discontinuity
    View slide
  • Cont: Review
    5 Aspects of Child Development
    • Physical Growth
    • Motor Development
    • Cognitive/Intellectual Development
    • Social-emotional Development
    • Language
  • Cont: Review
    Temperament and Child’s Personality
    Personality: complex of all attributes—behavioral, temperamental, emotional & mental—that characterize a unique individual
    Temperament: a set of in-born traits that organize the child’s approach to the world
  • Cont: Review
    The 9 Temperament Traits
    1. Activity Level
    2. Distractibility
    3. Intensity
    4. Regularity
    5. Sensory Threshold
    6. Approach /Withdrawal
    7. Adaptability
    8. Persistence
    9. Mood
  • The END
  • Today ???????????????????
  • Pre-test
  • Birth Order
    Break Out Groups
    • Does birth order matter?
    • What are the differences between siblings based on birth?
  • Birth Order
    Typical Characteristics
  • Only Child
    • Spoiled
    • Feels incomplete
    • May feel special
    • Self-centered
    • Relies on service from others
    • Feels unfairly treated when doesn’t get own way
    • May refuse to cooperate
    • Plays “divide and conquer” to get own way
  • First Child
    • Used to being center of attention
    • Believes must gain and hold superiority
    • May respond to second child by feeling unloved
    • Strives to keep parents’ attention, if failed, misbehave
    • May development competent, responsible or discouraged
    • Strives to protect and help others
    • Strives to please
  • Second Child
    • Never has parents’ undivided attention
    • Always has sibling ahead who’s more advanced
    • If 1st child is good, 2nd may become bad.
    • May be rebel
    • Often doesn’t like position
    • Feel squeezed if 3rd child is born
    • May push down other siblings
  • Middle Child of Three
    • Has neither rights of oldest nor privileges of youngest
    • Feels life is unfair
    • Feels unloved
    • Feels doesn't have place in family
    • Becomes discouraged and problem child
    • Is adaptable
    • Learns to deal with both oldest and youngest sibling
  • Youngest Child
    • Behaves like only child
    • Feels everyone more capable
    • Expects others to do things
    • Feels smallest and weakest
    • Becomes boss of family in getting service
    • Develops feelings of inferiority
    • Remains “the baby”
    • If youngest of three, allies with oldest against middle child
  • Group Discussion
    WHAT IS SIMILAR/ WHAT IS DIFFERENT IN YOUR CULTURE ABOUT BIRTH ORDER?
  • PARENTING
    the process of promoting and supporting the physical, emotional, social, and intellectual development of a child from infancy to adulthood.
    the activity of raising a child rather than the biological relationship.
  • Parenting Strategies For Very Intense Children
    Provide activities such as warm bath, massage, water play, stories.
    Recognize signal that intensity is rising.
    Help child learn to recognize signal that intensity is rising.
    Use humor to diffuse intensity.
    Teach child to use time-out to calm self-down.
    Avoid reacting intensely to his/her behavior.  Give calm, clear, brief feedback.
  • Parenting Strategies for Slow-to-Adapt Children
    Establish clear routines.
    Prepare child by discussing plans for the day when routine changes.
    Prepare child for transitions.
    Give warnings a few minutes before transition from one activity to next occurs.
    Allow time for closure of one activity before going on to next.
    Stay aware of number of transitions required, and keep transitions to minimum if possible.
  • Anxiety Disorders in Children and Adolescents
    Depression
    • Frequent sadness, tearful, crying
    • Increased anger
    • Decreased interest in once-favorite activitiessi
    • Low energy
    • Frequent complaints of physical illness
    • Social isolation
    • Changes in sleep habits
  • Anxiety Disorders in Children and Adolescents
    Risk of Suicide
    Outcome of depression. When a teenager talks about it, the risk is real. Children should understand that if a sibling or friend discusses suicide, it should be called to the attention of an adult. A suicidal gesture should not be viewed as attention getting, but as cry for help.
  • Anxiety Disorders in Children and Adolescents
    Generalized Anxiety Disorder
    Those who with this experience extreme, unrealistic worry that does not seem to be related. They are very self-conscious, feel tense, have a strong need for reassurance and complain about stomachaches or discomforts that don’t appear to have physical basis.
  • Anxiety Disorders in Children and Adolescents
    Phobias
    • Unrealistic & excessive fear of situation
    • Eg. Center on animals, storms, water
    • They are terrified of being judged harshly.
    • Young people with phobias avoid the situation
  • Anxiety Disorders in Children and Adolescents
    Panic Disorder
    • Is marked by repeated panic attack
    • Periods of intense fear
    • Pounding heartbeat, sweating, dizziness, nausea
    • Avoid any situation that seems to bring a panic
    • Child: not want to go to school
    • Be separated from parents
  • Anxiety Disorders in Children and Adolescents
    Obsessive-compulsive Disorder
    • Child with this trapped in a reparative thoughts and behaviors.
    • They may agree that they are senseless and distressing.
    • Very hard to stop.
    • Repeated hand washing, counting, arranging and rearranging.
  • Anxiety Disorders in Children and Adolescents
    Post-Traumatic Stress Disorder
    • Can develop after experiencing very stressful event.
    • Such as physical or sexual abuse, being a secondary victim, being caught in disaster.
    • Experience the event again and again in strong memories, flashbacks.
    • Try to avoid anything associated with trauma.
    • Overreact, have difficulty sleeping
  • Impact of Trauma on the Child
    Your world has changed.
    How are you handling it?
    “Reflection for us”
  • Impact of Trauma on the Child
    1. The first step in taking care of your child is taking care of yourself.
    2. Stay connected. Keep in touch with family and friends. Share your feelings, fears and concerns.
    Maintain your daily routine as best you can.
    Eg. Turn off TV & radio if they are making you anxious
  • Contd:
    3. Tune into yourself.
    Stress is a normal part of everyday life.
    4. Helping your child cope.
    The primary role of parents is to protect children.
    5. Do things together that feel good.
    Eg. Laugh and be silly together.
  • Any questions????????????????????????
  • RECAP
    What did we learn ?
  • Post-test
  • The END: We ALL are awarding!