Discussion Question PHL 1010 150 WORDS
1. Describe an example of a time when you pointed out another person’s mistake. How can you tell whether another person is merely making a mistake or purposely trying to deceive you? What happened in this case? Your explanations should have reasons that support them that use information you learned in this course that apply to this event in your life.
Information Systems Management
Question 6
1. Describe any four rights of users of information systems.
Your response should be at least 200 words in length.
Question 7
1. Explain what is meant by outsourcing. Explain the management advantages of outsourcing.
Your response should be at least 200 words in length.
Discussion Question -150 WORDS
Identify an assignment in this course that had a positive impact on you. How will you be able to apply the skills you learned from it to gain life and/or career success?
Week 3 –Article – Posttraumatic stress in children and adolescents exposed to family violence
Posttraumatic stress in children and adolescents exposed to family violence: I. Overview and issues.
Authors:
Margolin, Gayla, University of Southern California, Los Angeles, CA, US, [email protected]
Vickerman, Katrina A., University of Southern California, Los Angeles, CA, US
Address:
Margolin, Gayla, Department of Psychology, University of Southern California, SGM 930, Los Angeles, CA, US, 90089-1061, [email protected]
Source:
Couple and Family Psychology: Research and Practice, Vol 1(S), Aug, 2011. pp. 63-73.
Publisher:
US : Educational Publishing Foundation
ISSN:
2160-4096 (Print)
2160-410X (Electronic)
Language:
English
Keywords:
child physical abuse, complex trauma, developmental trauma disorder (DTD), domestic violence, posttraumatic stress disorder (PTSD)
Abstract:
Exposure to child physical abuse and parents' domestic violence can subject youth to pervasive traumatic stress and can lead to posttraumatic stress disorder (PTSD). This article presents evolving conceptualizations in the burgeoning field of trauma related to family violence exposure and describes how the often repeating and ongoing nature of family violence exposure can complicate a PTSD diagnosis. In addition, recent literature indicates that children exposed to family violence may experience problems in multiple domains of functioning and may meet criteria for multiple disorders in addition to PTSD. Considerations salient to the recognition of traumatic stress in this population and that inform assessment and treatment planning are presented. (PsycINFO Database Record (c) 2013 APA, all rights reserved) (journal abstract)
Subjects:
*Child Abuse; *Disorders; *Domestic Violence; *Physical Abuse; *Posttraumatic Stress Disorder; Childhood Development; Emotional Trauma
PsycINFO Classification:
Neuroses & Anxiety Disorders (3215)
Population:
Human
Age Group:
Childhood (birth-12 yrs)
Adolescence (13-17 yrs)
Grant Sponsorship:
Sponsor: Eunice Kennedy Shriver National Institute of .
Critical Review of Research Evidence Part 3 FDRobert Cope
This document discusses trauma experienced by children in foster care and the potential for EMDR (eye movement desensitization and reprocessing) therapy to help address it. Children in foster care often experience trauma from being removed from their biological homes as well as potential abuse or neglect. They also face issues from multiple placements and aging out of the system unprepared. EMDR is presented as a promising 8-step therapy that could help youth resolve memories from traumatic experiences. The document examines the scope of problems faced by the foster care population and why addressing trauma is important to help youth as they transition into adulthood.
This document summarizes a presentation on breaking the intergenerational cycle of violence. It discusses how childhood exposure to violence can increase the risk of adult perpetration, and the impact of violence on brain development and mental health. Interventions like trauma-informed care and cognitive behavioral therapy aim to treat trauma and break the cycle. Data is presented on programs in Ohio that serve at-risk youth using evidence-based models like multi-systemic therapy and wraparound services.
Domestic violence psychologically affects victims and families in several ways. It can cause health issues for victims like depression, substance abuse, and chronic illness. Witnessing domestic violence can negatively impact children's development and behavior, lowering IQs and increasing aggression and emotional problems. Exposure to domestic violence has also been linked to intergenerational cycles of abuse, with children of abuse being more likely to become future victims or abusers themselves. Treatment for abusers and support for victims is important to help break these harmful cycles.
The document summarizes research on the implications of child abuse. It describes 10 studies that find child abuse victims often experience mental health issues like PTSD, depression, anxiety and substance abuse. They also face social and behavioral problems including aggression, low self-esteem and feelings of helplessness. The conclusion states that child abuse dramatically affects victims' development and mental well-being for life.
Children and PTSD Diagnostic Criteria for ChildrenPTSD is n.docxmccormicknadine86
Children and PTSD
Diagnostic Criteria for Children
PTSD is not confined to adults. Children also experience PTSD and manifest symptoms that closely parallel those of adults, with the following notable differences.
The 4th edition of the Diagnostic and Statistical Manual for Mental Disorders (DSM-IV) did not have specific criteria for diagnosing PTSD in children, and many of DSM-IV PTSD criteria were not age appropriate for children. As a result, it was difficult (if not impossible) to accurately diagnosis PTSD in children. However, the 5th edition of the Diagnostic and Statistical Manual for Mental Disorders (DSM-5) now includes specific guidelines for diagnosing PTSD in children under the age of 6.
A. Children under the age 6 have been exposed to an event involving real or threatened death, serious injury, or sexual violence in at least one of the following ways:
1. The child directly experiences the event.
2. The child witnessed the event (this does not include events that were seen on the television, in movies, or some other form of media).
3. The child learned about a traumatic event that happened to a caregiver.
B. The presence of at least one of the following intrusive symptoms that are associated with the traumatic event and began after the event occurred:
1. Recurring, spontaneous, and intrusive upset- ting memories of the traumatic event.
2. Recurring and upsetting dreams about the event.
3. Flashbacks or some other dissociative response where the child feels or acts as if the event were happening again.
4. Strong and long-lasting emotional distress after being reminded of the event or after encountering trauma-related cues.
5. Strong physical reactions (e.g., increased heart rate, sweating) to trauma-related remind.
C. The child exhibits at least one of the following avoidance symptoms or changes in his or her thoughts and mood. These symptoms must begin or worsen after the experience of the traumatic event. 1. Avoidance of or the attempted avoidance of activities, places, or reminders that bring up thoughts about the traumatic event. 2. Avoidance of or the attempted avoidance of people, conversations, or interpersonal situa- tions that serve as reminders of the traumatic event. 3. More frequent negative emotional states, such as fear, shame, or sadness. 4. Increased lack of interest in activities that used to be meaningful or pleasurable. 5. Social withdrawal. 6. Long-standing reduction in the expression of positive emotions. D. The child experiences at least one of the below changes in his or her arousal or reactivity, and these changes began or worsened after the trau- matic event: 1. Increased irritable behavior or angry outbursts. This may include extreme temper tantrums. 2. Hypervigilance. 3. Exaggerated startle response. 4. Difficulties concentrating. 5. Problems with sleeping. In addition to the above criteria, these symptoms need to have lasted at least 1 month and result in con- siderable distress or diffi ...
This document discusses promoting a trauma-informed lens when assessing the well-being of children in the child welfare system. It defines trauma and explains how chronic or complex trauma can negatively impact brain development in children. The high rates of trauma experienced by children in the system are also discussed. The document recommends training child welfare staff on trauma-informed practices, conducting trauma assessments, and partnering with trauma-informed service providers to help decrease repeated maltreatment and improve outcomes for children and families in the system.
The document discusses treating childhood abuse. It provides statistics on child abuse in the US and discusses the long-term physical and mental health effects abuse can cause. When treating a patient who experienced childhood abuse, the assistant recommends using a trauma-informed assessment and screening tools to properly evaluate the abuse. Exposure to media and social media may exacerbate mental health conditions like anxiety and depression. For a case of past abuse, the assistant states reporting to child protective services is mandatory to ensure the patient's safety.
Brianna is a 12 year old, African-American child. Client was sexually and physically abused by her father beginning at age 8 until 11. She has been locked in the closet multiple times and sometimes without food and water. This client has also witnessed her father physically abuse her mother and her younger brother on numerous occasions. Brianna has been diagnosed with Post Traumatic Stress Disorder and Depression. Client often has negative feelings about herself, isolates herself from others, does not trust many people, has flashbacks of her attacks, refuses to leave her room, barely and eats.
Critical Review of Research Evidence Part 3 FDRobert Cope
This document discusses trauma experienced by children in foster care and the potential for EMDR (eye movement desensitization and reprocessing) therapy to help address it. Children in foster care often experience trauma from being removed from their biological homes as well as potential abuse or neglect. They also face issues from multiple placements and aging out of the system unprepared. EMDR is presented as a promising 8-step therapy that could help youth resolve memories from traumatic experiences. The document examines the scope of problems faced by the foster care population and why addressing trauma is important to help youth as they transition into adulthood.
This document summarizes a presentation on breaking the intergenerational cycle of violence. It discusses how childhood exposure to violence can increase the risk of adult perpetration, and the impact of violence on brain development and mental health. Interventions like trauma-informed care and cognitive behavioral therapy aim to treat trauma and break the cycle. Data is presented on programs in Ohio that serve at-risk youth using evidence-based models like multi-systemic therapy and wraparound services.
Domestic violence psychologically affects victims and families in several ways. It can cause health issues for victims like depression, substance abuse, and chronic illness. Witnessing domestic violence can negatively impact children's development and behavior, lowering IQs and increasing aggression and emotional problems. Exposure to domestic violence has also been linked to intergenerational cycles of abuse, with children of abuse being more likely to become future victims or abusers themselves. Treatment for abusers and support for victims is important to help break these harmful cycles.
The document summarizes research on the implications of child abuse. It describes 10 studies that find child abuse victims often experience mental health issues like PTSD, depression, anxiety and substance abuse. They also face social and behavioral problems including aggression, low self-esteem and feelings of helplessness. The conclusion states that child abuse dramatically affects victims' development and mental well-being for life.
Children and PTSD Diagnostic Criteria for ChildrenPTSD is n.docxmccormicknadine86
Children and PTSD
Diagnostic Criteria for Children
PTSD is not confined to adults. Children also experience PTSD and manifest symptoms that closely parallel those of adults, with the following notable differences.
The 4th edition of the Diagnostic and Statistical Manual for Mental Disorders (DSM-IV) did not have specific criteria for diagnosing PTSD in children, and many of DSM-IV PTSD criteria were not age appropriate for children. As a result, it was difficult (if not impossible) to accurately diagnosis PTSD in children. However, the 5th edition of the Diagnostic and Statistical Manual for Mental Disorders (DSM-5) now includes specific guidelines for diagnosing PTSD in children under the age of 6.
A. Children under the age 6 have been exposed to an event involving real or threatened death, serious injury, or sexual violence in at least one of the following ways:
1. The child directly experiences the event.
2. The child witnessed the event (this does not include events that were seen on the television, in movies, or some other form of media).
3. The child learned about a traumatic event that happened to a caregiver.
B. The presence of at least one of the following intrusive symptoms that are associated with the traumatic event and began after the event occurred:
1. Recurring, spontaneous, and intrusive upset- ting memories of the traumatic event.
2. Recurring and upsetting dreams about the event.
3. Flashbacks or some other dissociative response where the child feels or acts as if the event were happening again.
4. Strong and long-lasting emotional distress after being reminded of the event or after encountering trauma-related cues.
5. Strong physical reactions (e.g., increased heart rate, sweating) to trauma-related remind.
C. The child exhibits at least one of the following avoidance symptoms or changes in his or her thoughts and mood. These symptoms must begin or worsen after the experience of the traumatic event. 1. Avoidance of or the attempted avoidance of activities, places, or reminders that bring up thoughts about the traumatic event. 2. Avoidance of or the attempted avoidance of people, conversations, or interpersonal situa- tions that serve as reminders of the traumatic event. 3. More frequent negative emotional states, such as fear, shame, or sadness. 4. Increased lack of interest in activities that used to be meaningful or pleasurable. 5. Social withdrawal. 6. Long-standing reduction in the expression of positive emotions. D. The child experiences at least one of the below changes in his or her arousal or reactivity, and these changes began or worsened after the trau- matic event: 1. Increased irritable behavior or angry outbursts. This may include extreme temper tantrums. 2. Hypervigilance. 3. Exaggerated startle response. 4. Difficulties concentrating. 5. Problems with sleeping. In addition to the above criteria, these symptoms need to have lasted at least 1 month and result in con- siderable distress or diffi ...
This document discusses promoting a trauma-informed lens when assessing the well-being of children in the child welfare system. It defines trauma and explains how chronic or complex trauma can negatively impact brain development in children. The high rates of trauma experienced by children in the system are also discussed. The document recommends training child welfare staff on trauma-informed practices, conducting trauma assessments, and partnering with trauma-informed service providers to help decrease repeated maltreatment and improve outcomes for children and families in the system.
The document discusses treating childhood abuse. It provides statistics on child abuse in the US and discusses the long-term physical and mental health effects abuse can cause. When treating a patient who experienced childhood abuse, the assistant recommends using a trauma-informed assessment and screening tools to properly evaluate the abuse. Exposure to media and social media may exacerbate mental health conditions like anxiety and depression. For a case of past abuse, the assistant states reporting to child protective services is mandatory to ensure the patient's safety.
Brianna is a 12 year old, African-American child. Client was sexually and physically abused by her father beginning at age 8 until 11. She has been locked in the closet multiple times and sometimes without food and water. This client has also witnessed her father physically abuse her mother and her younger brother on numerous occasions. Brianna has been diagnosed with Post Traumatic Stress Disorder and Depression. Client often has negative feelings about herself, isolates herself from others, does not trust many people, has flashbacks of her attacks, refuses to leave her room, barely and eats.
The document discusses psychological trauma experienced by African Americans as a group. It notes that racism and discrimination are leading causes of collective trauma among African Americans. Repeatedly witnessing violence against African Americans in the media can trigger strong emotions like stress, depression, and anger. African Americans may experience racial trauma when witnessing harm to others of their race due to racism. Overall, the document argues that racism in society and the media contributes significantly to collective trauma experienced by the African American community.
The Experiences of Adults Exposed toIntimate Partner Violenc.docxcherry686017
The document summarizes a qualitative study that explored protective factors and resilience in adults exposed to intimate partner violence as children. Ten participants were interviewed about internal, family, and external factors that contributed to their resilience. The study found 10 major and 5 minor themes around protective factors. The themes were organized into internal factors/individual characteristics, family factors, and external factors. The study provides insight into understanding resilience for children exposed to intimate partner violence.
This document discusses trauma and its effects on children, with a focus on children who witness intimate partner violence. It defines trauma and post-traumatic stress disorder, describing the DSM criteria and criticisms of applying PTSD diagnoses to children. The document outlines effects of trauma on preschoolers, school-aged children, and adolescents. It also discusses tools for assessing trauma in children, including the Child and Adolescent Psychiatric Assessment, Children's PTSD Inventory, Clinician-Administered PTSD Scale for Children and Adolescents, and trauma-informed treatment approaches.
Bullying in childhood can have long lasting negative effects. Victims are more likely to experience mental health issues like depression, anxiety, and low self-esteem that may persist into adulthood. Longitudinal studies show childhood victims are at higher risk as adults for disorders like depression, anxiety, antisocial personality disorder, and suicide attempts. Victims also tend to have poorer social relationships, economic difficulties, and lower quality of life in mid-life compared to non-victims. The effects of bullying can last decades and negatively impact both psychological and physical health.
Trauma in children and adolescents_Anderson_Patricia_Crisis 302_L25125080Patti Anderson
This document discusses trauma and its effects on children and adolescents. It defines trauma and explains that children are especially vulnerable due to their cognitive and emotional development. Common traumas discussed include abuse, neglect, natural disasters, homicide and sex trafficking. The document outlines short and long-term effects of trauma on physical and mental health. It stresses the importance of social support systems, especially the family, in helping children cope and heal from trauma. The document also discusses approaches to trauma treatment for different age groups. Overall, it emphasizes that trauma can profoundly impact development, so appropriate understanding and treatment is vital for victims, especially children.
IMPACTS OF DOMESTIC VIOLENCE ON CHILDREN5Impacts MalikPinckney86
IMPACTS OF DOMESTIC VIOLENCE ON CHILDREN 5
Impacts of Domestic Violence on Children
Name of the Student
Instructor
Institution
Course
Date
Abstract
The focus of the research will be oneffects of domestic violence on children with particular attention on those children brought up by intimate partners. Exposing children to domestic violence affects children psychologically, physically and emotionally. Literature suggests that domestic violence has lasting effects on children. This research will focus on children who have reached the school-going age from five years to thirteen years.
Introduction
Purpose of the Study
The study is aimed at researching and finding out the effects of domestic violence on children.
Scope of the Study
This study will focus on domestic violence in families from an intimate partner and how the children are affected by either being victims or witnesses.
The rationale of the Study
When children are exposed to domestic violence, their mental health is negatively affected. These are aspects that affect their ability to feel empathy and make them experience social discomfort. To understand the children's emotions, forensic psychologists use their expertise to assess and identify the sources of the problem.
The hypothesis of the Question
H1:Domestic violence affects the physical and emotional well-being of children
H2: Forensic psychologists provide wholesome support to children who experience or witness domestic violence
Key Concepts
Domestic violence: the abuse of power occurs when a partner physically or psychologically abuses or dominates the other.
Intimate partner violence: this is sexual, physical, or psychological abuse
Child abuse: this is emotional or physical harm by a caregiver to the child.
Forensic Psychologist: an expert in forensics and psychology.
Literature Review
Children living in an abusive home are more likely to experience social alienation. They are mentally affected and hence find it difficult to relate with others. According to Lloyd, this is an effect that affects their performance in school due to lack of concentration (2018). These children are also anxious because they can relate to the events taking place at home. Therefore, they perform poorly because of anxiety and fear that is directed towards adults, including teachers.
Maltreatment of the children affects them over a long time leading to emotional and psychological effects. The physiological changes are due to the effects on the child's brain. This leads to the changes that cause emotional stress and depression. According to Mallett and Schall, domestic violence against children is classified as criminal acts under the law (2019). The impacts they have can affect the future and mental stability of the child.
Although domestic violence is known to cause negative impacts on children, there are more cases not being reported. This is primarily due to the intimidation from the perpetrator (Sullivan, 2018). The child ...
Journal of Traumatic StressApril 2013, 26, 266–273Public.docxtawnyataylor528
Journal of Traumatic Stress
April 2013, 26, 266–273
Public Mental Health Clients with Severe Mental Illness and
Probable Posttraumatic Stress Disorder: Trauma Exposure and
Correlates of Symptom Severity
Weili Lu,1 Philip T. Yanos,2 Steven M. Silverstein,3 Kim T. Mueser,4 Stanley D. Rosenberg,4
Jennifer D. Gottlieb,4 Stephanie Marcello Duva,5 Thanuja Kularatne,1 Stephanie Dove-Williams,5
Danielle Paterno,5 Danielle Hawthorne,5 and Giovanna Giacobbe5
1Department of Psychiatric Rehabilitation and Counseling Professions, University of Medicine and Dentistry of New Jersey,
Scotch Plains, New Jersey, USA
2John Jay College of Criminal Justice, Department of Psychology, CUNY, New York, New York, USA
3Division of Schizophrenia Research, Robert Wood Johnson Medical School, University of Medicine and Dentistry of New
Jersey, Piscataway, New Jersey, USA
4Department of Psychiatry, Dartmouth Medical School, Concord, New Hampshire, USA
5University Behavioral Health Care, University of Medicine and Dentistry of New Jersey, Piscataway, New Jersey, USA
Individuals with severe mental illness (SMI) are at greatly increased risk for trauma exposure and for the development of posttraumatic
stress disorder (PTSD). This study reports findings from a large, comprehensive screening of trauma and PTSD symptoms among public
mental health clients in a statewide community mental health system. In 851 individuals with SMI and probable PTSD, childhood sexual
abuse was the most commonly endorsed index trauma, followed closely by the sudden death of a loved one. Participants had typically
experienced an average of 7 types of traumatic events in their lifetime. The number of types of traumatic events experienced and Hispanic
ethnicity were significantly associated with PTSD symptom severity. Clients reported experiencing PTSD in relation to events that occurred
on average 20 years earlier, suggesting the clinical need to address trauma and loss throughout the lifespan, including their prolonged
after-effects.
Over the past two decades, a growing body of research has
shown that individuals with severe mental illness (SMI) are
at greatly increased risk for trauma exposure (see Grubaugh,
Zinzow, Paul, Egede, & Frueh, 2011, for a review). Although
national surveys indicate that more than half of people in the
general population report exposure to at least one event that
according to the Diagnostic and Statistical Manual of Mental
Disorders (4th ed., DSM-IV; American Psychiatric Associa-
tion, 1994) meets criteria for trauma (Kessler, Sonnega, Bromet,
Hughes, & Nelson, 1995), studies of people with a SMI (such as
This research was supported by National Institute of Mental Health grant R01
MH064662. We wish to thank the following individuals for their assistance
with this project: Edward Kim, Lee Hyer, Rachael Fite, Kenneth Gill, Rose-
marie Rosati, Christopher Kosseff, Karen Somers, John Swanson, Avis Scott,
Rena Gitlitz, John Markey, Zygmond Gray, Marilyn Green, Alex Sh ...
Bullying and PTSD SymptomsThormod Idsoe & Atle Dyregrov & .docxcurwenmichaela
This study investigated the relationship between exposure to bullying and PTSD symptoms in a national sample of Norwegian students in grades 8 and 9. The study found that exposure to bullying was common, with over 40% of students reporting some exposure. Boys reported being bullied more frequently than girls. There was a significant association found between increased frequency of bullying exposure and higher levels of PTSD symptoms. While PTSD symptoms were higher overall for girls, the relationship between bullying exposure and PTSD symptoms was not moderated by gender. Students who were both bullies and victims reported the highest levels of PTSD symptoms. The findings support that exposure to bullying is a risk factor for the development of PTSD symptoms in students.
1) A study of 912 female college students found that those with histories of child abuse experienced greater difficulties regulating emotions and higher rates of posttraumatic stress compared to those without abuse histories.
2) The study suggested that interventions aimed at improving emotion regulation strategies could help reduce posttraumatic stress in abuse survivors.
3) Another finding was that 25-50% of children experience some form of abuse, with 1 in 3 girls experiencing sexual abuse and 1 in 5-7 boys experiencing sexual abuse by age 18.
This document discusses research on the association between being physically abused and becoming a bully. It reviews literature finding children who bully were often bullied themselves and experience depression. The research aims to determine if physically abused children are more likely to bully others due to developing psychological disorders. More research is needed to better understand bullies and how childhood experiences influence bullying behavior.
The document discusses research on the relationship between childhood trauma and the development of borderline personality disorder (BPD). It summarizes that research has found childhood trauma, such as abuse, neglect, parental loss or divorce, is very common in those diagnosed with BPD. Events like 9/11 that caused trauma through parental loss could potentially increase BPD diagnoses later in life. The document concludes that childhood trauma interrupts healthy attachment and increases the likelihood of a BPD diagnosis, though more research is still needed.
This document discusses childhood emotional abuse and its link to developing depression later in life. It defines emotional abuse and depression, noting that emotional abuse can negatively impact development and is linked to psychological disorders in adulthood. Around 80% of abuse survivors develop mental health issues. The document also explores the effects of emotional abuse, including physical, psychological, and behavioral impacts. Victims are more likely to develop chronic diseases, psychiatric disorders like depression, and engage in risky behaviors. They are also at higher risk of perpetuating the cycle of abuse.
This document discusses the need for more research on male offenders who seriously physically abuse or kill children. It notes that while both men and women commit such offenses, the majority are committed by men. More research has examined female rather than male offenders. The document calls for identifying the psychological profiles and risk factors of different types of male offenders, such as biological fathers who systematically cause harm versus unrelated adults in the home. Understanding these offender types could help professionals investigating such cases, which often involve uncooperative parents providing contradicting explanations for a child's injuries.
This document discusses several issues relevant to adolescents' mental health and well-being, including bullying, social anxiety, academic stressors, and stigma. It provides statistics and examples of each topic. It also presents two case examples: Steffan, a 15-year-old boy with Asperger's syndrome who is bullied and questioning his sexuality, and Meghan, a 14-year-old girl struggling with her father's alcoholism, parentification, shame, and school-related anxiety. The document reviews cognitive-behavioral, psychodynamic, and other therapeutic approaches that may be helpful for working with adolescents experiencing such challenges.
Perception of Child Abuse 2COLLEGE STUDENTS’ AND PROFESSIO.docxherbertwilson5999
Perception of Child Abuse 2
COLLEGE STUDENTS’ AND PROFESSIONALS’ PERCEPTION OF CHILD ABUSE IN CORRELATION TO STRESS
Introduction
Throughout the growth and development of society, child abuse and maltreatment has expanded into many different aspects; it occurs within socioeconomic levels, ethnic and cultural lines, all religions and all levels of education. Within the United States children are suffering from a hidden epidemic of child abuse and neglect. Every year 3.3 million reports of child abuse are made in the United States involving nearly 6 million children (a report can include multiple children). The United States has the worst record in the industrialized nation – losing five children every day due to abuse-related deaths (U.S. Department of HHS, 2011). The estimated cost of child abuse and neglect in the United States for 2008 is $124 billion (Fang, 2012). The Department of Children and Families (DCF) defines child maltreatment as any act or series of acts of commission or omission by a parent, guardian, or other caregiver that results in harm, potential for harm, or threat of harm to a child (Leeb, Paulozzi, Melanson, Simon, & Arias, 2008). There are four major categories of childhood abuse and maltreatment: physical abuse, psychological and emotional abuse, sexual abuse, and neglect (Goldman, Salus, Wolcott, & Kennedy, 2003).
According to Brian H. Bornstein, Debra L. Kaplan, and Andrea R. Perry (2007), people have stereotypes about the circumstances and consequences of child abuse, and these expectancies can influence their judgments about individuals involved in abuse cases. Heim (2000) reported that participants with a history of abuse experience greater levels of perceived stress than participants without a history of abuse. They often perceive daily stressors more severely and longer in duration than their counterparts. It is also suggested that their history of abuse compromises these participants’ abilities to cope with stress, but the researchers noted that the data from their study is inconclusive, making it difficult for them to either support or refute this claim.
The perception of child abuse is very influential to students and upcoming professionals. Society’s definition and perception will guide current social work students into practice, which is a very important factor within the professional realm of social work.
Research Question
The purpose of this study is to examine college students and professionals’ perception of child abuse and how it relates to stress. The independent variable is the college students and professionals’ perception of child abuse and the dependent variable is how it relates to stress. The operational definition of perception remains closely allied to the continually developing behavioral theory of discrimination (Schoenfeld, 1962). The operational definition of child abuse is as any act or series of acts of commission or omission by a parent, guardian, or other caregiver that results.
Contents lists available at ScienceDirectChildren and YoutAlleneMcclendon878
Contents lists available at ScienceDirect
Children and Youth Services Review
journal homepage: www.elsevier.com/locate/childyouth
Service needs of children exposed to domestic violence: Qualitative findings
from a statewide survey of domestic violence agencies☆
Kristen A. Berg1, Anna E. Bender, Kylie E. Evans, Megan R. Holmes⁎, Alexis P. Davis2,
Alyssa L. Scaggs, Jennifer A. King
Center on Trauma and Adversity at the Jack, Joseph and Morton Mandel School of Applied Social Sciences, Case Western Reserve University, United States
A R T I C L E I N F O
Keywords:
Intimate partner violence
Child maltreatment
Family violence
Intervention
Trauma-informed care
A B S T R A C T
Objective: Each year, more than 6% of all U.S. children are exposed to domestic violence and require inter-
vention services from agencies that serve affected families. Previous research has examined detrimental biop-
sychosocial consequences of domestic violence exposure during childhood and the importance of effective
prevention and intervention services for this population. However, less research has explored diverse inter-
vention professionals’ own perspectives on the needs of the domestic violence-exposed children they serve.
Method: This study employed an inductive approach to thematic analysis to investigate intervention profes-
sionals’ reflections and advice regarding the service, policy, and research needs as well as overall strategies to
better protect children exposed to domestic violence.
Results: Respondents articulated four primary themes of (a) building general education and awareness of the
effects of domestic violence exposure on children; (b) the need for trauma-informed care; (c) the salience of
cultural humility in serving affected families; and (d) essential collaboration across service domains.
Respondents discussed these themes in the context of four key systems of care: the clinical or therapy, family,
school, and judicial systems.
Conclusions: Future research should integrate the voices of affected children and families as well as examine
models for effectively implementing these recommendations into practice settings.
1. Introduction
More than a quarter of children are projected to witness domestic
violence (also known as intimate partner violence) in the United States
by the time they reach age 18, with an estimated 6.4% of all children
exposed each year (Finkelhor, Turner, Ormrod, Hamby, & Kracke,
2009). Domestic violence exposure induces substantial economic
burden nationwide, incurring over $55 billion in aggregate lifetime
costs, including increased healthcare spending, increased crime, and
reduced labor market productivity (Holmes, Richter, Votruba, Berg, &
Bender, 2018). Children who have been exposed to domestic violence
are at higher risk for a range of behavioral and mental health problems
compared with non-exposed children (e.g., Fong, Hawes, & Allen, 2019;
Kitzmann, Gaylord, Holt, & Kenny, 2003; Vu, Jouriles, McDonald, &
Rosenfi ...
1Running Head FINAL PROPOSAL CHILD ABUSE AND ADULT MENTAL HEAL.docxdrennanmicah
1
Running Head: FINAL PROPOSAL: CHILD ABUSE AND ADULT MENTAL HEALTH
2
FINAL PROPOSAL: CHILD ABUSE AND ADULT MENTAL HEALTH
Diamond Newton
Southern New Hampshire University
March 3, 2019
Problem Statement
Several adults struggle from a variety of mental health issues (suicidal thoughts and tendencies, alcoholism, depression, and drug abusers.) A lot of those issues may stem from what took place during an adult’s childhood that stem from a variety of reasons. Some adults seek help and some refuse to seek help. The adults who do seek help come to realize that their current issues stem from when they were a child and still developing as a human. Child abuse can come in many forms, physical, mental, and sexual. Adults who have been exposed or experienced this are likely to suffer from some form of mental health issue. It is important to figure out the root of mental health issues in adults so the root can be addressed. Children need to be in a healthy environment with nothing short of love and care. Exposing children to a harsh reality is only breeding them into an adult who suffers from mental health issues.
Literature Review
The study of psychology helps researchers to understand better what is going on with a person. Researchers studied what happened in a person's life that causes them to make the decisions they do and behave in a certain way. Adults have this stigmatism that they can do whatever they want because they are "grown." Many adults suffer from something that can cause to lead towards suicidal thoughts and tendencies, alcoholism, depression, and drug abusers. A lot of those issues may stem from what took place during an adult’s childhood. There could be some reasons adults tend to display certain mental health traits that have been studied in many different forms by researchers. What we will be reviewed is the abuse, physical or mental, that an adult endured as a child and how it affects them in their adulthood.
Blanco, C., Grant, B. F., Hasin, D. S., Lin, K. H., Olfson, M. Sugaya, L. (2012) recognized that child physical abuse had been associated with an increased risk of suicide attempts. The study conducted included Blacks, Hispanics and young adults between the ages of 18-24 in 2001-2002 and 2004-2005. In person, interviews were conducted in Wave 1. In Wave 2 used similar methods as Wave 1 but it excluded the individuals who were not eligible. Wave 2 also interviews went into depth about the questions asked for the participants first 17 years of life. There are many other variables that have been added to the data that relate to childhood physical abuse and mental health distress in adult years. Those other adversatives included the history of child sexual abuse and neglect, parental psychopathology, and perceived parental support, described as emotional neglect.
The advantages to this design would be the inclusion of other childhood adversities that could contribute to adult psychiatri.
Parenting Practices among DepressedMothers in the Child Welf.docxkarlhennesey
Parenting Practices among Depressed
Mothers in the Child Welfare System
Patricia L. Kohl, Jacqueline Njeri Kagotho, and David Dixon
The purpose of this study was to analyze a nationally representative sample of families referred
to Child Protective Services (CPS) agencies, the National Survey of Child and Adolescent
Weil-Being, to examine the association between maternal depression and parenting practices
over a 36-month follow-up period.Three hypotheses were tested: (1) Depressed mothers are'
more likely to demonstrate harsh parenting than are nondepressed mothers; (2) depressed
mothers are more likely to demonstrate neglectful parenting than are nondepressed mothers;
and (3) depressed mothers are more likely to demonstrate emotional maltreatment than are
nondepressed mothers. The interaction between depression and time was also analyzed for
each parenting practice to determine how changes in maternal depression affected changes in
parenting. The sample for this study was 1,536 mother-child dyads in which the child was age
three to 10 years and remained in the home after a CPS investigation. Depression remained
high across time points and was associated with increased risk of emotional maltreatment and
neglect over a 36-inonth period. In addition, self-reported emotional maltreatment remained
high across time points. Implications of this work are the needs for better identification of
mental health needs for mothers entering the child welfare system and parent training to
specifically address positive parenting.
KEY WORDS: child welfare; maternal depression; National Survey
of Child and Adolescent Well-Being; parenting
M
aternal depression, a critical public
health concern, is prevalent among
mothers referred to Child Protective
Services (CPS) agencies. In fact, nearly a quarter of
adults entering the child welfare system meet the
diagnostic criteria for a major depressive episode
in the preceding 12 months (U.S. Department of
Health and Human Services, Administration on
Children.Youth and Families [HHS, ACYF], 2005),
compared with only 7% of adults in the general
population (Kessler, Chiu, Demier, & Walters, 2005).
Furthermore, w ômen have an increased likelihood
of experiencing depression compared with men
(Kessler et al., 2003), and women exposed to a
high number of chronic Stressors—as many women
referred to CPS agencies are—are three times more
likely than women with less exposure to Stressors to
experience maternal depression (Orr,James, Burns,
& Thompson, 1989). Given that women comprise
the vast majority of primary caregivers among the
child welfare population (HHS, ACYF, 2005), it is
important to understand how maternal depression
affects outcomes after a CPS referral.
The high rate of maternal depression in the child
welfare system is a concern given its influence on
parenting practices. Symptoms of depression may
impede a woman's capacity to provide care for her
children, placing her at risk to engage in neglectful
parentin ...
Assignment ContentTo learn how to apply SPCM to a process,.docxelinoraudley582231
This document provides instructions for a week 2 assignment to continue a flow chart started in week 1 and identify variances within a process by using data from week 1, then complete the week 2 Statistical Process Control Methods worksheet.
Assignment ContentTo prepare for the Week 2 Assessment, .docxelinoraudley582231
Assignment Content
To prepare for the Week 2 Assessment,
consider
a past or current professional experience where a culture change was needed.
Using the
Organizational Change Chart
,
outline
information about the experience and organization following Kotter’s 8-Step to Change Model as a guiding line.
Kotter's 8-Step Change Model
Step One: Create Urgency.
Step Two: Form a Powerful Coalition.
Step Three: Create a Vision for Change.
Step Four: Communicate the Vision.
Step Five: Remove Obstacles.
Step Six: Create Short-Term Wins.
Step Seven: Build on the Change.
Step Eight: Anchor the Changes in Corporate Culture.
.
More Related Content
Similar to Discussion Question PHL 1010 150 WORDS1. Describe an example of.docx
The document discusses psychological trauma experienced by African Americans as a group. It notes that racism and discrimination are leading causes of collective trauma among African Americans. Repeatedly witnessing violence against African Americans in the media can trigger strong emotions like stress, depression, and anger. African Americans may experience racial trauma when witnessing harm to others of their race due to racism. Overall, the document argues that racism in society and the media contributes significantly to collective trauma experienced by the African American community.
The Experiences of Adults Exposed toIntimate Partner Violenc.docxcherry686017
The document summarizes a qualitative study that explored protective factors and resilience in adults exposed to intimate partner violence as children. Ten participants were interviewed about internal, family, and external factors that contributed to their resilience. The study found 10 major and 5 minor themes around protective factors. The themes were organized into internal factors/individual characteristics, family factors, and external factors. The study provides insight into understanding resilience for children exposed to intimate partner violence.
This document discusses trauma and its effects on children, with a focus on children who witness intimate partner violence. It defines trauma and post-traumatic stress disorder, describing the DSM criteria and criticisms of applying PTSD diagnoses to children. The document outlines effects of trauma on preschoolers, school-aged children, and adolescents. It also discusses tools for assessing trauma in children, including the Child and Adolescent Psychiatric Assessment, Children's PTSD Inventory, Clinician-Administered PTSD Scale for Children and Adolescents, and trauma-informed treatment approaches.
Bullying in childhood can have long lasting negative effects. Victims are more likely to experience mental health issues like depression, anxiety, and low self-esteem that may persist into adulthood. Longitudinal studies show childhood victims are at higher risk as adults for disorders like depression, anxiety, antisocial personality disorder, and suicide attempts. Victims also tend to have poorer social relationships, economic difficulties, and lower quality of life in mid-life compared to non-victims. The effects of bullying can last decades and negatively impact both psychological and physical health.
Trauma in children and adolescents_Anderson_Patricia_Crisis 302_L25125080Patti Anderson
This document discusses trauma and its effects on children and adolescents. It defines trauma and explains that children are especially vulnerable due to their cognitive and emotional development. Common traumas discussed include abuse, neglect, natural disasters, homicide and sex trafficking. The document outlines short and long-term effects of trauma on physical and mental health. It stresses the importance of social support systems, especially the family, in helping children cope and heal from trauma. The document also discusses approaches to trauma treatment for different age groups. Overall, it emphasizes that trauma can profoundly impact development, so appropriate understanding and treatment is vital for victims, especially children.
IMPACTS OF DOMESTIC VIOLENCE ON CHILDREN5Impacts MalikPinckney86
IMPACTS OF DOMESTIC VIOLENCE ON CHILDREN 5
Impacts of Domestic Violence on Children
Name of the Student
Instructor
Institution
Course
Date
Abstract
The focus of the research will be oneffects of domestic violence on children with particular attention on those children brought up by intimate partners. Exposing children to domestic violence affects children psychologically, physically and emotionally. Literature suggests that domestic violence has lasting effects on children. This research will focus on children who have reached the school-going age from five years to thirteen years.
Introduction
Purpose of the Study
The study is aimed at researching and finding out the effects of domestic violence on children.
Scope of the Study
This study will focus on domestic violence in families from an intimate partner and how the children are affected by either being victims or witnesses.
The rationale of the Study
When children are exposed to domestic violence, their mental health is negatively affected. These are aspects that affect their ability to feel empathy and make them experience social discomfort. To understand the children's emotions, forensic psychologists use their expertise to assess and identify the sources of the problem.
The hypothesis of the Question
H1:Domestic violence affects the physical and emotional well-being of children
H2: Forensic psychologists provide wholesome support to children who experience or witness domestic violence
Key Concepts
Domestic violence: the abuse of power occurs when a partner physically or psychologically abuses or dominates the other.
Intimate partner violence: this is sexual, physical, or psychological abuse
Child abuse: this is emotional or physical harm by a caregiver to the child.
Forensic Psychologist: an expert in forensics and psychology.
Literature Review
Children living in an abusive home are more likely to experience social alienation. They are mentally affected and hence find it difficult to relate with others. According to Lloyd, this is an effect that affects their performance in school due to lack of concentration (2018). These children are also anxious because they can relate to the events taking place at home. Therefore, they perform poorly because of anxiety and fear that is directed towards adults, including teachers.
Maltreatment of the children affects them over a long time leading to emotional and psychological effects. The physiological changes are due to the effects on the child's brain. This leads to the changes that cause emotional stress and depression. According to Mallett and Schall, domestic violence against children is classified as criminal acts under the law (2019). The impacts they have can affect the future and mental stability of the child.
Although domestic violence is known to cause negative impacts on children, there are more cases not being reported. This is primarily due to the intimidation from the perpetrator (Sullivan, 2018). The child ...
Journal of Traumatic StressApril 2013, 26, 266–273Public.docxtawnyataylor528
Journal of Traumatic Stress
April 2013, 26, 266–273
Public Mental Health Clients with Severe Mental Illness and
Probable Posttraumatic Stress Disorder: Trauma Exposure and
Correlates of Symptom Severity
Weili Lu,1 Philip T. Yanos,2 Steven M. Silverstein,3 Kim T. Mueser,4 Stanley D. Rosenberg,4
Jennifer D. Gottlieb,4 Stephanie Marcello Duva,5 Thanuja Kularatne,1 Stephanie Dove-Williams,5
Danielle Paterno,5 Danielle Hawthorne,5 and Giovanna Giacobbe5
1Department of Psychiatric Rehabilitation and Counseling Professions, University of Medicine and Dentistry of New Jersey,
Scotch Plains, New Jersey, USA
2John Jay College of Criminal Justice, Department of Psychology, CUNY, New York, New York, USA
3Division of Schizophrenia Research, Robert Wood Johnson Medical School, University of Medicine and Dentistry of New
Jersey, Piscataway, New Jersey, USA
4Department of Psychiatry, Dartmouth Medical School, Concord, New Hampshire, USA
5University Behavioral Health Care, University of Medicine and Dentistry of New Jersey, Piscataway, New Jersey, USA
Individuals with severe mental illness (SMI) are at greatly increased risk for trauma exposure and for the development of posttraumatic
stress disorder (PTSD). This study reports findings from a large, comprehensive screening of trauma and PTSD symptoms among public
mental health clients in a statewide community mental health system. In 851 individuals with SMI and probable PTSD, childhood sexual
abuse was the most commonly endorsed index trauma, followed closely by the sudden death of a loved one. Participants had typically
experienced an average of 7 types of traumatic events in their lifetime. The number of types of traumatic events experienced and Hispanic
ethnicity were significantly associated with PTSD symptom severity. Clients reported experiencing PTSD in relation to events that occurred
on average 20 years earlier, suggesting the clinical need to address trauma and loss throughout the lifespan, including their prolonged
after-effects.
Over the past two decades, a growing body of research has
shown that individuals with severe mental illness (SMI) are
at greatly increased risk for trauma exposure (see Grubaugh,
Zinzow, Paul, Egede, & Frueh, 2011, for a review). Although
national surveys indicate that more than half of people in the
general population report exposure to at least one event that
according to the Diagnostic and Statistical Manual of Mental
Disorders (4th ed., DSM-IV; American Psychiatric Associa-
tion, 1994) meets criteria for trauma (Kessler, Sonnega, Bromet,
Hughes, & Nelson, 1995), studies of people with a SMI (such as
This research was supported by National Institute of Mental Health grant R01
MH064662. We wish to thank the following individuals for their assistance
with this project: Edward Kim, Lee Hyer, Rachael Fite, Kenneth Gill, Rose-
marie Rosati, Christopher Kosseff, Karen Somers, John Swanson, Avis Scott,
Rena Gitlitz, John Markey, Zygmond Gray, Marilyn Green, Alex Sh ...
Bullying and PTSD SymptomsThormod Idsoe & Atle Dyregrov & .docxcurwenmichaela
This study investigated the relationship between exposure to bullying and PTSD symptoms in a national sample of Norwegian students in grades 8 and 9. The study found that exposure to bullying was common, with over 40% of students reporting some exposure. Boys reported being bullied more frequently than girls. There was a significant association found between increased frequency of bullying exposure and higher levels of PTSD symptoms. While PTSD symptoms were higher overall for girls, the relationship between bullying exposure and PTSD symptoms was not moderated by gender. Students who were both bullies and victims reported the highest levels of PTSD symptoms. The findings support that exposure to bullying is a risk factor for the development of PTSD symptoms in students.
1) A study of 912 female college students found that those with histories of child abuse experienced greater difficulties regulating emotions and higher rates of posttraumatic stress compared to those without abuse histories.
2) The study suggested that interventions aimed at improving emotion regulation strategies could help reduce posttraumatic stress in abuse survivors.
3) Another finding was that 25-50% of children experience some form of abuse, with 1 in 3 girls experiencing sexual abuse and 1 in 5-7 boys experiencing sexual abuse by age 18.
This document discusses research on the association between being physically abused and becoming a bully. It reviews literature finding children who bully were often bullied themselves and experience depression. The research aims to determine if physically abused children are more likely to bully others due to developing psychological disorders. More research is needed to better understand bullies and how childhood experiences influence bullying behavior.
The document discusses research on the relationship between childhood trauma and the development of borderline personality disorder (BPD). It summarizes that research has found childhood trauma, such as abuse, neglect, parental loss or divorce, is very common in those diagnosed with BPD. Events like 9/11 that caused trauma through parental loss could potentially increase BPD diagnoses later in life. The document concludes that childhood trauma interrupts healthy attachment and increases the likelihood of a BPD diagnosis, though more research is still needed.
This document discusses childhood emotional abuse and its link to developing depression later in life. It defines emotional abuse and depression, noting that emotional abuse can negatively impact development and is linked to psychological disorders in adulthood. Around 80% of abuse survivors develop mental health issues. The document also explores the effects of emotional abuse, including physical, psychological, and behavioral impacts. Victims are more likely to develop chronic diseases, psychiatric disorders like depression, and engage in risky behaviors. They are also at higher risk of perpetuating the cycle of abuse.
This document discusses the need for more research on male offenders who seriously physically abuse or kill children. It notes that while both men and women commit such offenses, the majority are committed by men. More research has examined female rather than male offenders. The document calls for identifying the psychological profiles and risk factors of different types of male offenders, such as biological fathers who systematically cause harm versus unrelated adults in the home. Understanding these offender types could help professionals investigating such cases, which often involve uncooperative parents providing contradicting explanations for a child's injuries.
This document discusses several issues relevant to adolescents' mental health and well-being, including bullying, social anxiety, academic stressors, and stigma. It provides statistics and examples of each topic. It also presents two case examples: Steffan, a 15-year-old boy with Asperger's syndrome who is bullied and questioning his sexuality, and Meghan, a 14-year-old girl struggling with her father's alcoholism, parentification, shame, and school-related anxiety. The document reviews cognitive-behavioral, psychodynamic, and other therapeutic approaches that may be helpful for working with adolescents experiencing such challenges.
Perception of Child Abuse 2COLLEGE STUDENTS’ AND PROFESSIO.docxherbertwilson5999
Perception of Child Abuse 2
COLLEGE STUDENTS’ AND PROFESSIONALS’ PERCEPTION OF CHILD ABUSE IN CORRELATION TO STRESS
Introduction
Throughout the growth and development of society, child abuse and maltreatment has expanded into many different aspects; it occurs within socioeconomic levels, ethnic and cultural lines, all religions and all levels of education. Within the United States children are suffering from a hidden epidemic of child abuse and neglect. Every year 3.3 million reports of child abuse are made in the United States involving nearly 6 million children (a report can include multiple children). The United States has the worst record in the industrialized nation – losing five children every day due to abuse-related deaths (U.S. Department of HHS, 2011). The estimated cost of child abuse and neglect in the United States for 2008 is $124 billion (Fang, 2012). The Department of Children and Families (DCF) defines child maltreatment as any act or series of acts of commission or omission by a parent, guardian, or other caregiver that results in harm, potential for harm, or threat of harm to a child (Leeb, Paulozzi, Melanson, Simon, & Arias, 2008). There are four major categories of childhood abuse and maltreatment: physical abuse, psychological and emotional abuse, sexual abuse, and neglect (Goldman, Salus, Wolcott, & Kennedy, 2003).
According to Brian H. Bornstein, Debra L. Kaplan, and Andrea R. Perry (2007), people have stereotypes about the circumstances and consequences of child abuse, and these expectancies can influence their judgments about individuals involved in abuse cases. Heim (2000) reported that participants with a history of abuse experience greater levels of perceived stress than participants without a history of abuse. They often perceive daily stressors more severely and longer in duration than their counterparts. It is also suggested that their history of abuse compromises these participants’ abilities to cope with stress, but the researchers noted that the data from their study is inconclusive, making it difficult for them to either support or refute this claim.
The perception of child abuse is very influential to students and upcoming professionals. Society’s definition and perception will guide current social work students into practice, which is a very important factor within the professional realm of social work.
Research Question
The purpose of this study is to examine college students and professionals’ perception of child abuse and how it relates to stress. The independent variable is the college students and professionals’ perception of child abuse and the dependent variable is how it relates to stress. The operational definition of perception remains closely allied to the continually developing behavioral theory of discrimination (Schoenfeld, 1962). The operational definition of child abuse is as any act or series of acts of commission or omission by a parent, guardian, or other caregiver that results.
Contents lists available at ScienceDirectChildren and YoutAlleneMcclendon878
Contents lists available at ScienceDirect
Children and Youth Services Review
journal homepage: www.elsevier.com/locate/childyouth
Service needs of children exposed to domestic violence: Qualitative findings
from a statewide survey of domestic violence agencies☆
Kristen A. Berg1, Anna E. Bender, Kylie E. Evans, Megan R. Holmes⁎, Alexis P. Davis2,
Alyssa L. Scaggs, Jennifer A. King
Center on Trauma and Adversity at the Jack, Joseph and Morton Mandel School of Applied Social Sciences, Case Western Reserve University, United States
A R T I C L E I N F O
Keywords:
Intimate partner violence
Child maltreatment
Family violence
Intervention
Trauma-informed care
A B S T R A C T
Objective: Each year, more than 6% of all U.S. children are exposed to domestic violence and require inter-
vention services from agencies that serve affected families. Previous research has examined detrimental biop-
sychosocial consequences of domestic violence exposure during childhood and the importance of effective
prevention and intervention services for this population. However, less research has explored diverse inter-
vention professionals’ own perspectives on the needs of the domestic violence-exposed children they serve.
Method: This study employed an inductive approach to thematic analysis to investigate intervention profes-
sionals’ reflections and advice regarding the service, policy, and research needs as well as overall strategies to
better protect children exposed to domestic violence.
Results: Respondents articulated four primary themes of (a) building general education and awareness of the
effects of domestic violence exposure on children; (b) the need for trauma-informed care; (c) the salience of
cultural humility in serving affected families; and (d) essential collaboration across service domains.
Respondents discussed these themes in the context of four key systems of care: the clinical or therapy, family,
school, and judicial systems.
Conclusions: Future research should integrate the voices of affected children and families as well as examine
models for effectively implementing these recommendations into practice settings.
1. Introduction
More than a quarter of children are projected to witness domestic
violence (also known as intimate partner violence) in the United States
by the time they reach age 18, with an estimated 6.4% of all children
exposed each year (Finkelhor, Turner, Ormrod, Hamby, & Kracke,
2009). Domestic violence exposure induces substantial economic
burden nationwide, incurring over $55 billion in aggregate lifetime
costs, including increased healthcare spending, increased crime, and
reduced labor market productivity (Holmes, Richter, Votruba, Berg, &
Bender, 2018). Children who have been exposed to domestic violence
are at higher risk for a range of behavioral and mental health problems
compared with non-exposed children (e.g., Fong, Hawes, & Allen, 2019;
Kitzmann, Gaylord, Holt, & Kenny, 2003; Vu, Jouriles, McDonald, &
Rosenfi ...
1Running Head FINAL PROPOSAL CHILD ABUSE AND ADULT MENTAL HEAL.docxdrennanmicah
1
Running Head: FINAL PROPOSAL: CHILD ABUSE AND ADULT MENTAL HEALTH
2
FINAL PROPOSAL: CHILD ABUSE AND ADULT MENTAL HEALTH
Diamond Newton
Southern New Hampshire University
March 3, 2019
Problem Statement
Several adults struggle from a variety of mental health issues (suicidal thoughts and tendencies, alcoholism, depression, and drug abusers.) A lot of those issues may stem from what took place during an adult’s childhood that stem from a variety of reasons. Some adults seek help and some refuse to seek help. The adults who do seek help come to realize that their current issues stem from when they were a child and still developing as a human. Child abuse can come in many forms, physical, mental, and sexual. Adults who have been exposed or experienced this are likely to suffer from some form of mental health issue. It is important to figure out the root of mental health issues in adults so the root can be addressed. Children need to be in a healthy environment with nothing short of love and care. Exposing children to a harsh reality is only breeding them into an adult who suffers from mental health issues.
Literature Review
The study of psychology helps researchers to understand better what is going on with a person. Researchers studied what happened in a person's life that causes them to make the decisions they do and behave in a certain way. Adults have this stigmatism that they can do whatever they want because they are "grown." Many adults suffer from something that can cause to lead towards suicidal thoughts and tendencies, alcoholism, depression, and drug abusers. A lot of those issues may stem from what took place during an adult’s childhood. There could be some reasons adults tend to display certain mental health traits that have been studied in many different forms by researchers. What we will be reviewed is the abuse, physical or mental, that an adult endured as a child and how it affects them in their adulthood.
Blanco, C., Grant, B. F., Hasin, D. S., Lin, K. H., Olfson, M. Sugaya, L. (2012) recognized that child physical abuse had been associated with an increased risk of suicide attempts. The study conducted included Blacks, Hispanics and young adults between the ages of 18-24 in 2001-2002 and 2004-2005. In person, interviews were conducted in Wave 1. In Wave 2 used similar methods as Wave 1 but it excluded the individuals who were not eligible. Wave 2 also interviews went into depth about the questions asked for the participants first 17 years of life. There are many other variables that have been added to the data that relate to childhood physical abuse and mental health distress in adult years. Those other adversatives included the history of child sexual abuse and neglect, parental psychopathology, and perceived parental support, described as emotional neglect.
The advantages to this design would be the inclusion of other childhood adversities that could contribute to adult psychiatri.
Parenting Practices among DepressedMothers in the Child Welf.docxkarlhennesey
Parenting Practices among Depressed
Mothers in the Child Welfare System
Patricia L. Kohl, Jacqueline Njeri Kagotho, and David Dixon
The purpose of this study was to analyze a nationally representative sample of families referred
to Child Protective Services (CPS) agencies, the National Survey of Child and Adolescent
Weil-Being, to examine the association between maternal depression and parenting practices
over a 36-month follow-up period.Three hypotheses were tested: (1) Depressed mothers are'
more likely to demonstrate harsh parenting than are nondepressed mothers; (2) depressed
mothers are more likely to demonstrate neglectful parenting than are nondepressed mothers;
and (3) depressed mothers are more likely to demonstrate emotional maltreatment than are
nondepressed mothers. The interaction between depression and time was also analyzed for
each parenting practice to determine how changes in maternal depression affected changes in
parenting. The sample for this study was 1,536 mother-child dyads in which the child was age
three to 10 years and remained in the home after a CPS investigation. Depression remained
high across time points and was associated with increased risk of emotional maltreatment and
neglect over a 36-inonth period. In addition, self-reported emotional maltreatment remained
high across time points. Implications of this work are the needs for better identification of
mental health needs for mothers entering the child welfare system and parent training to
specifically address positive parenting.
KEY WORDS: child welfare; maternal depression; National Survey
of Child and Adolescent Well-Being; parenting
M
aternal depression, a critical public
health concern, is prevalent among
mothers referred to Child Protective
Services (CPS) agencies. In fact, nearly a quarter of
adults entering the child welfare system meet the
diagnostic criteria for a major depressive episode
in the preceding 12 months (U.S. Department of
Health and Human Services, Administration on
Children.Youth and Families [HHS, ACYF], 2005),
compared with only 7% of adults in the general
population (Kessler, Chiu, Demier, & Walters, 2005).
Furthermore, w ômen have an increased likelihood
of experiencing depression compared with men
(Kessler et al., 2003), and women exposed to a
high number of chronic Stressors—as many women
referred to CPS agencies are—are three times more
likely than women with less exposure to Stressors to
experience maternal depression (Orr,James, Burns,
& Thompson, 1989). Given that women comprise
the vast majority of primary caregivers among the
child welfare population (HHS, ACYF, 2005), it is
important to understand how maternal depression
affects outcomes after a CPS referral.
The high rate of maternal depression in the child
welfare system is a concern given its influence on
parenting practices. Symptoms of depression may
impede a woman's capacity to provide care for her
children, placing her at risk to engage in neglectful
parentin ...
Similar to Discussion Question PHL 1010 150 WORDS1. Describe an example of.docx (20)
Assignment ContentTo learn how to apply SPCM to a process,.docxelinoraudley582231
This document provides instructions for a week 2 assignment to continue a flow chart started in week 1 and identify variances within a process by using data from week 1, then complete the week 2 Statistical Process Control Methods worksheet.
Assignment ContentTo prepare for the Week 2 Assessment, .docxelinoraudley582231
Assignment Content
To prepare for the Week 2 Assessment,
consider
a past or current professional experience where a culture change was needed.
Using the
Organizational Change Chart
,
outline
information about the experience and organization following Kotter’s 8-Step to Change Model as a guiding line.
Kotter's 8-Step Change Model
Step One: Create Urgency.
Step Two: Form a Powerful Coalition.
Step Three: Create a Vision for Change.
Step Four: Communicate the Vision.
Step Five: Remove Obstacles.
Step Six: Create Short-Term Wins.
Step Seven: Build on the Change.
Step Eight: Anchor the Changes in Corporate Culture.
.
Assignment ContentThroughout this course you will study the di.docxelinoraudley582231
Assignment Content
Throughout this course you will study the different roles that contribute to an organization's information security and assurance.
Part A:
Select
an organization you wish to explore and use throughout the course.
As you make your selection, keep in mind that you will explore the following roles in the organization: Cyber Security Threat Analyst, Penetration Tester, Cyber Security Engineer, Risk Management Analyst, and Software Engineer. You need sufficient knowledge of the organization you select to complete these security assignments.
Part B:
A Cyber Security Threat Analyst conducts analysis, digital forensics, and targeting to identify, monitor, assess, and counter cyber-attack threats against information systems, critical infrastructure, and cyber-related interests.
Take on the role of a Cyber Security Threat Analyst for the organization you select. Use the
Threats, Attacks, and Vulnerability Assessment Template
to
create
a 3- to 4-page assessment document.
Research
and
include
the following:
Tangible assets:
Include an assessment scope. The scope must include virtualization, cloud, database, network, mobile, and information system.
Asset descriptions:
Include a system model, A diagram and descriptions of each asset included in the assessment scope, and existing countermeasures already in place. (Microsoft® Visio® or Lucidhart®)
Threat agents and possible attacks
Exploitable vulnerabilities
Threat history
Evaluation of threats or impact of threats on the business
A prioritized list of identified risks
Countermeasures to reduce threat
Note:
The page assignment length requirement applies to the content of the assignment. Start the assignment with an APA formatted title page and add a reference section with at least two professional references. Use the references in the text of the assignment. For assignments that require use of the template, insert the completed template into the APA document. Delete the assignment instructions from the document. This will improve the originality score from Safe Assign. Make sure to check the SafeAssign originality score.
.
Assignment ContentThroughout this course, you have been using .docxelinoraudley582231
assignment Content
Throughout this course, you have been using different analysis strategies to determine best practices for developing your business plan. It’s time to develop a strategic plan that will help you determine where your business is now, where you want to take it, and how you will get there. Your strategic plan will help you implement and manage the strategic direction of your company. In addition, you will communicate the direction of your company to stakeholders.
Develop
a strategic plan for the company that you selected at the beginning of your MBA program and share your plan with stakeholders.
Create
a 13- to 15-slide presentation for key stakeholders to solicit their approval of your strategic plan. Address the following in your presentation:
An introduction with mission and vision statements
Core values, ethics, and social responsibility principles
Analysis of the company’s:
Internal environment (e.g. strengths and weaknesses related to resources, trademarks, patents, copyrights, or current processes)
External environment (e.g. opportunities and threats related to market trends, economic trends, demographics, or regulations)
An evaluation of internal and external environment’s impact on achieving the company strategy
Create a strategic objective for the company.
Create short- and long-term goals for achieving the company’s strategic plan.
Determine methods for collecting data and measuring success of the strategic plan.
Include
APA-formatted in-text citations and a reference page.
Cite
at least 3 peer-reviewed documents.
Note
: You may include your textbook as 1 of the sources.
Submit
your assignment.
.
Assignment ContentThis week’s readings and activities focu.docxelinoraudley582231
Assignment Content
This week’s readings and activities focused on how reason, emotion, and communication may influence critical thinking. In this assignment, you will identify the concepts of reason, emotion, and communication in your everyday critical thinking practices.
Complete
the
Reason, Emotion, and Communication in Critical Thinking Worksheet
.
Submit
your assignment.
Resources
Center for Writing Excellence
Reference and Citation Generator
Grammar and Writing Guides
.
Assignment ContentThis week you will continue your work on the.docxelinoraudley582231
Assignment Content
This week you will continue your work on the project to evaluate higher education student aid data. You will evaluate your data warehouse data to ensure it can provide consistent, accurate query data, and provide an update to the project sponsors.
Define
and
execute
a process to evaluate your data warehouse data for incompleteness, nulls, and the ability to provide consistent query data.
Create
a summary for your project sponsors to inform them of the quality of data they can expect from the new data warehouse.
Include
the following information in your summary:
Your data evaluation strategy
Specific data evaluation queries
Sample results per query
Summary of findings
Document
your summary as either:
A 10-slide Microsoft® PowerPoint® presentation with detailed speaker notes
A 2- to 3-page Microsoft® Word document
.
Assignment ContentThis week, you will continue building th.docxelinoraudley582231
Assignment Content
This week, you will continue building the components of your business requirements document for Hollywood Organic Co-op. In the previous weeks, you have identified the types of data, standards, and policies required for a new EDMS. This week, you determine how to electronically move data around in an EDMS and determine the physical and environmental security requirements.
Write
a 2- to 4-page evaluation of the implementation of physical and environmental controls for the new EDMS. Include the following:
How to control access to a document at each stage of its life cycle
How to move documents within the organization as team members contribute to document creation, review, approval, publication, and disposition
Physical and environmental security controls that must be implemented to protect the data and systems for Hollywood Organic Co-op's five locations, including for the identification, authentication, and restriction of users to authorized functions and data
Format
citations according to APA guidelines.
.
Assignment ContentThis week you will finalize your present.docxelinoraudley582231
Assignment Content
This week you will finalize your presentation from Week 5 by designing a deployment plan to promote your innovation project to the Executive Team of your organization.
Create
a 10- to 15-slide presentation to add to your Week 5 individual assignment.
Prepare
an Introduction or Executive Summary.
Develop
a deployment strategy and schedule for introducing the innovation project to the market.
Determine
key go-to-market considerations, which may include plans for:
Advertising
Marketing
Sales channels/distribution
Communications or promotion
Estimate
the cost and analysis for:
Development or manufacturing
Delivery
Infrastructure and product support
Estimate
high-level financial considerations, including the potential size of the market for the company and profitability.
Justify
the innovation investment.
Determine
alternative investments or a non-investment (what if the executive team disapproves the project?).
Determine
future product plans, evolution, etc. (e.g., what's next for this product in the market?).
Conclude
with a recommendation or call-to-action statement.
Submit
your assignment, the entire presentation that includes what you built in Week
.
Assignment ContentThis weeks’ discussion of correlation and ca.docxelinoraudley582231
Assignment Content
This weeks’ discussion of correlation and causation helps us interpret and understand what the data created from research means to the problem or question that we are addressing.
Write
a 700- to 1050-word paper in which you:
Differentiate between correlation and causation.
Explain how each is calculated or tested.
What is statistical significance and how does it relate to correlation?
Describe how they are used in decision and policy making. Provide examples to illustrate your understanding.
Include
at least two peer reviewed references.
Format
your paper consistent with APA guidelines.
.
Assignment ContentThis week, you will continue building the .docxelinoraudley582231
Assignment Content
This week, you will continue building the components of your business requirements document for Hollywood Organic Co-op. In the previous weeks, you have identified the types of data, standards, and policies required for a new EDMS. This week, you determine how to electronically move data around in an EDMS and determine the physical and environmental security requirements.
Write
a 2- to 4-page evaluation of the implementation of physical and environmental controls for the new EDMS. Include the following:
How to control access to a document at each stage of its life cycle
How to move documents within the organization as team members contribute to document creation, review, approval, publication, and disposition
Physical and environmental security controls that must be implemented to protect the data and systems for Hollywood Organic Co-op's five locations, including for the identification, authentication, and restriction of users to authorized functions and data
Format
citations according to APA guidelines.
.
Assignment ContentThis week you will continue your work on.docxelinoraudley582231
Assignment Content
This week you will continue your work on the project to evaluate higher education student aid data. You will evaluate your data warehouse data to ensure it can provide consistent, accurate query data, and provide an update to the project sponsors.
Define
and
execute
a process to evaluate your data warehouse data for incompleteness, nulls, and the ability to provide consistent query data.
Create
a summary for your project sponsors to inform them of the quality of data they can expect from the new data warehouse.
Include
the following information in your summary:
Your data evaluation strategy
Specific data evaluation queries
Sample results per query
Summary of findings
Document
your summary as either:
A 10-slide Microsoft® PowerPoint® presentation with detailed speaker notes
A 2- to 3-page Microsoft® Word document
Submit
your assignment.
.
Assignment ContentThis week you learned about the application .docxelinoraudley582231
This week's assignment asks students to review a scenario about navigating employee groups, research diversity in the workplace, and complete an analysis and plan chart. Students are to complete the Navigating Employee Groups worksheet and submit the team assignment. Resources are provided to help with the assignment.
Assignment ContentThis assignment offers you the opportuni.docxelinoraudley582231
Assignment Content
This assignment offers you the opportunity to explain the commonalities found in different religions, provide examples of situations involving ethics that are faced by people in the world today, and identify contemporary challenges and issues related to religion.
Select
and
complete
either Option A or Option B.
Option A: Written Summary
Write
a 525- to 750-word paper that addresses the following topics:
What is essential (in the practices and beliefs) for a tradition to be called a religion? Illustrate your points by referring to the commonalities of at least 2 different religions. Include specific examples from the various religious traditions described in the Week 1 readings, such as a belief in one God or many gods and goddesses, the removal of one’s shoes before entering a place of worship, bathing and baptism as methods of spiritual purification, or refusing to eat certain types of meat. You may also include examples from your own religious tradition or another religious tradition with which you are familiar.
What place does religion have in making ethical decisions? Include specific examples of situations involving ethics faced by members of a religion today. Reflect on your own spiritual beliefs, how have your ethics been influenced personally or professionally? If you hold no spiritual beliefs, consider how individuals you may know or work with are faced with ethical decisions that are influenced by their beliefs.
Consider what you know about religion today. What are some modern issues that may be affecting religious traditions? How are these religions handling these issues?
Format
your paper according to appropriate course-level APA guidelines. You may find helpful resources for completing your assignment in the
Center for Writing Excellence
in the University Library.
Option B: Presentation
Prepare
a 10- to 12-slide presentation that addresses the following topics:
What is essential (in the practices and beliefs) for a tradition to be called a religion? Illustrate your points by referring to the commonalities of at least 2 different religions.
What place does religion have in making ethical decisions? Include specific examples of situations involving ethics faced by members of a religion today.
Aside from ethical challenges, what are some contemporary challenges and issues related to religion?
Include
specific examples from the various religious traditions described in the Week 1 readings, such as a belief in one God or many gods and goddesses, the removal of one’s shoes before entering a place of worship, bathing and baptism as methods of spiritual purification, or refusing to eat certain types of meat. You may also include examples from your own religious tradition or another religious tradition with which you are familiar.
You may use Microsoft® PowerPoint® or some other presentation format for this assignment.
Use
bullet points and images or graphics to illustrate your mai.
Assignment ContentThis assignment has two parts.Part 1.docxelinoraudley582231
Assignment Content
This assignment has two parts.
Part 1: Problem Statement
View
the
Dissertation Series Tutorial - Problem Formulation
.
Read
the
Guide to Developing the Problem Statement
and then
review
the two sample problems below:
SAMPLE PROBLEM 1:
The problem is that
husbands caring for wives with breast cancer have a demanding caretaking schedule,
resulting in
failure to practice their own self-care
(LeSeure & Chongkham-ang, 2015).
SAMPLE PROBLEM 2:
The problem is that
despite extreme workplace stress, police officers lack stress management skills,
resulting in
diminished health, family life, and work performance
(Toers-Bijins, 2012).
Write
a 1-sentence original problem for a prospective study you might conduct using the format below:
The problem is that _____ (state problem), resulting in ______ (consequence).
Include
a citation to support the problem, and
provide
a reference.
Part 2: Background to the Problem
Locate
2 or 3 peer-reviewed scholarly articles (published within the last 5 years) from the
University Library
that address the problem.
Write
1 to 2 paragraphs providing a brief description and background of the identified problem using the scholarly articles to support the existence of the problem. Be sure to use scholarly voice.
Use
the provided
Research Outline Template
to ensure proper APA formatting.
Note:
Beginning this week, you will be using this template for your assignments, with the expectation that all revisions are incorporated from feedback from previous week(s).
Include
APA-formatted in-text citations, a title page, and a reference page.
Submit
your assignment.
Note
: You will continue to narrow the focus of the problem as you continue reading relevant literature.
Resources
CDS Central
CDS Central > Student Resources
Copyright 2020 by University of Phoenix. All rights reserved.
Use this space to build your submission.
You can add text, images, and files.Add Content
.
Assignment ContentThis assignment is designed to help you .docxelinoraudley582231
Assignment Content
This assignment is designed to help you think about how the Founding Fathers wrote the Constitution and examine how the Presidency and Congress are functioning today.
Consider
the current Congress and Office of the President.
Discuss
how contemporary activities of these two branches of the U.S. government compare and contrast with the intentions of the founders. Use specific examples, and include support from at least 3 sources, 1 of which can be your textbook. Your examination of the topic should include information about the following:
Structure and makeup of Congress
Differences between the House of Representatives and the Senate
Powers granted to Congress and the President under the Constitution
Checks and balances of power, considering Congress, the President, and the judiciary
Roles and responsibilities of the President
Evolution of presidential power
How bills become laws
Format
your assignment as one of the following:
18- to 20-slide presentation with detailed speaker notes
875-word paper
Include
APA citations for all unoriginal ideas, facts, or definitions and an APA-formatted reference list.
Submit
your assignment.
.
Assignment ContentThere are various schools within Buddhis.docxelinoraudley582231
Assignment Content
There are various schools within Buddhism, which you have learned about this week. In this assignment, share what you have learned about Buddhism overall, and compare and contrast the schools of Buddhism.
Write
a
350 word
paper that includes the following:
A summary of the major historical events related to Buddhism and the life of the Buddha
An explanation of the basic teachings and moral aspects of Buddhism, including the three marks of reality, the Four Noble Truths, and the Noble Eightfold Path
A comparison of the three major Buddhist traditions—Theravada, Mahayana, and Vajrayana—and how each tradition developed from the early teachings
Include
APA-formatted citations and a references page.
.
Assignment ContentThere are two deliverables for this assi.docxelinoraudley582231
Assignment Content
There are two deliverables for this assignment. You will fill out and submit the Financial Transactions Risk Table and you will
write
and submit a 1,050- to 1,400-word paper.
Address
the following in your paper:
Describe risk exposures by filling out the Financial Transaction Risks Table.
Describe features you would choose to measure interest risks and identify which transactions are influenced by interest rates or income. Some are influenced by both.
Format
your paper consistent with APA guidelines.
Submit
your assignment as a Microsoft® Word document.
.
Assignment ContentThere are offenders whose criminality is.docxelinoraudley582231
Assignment Content
There are offenders whose criminality is based on biological factors. This may or may not be known to the offender prior to a deadly incident like the examples in this assignment. Biological anomalies are not common, but in many cases, the results are catastrophic. The cases outlined for this assignment are some of the most notorious. This assignment will help you develop a better understanding of mental illness and physiology as factors when measuring criminality.
Choose
a criminal offender from the list below whose criminal behavior was connected to a biological abnormality (physical, psychological, or chemical):
Andrea Yates
and the documented evidence of psychiatric issues, including postpartum depression and psychosis, prior to murdering her five children.
Jeffrey Dahmer
and the documented evidence of psychiatric issues prior to murdering 17 men.
John Wayne Gacy
and the documented evidence of psychiatric issues prior to murdering 33 young men and boys.
Charles Whitman
murdered 16 people, including his wife and mother. An autopsy suggested Whitman had a brain tumor pressing on his amygdala, a region of the brain crucial for emotion and behavioral control.
Create
an 8- to 10-slide Microsoft® PowerPoint® presentation with speaker notes in which you:
Summarize the case.
Discuss the genetic or physiological evidence that supports the notion that biology played a key role in explaining the offender's criminality.
Research the behaviors that constitute psychopathy and discuss in detail the specific behaviors demonstrated by the offender that align (or not) with behaviors indicative of a psychopathic individual.
Identify if the positivist perspective applies to your chosen example. Explain your answer.
Identify if the punishment rendered in your chosen example best supports the classical or neoclassical perspective of crime. Explain your answer.
Include
at least 2 academic references and cite your sources according to APA guidelines.
.
Assignment ContentThere are many different threats to the conf.docxelinoraudley582231
Assignment Content
There are many different threats to the confidentiality, integrity, and availability of data-at-rest, data-in-transit, and processing. Some threats affect one of these security risks (like confidentiality only), and some threats affect more than one or even all these risks.
Create
a 1-to 2 -page table, in Microsoft® Word, listing a minimum of 6 threats using the column headers and details below:
Threat – List the threat.
Threat to Type of Data (data-at-rest,data-in-transit, or processing) – Identify the type.
Confidentiality/Integrity/Availability– Identify whether some or all are affected by labelling: C, I, and/orA.
Mitigation Suggestion – Describe a mitigation plan in 2-3 sentences.
Example
:
Threat
: Password Compromise
Threat to Type of Data
: Data-At-Rest
Confidentiality/Integrity/Availability
: C & I
Mitigation
: Employ a strong password that is changed at regular intervals. Do not share your password or write it down on sticky notes on your desk.
Include
a short paragraph that highlights two access control techniques or policies that enforce security.
Cite
at least two resources within the assignment in APA format.
.
Assignment ContentThe strategic sourcing plan is a plan fo.docxelinoraudley582231
Assignment Content
The strategic sourcing plan is a plan for how you will do business going forward. The sourcing plan can address how to supply resources to staff, your current and future systems, and how you will purchase raw materials or new IT systems.
Develop
a high-level IT sourcing plan to guide Phoenix Fine Electronics to adopting enterprise solutions rather than multiple stand-alone systems. As a guideline, your sourcing plan should be a 3- to 4-page outline or summary.
Include
the following in your sourcing plan:
The current technologies being utilized
Major issues with that technology
New technologies to implement as replacements for current technologies
How it addresses the current issues
Additional advantages or value added
Approximate time frame to implement the technology
Any dependencies that the company does not currently have in order to implement
.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Discussion Question PHL 1010 150 WORDS1. Describe an example of.docx
1. Discussion Question PHL 1010 150 WORDS
1. Describe an example of a time when you pointed out another
person’s mistake. How can you tell whether another person is
merely making a mistake or purposely trying to deceive you?
What happened in this case? Your explanations should have
reasons that support them that use information you learned in
this course that apply to this event in your life.
Information Systems Management
Question 6
1. Describe any four rights of users of information systems.
Your response should be at least 200 words in length.
Question 7
1. Explain what is meant by outsourcing. Explain the
management advantages of outsourcing.
Your response should be at least 200 words in length.
Discussion Question -150 WORDS
Identify an assignment in this course that had a positive impact
on you. How will you be able to apply the skills you learned
from it to gain life and/or career success?
Week 3 –Article – Posttraumatic stress in children and
adolescents exposed to family violence
Posttraumatic stress in children and adolescents exposed to
family violence: I. Overview and issues.
Authors:
Margolin, Gayla, University of Southern California, Los
Angeles, CA, US, [email protected]
2. Vickerman, Katrina A., University of Southern California, Los
Angeles, CA, US
Address:
Margolin, Gayla, Department of Psychology, University of
Southern California, SGM 930, Los Angeles, CA, US, 90089-
1061, [email protected]
Source:
Couple and Family Psychology: Research and Practice, Vol
1(S), Aug, 2011. pp. 63-73.
Publisher:
US : Educational Publishing Foundation
ISSN:
2160-4096 (Print)
2160-410X (Electronic)
Language:
English
Keywords:
child physical abuse, complex trauma, developmental trauma
disorder (DTD), domestic violence, posttraumatic stress
disorder (PTSD)
Abstract:
Exposure to child physical abuse and parents' domestic violence
can subject youth to pervasive traumatic stress and can lead to
posttraumatic stress disorder (PTSD). This article presents
evolving conceptualizations in the burgeoning field of trauma
related to family violence exposure and describes how the often
repeating and ongoing nature of family violence exposure can
complicate a PTSD diagnosis. In addition, recent literature
indicates that children exposed to family violence may
experience problems in multiple domains of functioning and
may meet criteria for multiple disorders in addition to PTSD.
Considerations salient to the recognition of traumatic stress in
this population and that inform assessment and treatment
planning are presented. (PsycINFO Database Record (c) 2013
APA, all rights reserved) (journal abstract)
Subjects:
3. *Child Abuse; *Disorders; *Domestic Violence; *Physical
Abuse; *Posttraumatic Stress Disorder; Childhood
Development; Emotional Trauma
PsycINFO Classification:
Neuroses & Anxiety Disorders (3215)
Population:
Human
Age Group:
Childhood (birth-12 yrs)
Adolescence (13-17 yrs)
Grant Sponsorship:
Sponsor: Eunice Kennedy Shriver National Institute of Child
Health and Human Development
Grant Number: 5R01 HD046807
Recipients: Margolin, Gayla
Sponsor: National Research Service Award
Grant Number: 1F31 MH74201
Recipients: Vickerman, Katrina A.
Format Covered:
Electronic
Publication Type:
Journal; Peer Reviewed Journal
Document Type:
Journal Article; Reprint
Publication History:
Accepted: May 14, 2007; Revised: May 11, 2007; First
Submitted: Dec 12, 2006
Release Date:
20110808
Copyright:
American Psychological Association. 2011
Digital Object Identifier:
http://dx.doi.org.ezp.waldenulibrary.org/10.1037/2160-
4096.1.S.63
PsycARTICLES Identifier:
4. cfp-1-S-63
Accession Number:
2011-16594-006
Number of Citations in Source:
70
Persistent link to this record (Permalink):
http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.
com/login.aspx?direct=true&db=pdh&AN=2011-16594-
006&site=ehost-live&scope=site
Cut and Paste:
<A
href="http://ezp.waldenulibrary.org/login?url=http://search.ebsc
ohost.com/login.aspx?direct=true&db=pdh&AN=2011-16594-
006&site=ehost-live&scope=site">Posttraumatic stress in
children and adolescents exposed to family violence: I.
Overview and issues.</A>
Database:
PsycARTICLES
Posttraumatic Stress in Children and Adolescents Exposed to
Family Violence: I. Overview and Issues
By: Gayla Margolin
University of Southern California;
Katrina A. Vickerman
University of Southern California
Biographical Information for Authors: Gayla Margolin received
her PhD in psychology from the University of Oregon and is
professor of psychology at the University of Southern
California. Her research examines the impact of family and
community violence and other serious stressors on youth and
family systems.
Katrina A. Vickerman received her MA in clinical psychology
from the University of Southern California, where she is
currently a doctoral student. Her research interests include
mental and physical health correlates of intimate partner
violence, longitudinal patterns of emotional and physical
5. partner aggression, as well as family violence, sexual assault,
and trauma.
Acknowledgement: Preparation of this article was supported in
part by National Institute of Child Health and Human
Development Grant 5R01 HD046807 awarded to Gayla
Margolin and National Research Service Award Grant 1F31
MH74201 awarded to Katrina A. Vickerman.
This article is reprinted from Professional Psychology: Research
and Practice, 2007, Vol. 38, No. 6, 613–619.
Children's interpersonal violence exposure is now recognized as
a potential precursor to posttraumatic stress disorder (PTSD) in
youth with the acknowledgment that extraordinarily stressful
events can occur as part of children's customary experiences.
Early examples of children's PTSD focused on sudden, out-of-
the-ordinary catastrophic events such as sniper attack and
natural disaster (Pynoos et al., 1987). However, recent
definitions of trauma stressors have expanded to include events
within the range of normal experience that are capable of
causing death, injury, or threaten the physical integrity of the
child or a loved one (American Academy of Child and
Adolescent Psychiatry [AACAP], 1998; American Psychiatric
Association [APA], 1994). Yet, children's violence exposure
poses challenges to current understanding of PTSD: What if the
violence exposure is lifelong, and there is no discrete
precipitating event? Does violence that is not “life threatening”
still qualify as a traumatic event? This article addresses
children's exposure to violence in the home, specifically
domestic violence and child physical abuse, as potential
precursors to PTSD in children and provides a foundational
framework of knowledge essential to working with youth
traumatized by family violence. For a review of treatments with
this population, see Vickerman and Margolin (2007, this issue).
Other examples of youth violence exposure—child sexual abuse
and community violence—have somewhat different mechanisms
of impact and have received attention elsewhere (Deblinger &
6. Heflin, 1996; Deblinger, Lippmann, & Steer, 1996; Finkelhor &
Browne, 1985; Lynch, 2003), and thus are not the focus here.
Scope of the Problem
Youth's exposure to violence in the home occurs at high rates
and often is noted as one of the most common and severe
adverse events during childhood (Margolin & Gordis, 2000).
Recent data from a nationally representative sample show that,
each year, domestic violence occurs in the homes of
approximately 30% of children living with two parents
(McDonald, Jouriles, Ramisetty-Mikler, Caetano, & Green,
2006). Lifetime prevalence of exposure to interparental
aggression is likely to be substantially higher, particularly with
the inclusion of youth whose parents have separated or
divorced. Somewhere between 5% and 10% of children are
directly victimized by severe physical abuse each year, whereas
over 50% experience corporal punishment (Straus & Gelles,
1986; Straus, Hamby, Finkelhor, Moore, & Runyan, 1998).
Many youth who experience domestic violence and child
physical abuse are “invisible” victims because the violence
exposure is not known to anyone outside the family (Fantuzzo,
Mohr, & Noone, 2000; Margolin, 1998). Failure to recognize
violence as a precipitating distress in these youth can lead to
misdiagnoses and misguided treatment plans.
As with all traumatic events, only a portion of the children who
experience violence exposure in their homes will develop
PTSD. Summarizing several studies, Rossman, Hughes, and
Rosenberg (2000) reported that 13% to 50% of youth exposed to
interparental violence qualify for diagnosis of PTSD. In a
sample of community children exposed to partner aggression,
only 13% of the children met diagnostic criteria for PTSD;
however, over 50% met the symptom criterion for intrusive
thoughts regarding the events, one fifth of the sample exhibited
avoidance of trauma-related stimuli, and two fifths of the
sample experienced overarousal symptoms related to the
traumatic events (Graham-Bermann & Levendosky, 1998). In a
clinic setting, 26% of physically abused children qualified for
7. PTSD diagnoses; the percentage was higher for girls (50%) than
for boys (18%; Ackerman, Newton, McPherson, Jones, &
Dykman, 1998). Based on a study of youth in foster care, 42%
of those who were physically abused experienced PTSD (Lubit,
2006). PTSD diagnoses related to child abuse also are seen in
samples not receiving clinical services. Random-digit dialing
interviews with more than 4,000 adolescents showed lifetime
PTSD rates of 15.2% for boys and 27.4% for girls who had
experienced either physically abusive punishment or physical
assault (albeit not limited to the family); comparable rates for
those with no physically abusive punishment or physical assault
were 3.1% for boys and 6.0% for girls (Kilpatrick, Saunders, &
Smith, 2003).
Children's exposure to multiple types of violence is an
important consideration in the likelihood that they will
experience PTSD. The co-occurrence rate between child abuse
and domestic violence is estimated to be about 40% in clinical
samples referred for one of these problems, although it is only
6% for nonreferred community samples (Appel & Holden,
1998). In some instances, this coincidence of domestic violence
and injuries to children is by happenstance rather than intent,
for example, as young children cling to a parent out of fear or
as adolescents attempt to intervene and stop their parents'
battles (Fantuzzo, Boruch, Beriama, Atkins, & Marcus, 1997;
Laumakis, Margolin, & John, 1998). Beyond co-occurrence
between child abuse and domestic violence, there also is
considerable overlap in children's exposure to family violence
and community violence (Margolin & Gordis, 2000) and adverse
life circumstances more generally (Anda et al., 1999).
Emotional abuse is another potential precipitant or exacerbating
factor of child trauma that is often overlooked but that co-
occurs with many forms of violence exposure and may account
for detrimental outcomes (Toth & Cicchetti, 2006). Because
children generally enter the health or mental health care system
because of one specific type of violence exposure, assessment
for exposure to other types of violence and other traumatic
8. events should be standard procedure.
Violence in the Home as a Traumatic Event
In light of the wide variety of events that encompass child abuse
and domestic violence, it is not surprising that there is
confusion about whether violence in the home qualifies as a
traumatic event. Events that fall in the realm of family violence
can include physical or emotional aggression, and involve at
least one family member as a victim and another as a
perpetrator. The actions vary widely in severity, from minor
aggression (e.g., pushing, shoving, slapping) to death of a
family member. Moreover, the physical and psychological
impact of specific aggressive acts varies not only by severity
but also by size and developmental status of the recipient.
Shaking, for example, can be fatal to a young infant but is
unlikely to injure an adolescent. Impact also takes into account
disruption to the family system, including family dissolution.
For some children, violence in the home leads to one parent
leaving, an out-of-home placement for the youth, or temporary
relocation with their mother and siblings to a domestic violence
shelter. For other children, normal everyday activities are not
even disrupted by family violence.
Rossman and Ho (2000) described children's experience with
serious forms of domestic violence as “a type of war zone.
Sometimes they feel they can predict the 'attacks' and
sometimes the aggression is unexpected. This leaves them with
a sense of danger and uncertainty” (p. 85). Children's
experiences of intense physical child abuse and domestic
violence are quite similar in their overwhelmingly intense
affective and physiological reactions. What is less clear is
whether the so-called minor or typical forms of child abuse or
domestic violence also elicit intense reactions, or perhaps elicit
such reactions only in some children. It is tempting to think that
aggressive acts should reach a criterion level of violence, either
in frequency or severity, before qualifying as a traumatic event.
However, there is little basis by which to set such a criterion.
Severity of violence exposure is one factor affecting the
9. development of PTSD, but other factors, such as accumulation
of multiple stressors, functioning of the nonoffending caregiver,
and the child's perception of the stressor, also are significant
variables (AACAP, 1998; Pynoos, Steinberg, & Piacentini,
1999).
As a trauma-eliciting event, violence in the home has certain
unique characteristics, some of which challenge assumptions
about the conceptualization and diagnosis of PTSD. The chronic
nature of family violence is one such characteristic that
complicates the diagnosis of PTSD. With violence in the home,
there may not be an identifiable pretrauma state of the child's
functioning, there may not be one specific traumatic event that
stands out, and violent episodes may not present life-threatening
circumstances. These factors can obfuscate a Diagnostic and
Statistical Manual of Mental Disorders (4th ed.; DSM–IV; APA,
1994) PTSD diagnosis, which requires exposure to an extremely
threatening precipitating event that results in symptoms that
reflect a change from a baseline state. Paradoxically, however,
the chronic nature of family violence with the constant threat of
additional episodes makes it particularly salient as a trauma-
eliciting stimulus. Even if the violence occurs sporadically or
only one time, the child's trauma reactions may generalize to
other, less serious demonstrations of anger and conflict and
even to verbal aggression, which has a high likelihood of
occurrence among family members. Thus, children who live
with family violence cannot rely on home as a safe base when
threats of repeating violence are real and there is no escape
from the physical or emotional reminders of previous scary
incidents.
Parents' compromised emotional availability is another unique
characteristic of family violence as a traumatic stressor
(Margolin, 1998; van der Kolk, 2005). PTSD symptoms are
more likely when a person, not an act of nature, causes the
traumatic event, when that person is a trusted individual, and
when the victim is a loved one (Green et al., 2000). Thus, fear
and helplessness may be particularly overwhelming when the
10. threatened or actual injury is caused by one parent and is
directed toward the child, the other parent, or a sibling. With
traumatic events such as natural disasters or accidents, parents'
support for the child has proven to be an important buffer to
help minimize PTSD symptoms (AACAP, 1998). From an
attachment perspective, the child is in an irresolvable situation
and is likely to respond with disorganized attachment when the
parent simultaneously is the source of safety and the source of
danger (Hesse & Main, 2006; Lieberman & Van Horn, 2005).
Moreover, the nonoffending parent may not be able to offer
security if she or he is threatened or victimized (Dutton, 2000).
Mothers who have PTSD tend to be quicker and more impulsive
in their actions toward their children and also tend to
underestimate their children's distress (Chemtob & Carlson,
2004). For all of these reasons, family violence has the
unfortunate consequence of undermining parents as protectors
and sources of support.
In addition, the potential toll on youths' perceptions of self-
worthiness and self-esteem can be especially poignant when the
parents are the source of the traumatic stress (Silvern, Karyl, &
Landis, 1995). Being the recipient of parents' aggressive words
and actions can damage children's perceptions of themselves as
deserving, lovable individuals. It is not unusual for children to
attribute the abuse they receive to self-identified faults,
misdeeds, and negative traits (Briere, 1992). Even interparental
violence can inadvertently communicate a message of disregard
for the child and can leave the child wondering, “How can you
care about me if you hurt my mom and destroy our family?”
Relatedly, children's diminished self-worth may stem from their
perceptions that they should have tried to protect the victim or
stop the violence but failed to do so (Silvern et al., 1995).
Child abuse and exposure to domestic violence fall into the
category of complex traumas (Cook et al., 2005; van der Kolk,
2005), a relatively recent conceptualization of long-standing,
repeating, traumatic events. Complex trauma refers to “the
experience of multiple, chronic, and prolonged,
11. developmentally adverse traumatic events, most often of an
interpersonal nature (e.g., sexual or physical abuse, war,
community violence) and early life onset” (van der Kolk, 2005,
p. 401). Six domains of potential impairment related to complex
trauma exposure have been delineated: (a) affect regulation,
including difficulty with modulation of anger and being self-
destructive; (b) information processing, including attention,
concentration, learning difficulties, and consciousness (e.g.,
amnesias and dissociation); (c) self-concept, including guilt and
shame; (d) behavioral control, including aggression and
substance abuse; (e) interpersonal relationships, including trust
and intimacy; and (f) biological processes, including
somatization and delayed sensorimotor development (Cook et
al., 2005; Spinazzola et al., 2005; van der Kolk, 2005). Van der
Kolk (2002) additionally included alterations in the systems of
meaning and loss of sustaining beliefs. Because of the
overwhelming dysregulation experienced by these youth, even
minor stressors can lead to serious distress.
Manifestations of PTSD in Violence-Exposed Youth
A developmental psychopathology conceptualization of youth
violence exposure incorporates multifaceted and interacting
variables that contribute to adaptive or maladaptive trajectories.
The child's vulnerability versus resilience to traumatic events
relates to a complex system of variables, including associated
and secondary stresses (e.g., other losses or changes), reminders
of the trauma (external and internal cues), and the child's
appraisals of ongoing danger, all of which occur in the context
of intrinsic child characteristics (e.g., temperament,
developmental competencies, physiological reactivity), and the
family and social environment of the child (Pynoos et al.,
1999). Building on a developmental psychopathology
framework, the Complex Trauma Taskforce of the National
Child Traumatic Stress Network emphasizes that multiple
traumas are likely to result in complex disturbances in multiple
domains, potentially leading to wide-ranging developmental
delays or fluctuating presentations of symptoms (van der Kolk,
12. 2005). Posttraumatic reactions typically involve the interplay of
dysregulation in emotional, cognitive, behavioral, and
psychobiological domains, with symptoms in each domain
potentially triggering symptoms in other domains. These
symptoms can disrupt typical maturation and derail the child
from normal developmental tasks and activities (Cicchetti &
Toth, 1995; Silvern et al., 1995; van der Kolk, 2005).
A hallmark reaction to trauma events is the flooding of negative
affect, both in reaction to the actual trauma and to recurrent
intrusive thoughts about the event. Over time, emotional
reactions fluctuate between anxious, hyperactivated emotional
responses and restricted, flat affect. Consequences of affect
dysregulation, both detachment and excessive reactivity, can
include difficulty containing emotions, displays of inappropriate
affect, and withdrawal from affect-arousing situations, all of
which increase the risk of poor impulse control and relationship
problems (Cicchetti & Toth, 1995; van der Kolk, 2005).
Cognitive symptoms in youth exposed to violence include
overestimations about danger, preoccupied worry, and intrusive
thoughts about the safety of oneself and other family members
(Briere, 1992). Attempts to modulate these cognitive symptoms
can result in efforts to minimize the impact of new information
(i.e., slower processing of incoming information), or
alternatively, to maximize new information (i.e., maintaining a
state of preparedness and vigilance), or in alternating between
minimizing and maximizing information (Rossman & Ho, 2000).
If these cognitive reactions lead to difficulties in concentration
and decision making, they can have serious consequences for
the youth's ability to function in school (Rossman et al., 2000).
Cognitive distortions due to either minimizing or maximizing
information, coupled with high emotional arousal, also provide
an explanation for the violence-exposed youth's increased risk
of engaging in aggressive behaviors. That is, the youth may rely
on past aggressive understandings of interpersonal situations
and not attend to the nuances of the current situation. Or the
youth may overinterpret ambiguous cues as aggression and
13. respond in kind. In both situations, the youth may exhibit
“preemptive” aggressive responding resulting from her or his
faulty processing of social information (Crick & Dodge, 1994:
Dodge, Pettit, & Bates, 1994; Rossman & Ho, 2000).
Sensory experiences associated with trauma events are closely
intertwined with physiological reactions and, over time, with
alterations in biological stress systems (De Bellis et al., 1999;
van der Kolk, 1996). Repeated neural activation due to trauma
exposure can alter the quantity and quality of neurotransmitter
release (Mohr & Fantuzzo, 2000). Prolonged stress due to
family violence exposure or sexual abuse has been linked to
chemical changes, such as higher levels of norepinephrine,
dopamine, epinephrine, and cortisol (De Bellis et al., 1999).
Elevations in adrenaline and noradrenaline prepare the body for
quick action through increased heart rate and blood flow, and
they also increase agitation and perhaps decrease attention
(Rossman et al., 2000). Over prolonged exposure, the body
regulates arousal by decreasing the number of receptors for
arousal. Also, high levels of glucocorticoids are associated with
damage in the hippocampus, which can negatively affect
memory. Perhaps most alarming, because children's brains are
still developing, they are particularly vulnerable to negative
effects of periods of overactivation or underactivation in their
neurodevelopment (Schwartz & Perry, 1994).
Challenges With the Diagnosis of PTSD in Youth
Recognition of PTSD as a valid condition in youth has led to
considerable reevaluation and refinement about appropriate
diagnostic criteria. The DSM–IV (APA, 1994) diagnostic
criteria for PTSD in children, patterned after diagnostic criteria
for adults, require that children exhibit at least one
reexperiencing, three avoidance and numbing, and two arousal
criteria. However, the DSM–IV criteria recognize that PTSD is
likely to be exhibited differently in children than adults, for
example, with children reexperiencing the traumatic event
through repetitive or reenacting play or frightening dreams.
Scheeringa, Zeanah, Drell, and Larrieu (1995) introduced
14. developmentally sensitive criteria for preschool-age children
that are less dependent on verbalizations and abstract thought
and have included new symptoms such as aggression, new fears,
and loss of previously acquired developmental skills (e.g.,
language regression).
Although children are more likely to manifest adult-type PTSD
symptoms as they mature (AACAP, 1998), school-age children
and adolescents still have their own age-specific ways of
registering posttraumatic distress. Kerig, Fedorowicz, Brown,
and Warren (2000) differentiated PTSD symptoms for
adolescents, school-age children, and preschool children. These
authors' list of arousal symptoms for adolescents includes
insomnia, withdrawal into heavy sleep, angry and aggressive
behavior, and academic difficulties, in addition to the standard
symptoms of hypervigilance and exaggerated startle response.
In contrast, arousal symptoms listed for school-age children are
difficulty falling asleep, oppositional acting-out behavior, and
obsession with trauma details. Problems also have been noted
with the distinctions between symptom clusters in youth.
Rossman and Ho (2000) have argued that arousal and avoidance
symptoms actually represent one factor, which they explained as
youths' efforts to cope with physiological arousal by
withdrawing physically and psychologically from the aversive
situation.
To capture youth's complicated and multidimensional reactions
to severe and prolonged interpersonal violence, the Complex
Trauma Taskforce of the National Child Traumatic Stress
Network (e.g., van der Kolk, 2005) has reconceptualized the
diagnostic criteria for PTSD in complex cases and has proposed
a new diagnostic category: developmental trauma disorder
(DTD). The criteria for DTD include (a) repeated exposure to
developmentally adverse interpersonal trauma; (b) triggered
pattern of repeated dysregulation in response to trauma cues,
including dysregulation in multiple domains; (c) persistently
altered attributions and expectancies about self, relationships,
and others; and (d) evidence of functional impairment (van der
15. Kolk, 2005). This new diagnostic category, which is being
considered for possible inclusion in the American Psychiatric
Association's DSM–V (DeAngelis, 2007), directs attention to
the wide-ranging symptoms exhibited by youth exposed to
interpersonal traumas. The goal of introducing this new
diagnosis is to better identify children who have experienced
complex trauma so that they can receive trauma-related
interventions.
Comorbid and Secondary Problems Associated With PTSD
The wide-ranging constellation of problems associated with
trauma means that violence-exposed youth often meet criteria
for multiple diagnoses, one of which may be PTSD. In addition
to comorbidity with depression and a variety of anxiety
disorders, including separation anxiety, PTSD also often is
comorbid with attention-deficit/hyperactivity disorder, conduct
disorders, and aggression (Ackerman et al., 1998; Buka,
Stichick, Birdthistle, & Earls, 2001; Famularo, Fenton,
Kinscherff, & Augustyn, 1996; Lubit, 2006). In some instances,
PTSD symptoms may be a mediator between violence exposure
and other outcomes (Lisak & Miller, 2003; Wolfe, Wekerle,
Scott, Straatman, & Grasley, 2004). The distress associated with
PTSD symptoms can overwhelm the youth, interfere with coping
responses to other stresses, and thereby lead to more symptoms
of maladjustment.
A concern when diagnosing violence-exposed youth is that
PTSD will be misdiagnosed as another childhood condition,
particularly when the assessment is made without knowledge
about violence exposure in the home. In some situations,
misdiagnosis can have problematic outcomes. For example, a
misdiagnosis of attention-deficit/hyperactivity disorder that
results in treatment with Ritalin may actually increase
symptoms of intrusion for some youth (Rossman & Ho, 2000).
Moreover, despite empirically supported treatments for such
childhood problems as depression or anxiety, we lack
information on the effectiveness of these treatments when the
problems are etiologically related to violence exposure.
16. Adolescents show somewhat unique types of comorbidity, with
increased risks for co-occurrence between PTSD and risk-taking
activities such as alcohol and drug abuse, suicide, eating
disorders, delinquency, school truancy and suspension, and
violence in dating relationships (Cohen, Mannarino, Zhitova, &
Capone, 2003; Flannery, Singer, & Wester, 2001; Kilpatrick,
Ruggiero, et al., 2003; Lipschitz, Winegar, Hartnick, Foote, &
Southwick, 1999; Wolfe, Scott, Wekerle, & Pittman, 2001).
Adolescents' PTSD and their acting-out and risk-taking
behaviors create spiraling patterns of problematic behavior.
Youth may engage in risky behaviors such as substance abuse,
risky sexual practices, or delinquent acts as ways to cope with
PTSD, that is, to self-medicate, reduce their sense of isolation,
or improve their esteem (Widom & Hiller-Sturmhofel, 2001).
These behaviors, however, put them at risk for aggression,
violence, and social rejection, all of which can further
contribute to posttraumatic stress. Mutually reinforcing patterns
of PTSD and efforts to cope with the distress associated with
PTSD can put adolescents on trajectories with destructive
consequences for their schooling, employment, and social
relations.
The lack of consensus about PTSD symptoms and about the
nature of the relationship between PTSD and comorbid
problems poses important questions with significant
implications for assessment and treatment. Are other
psychological problems manifestations of syndromes that are
distinct from PTSD, or are they actually part of the trauma-
related phenomena, as suggested by proponents of complex
trauma theories and DTD diagnoses (van der Kolk, 2002)? Does
PTSD precipitate other types of problems or make youth
vulnerable to other problems? If so, does treatment directed
toward lessening the PTSD symptoms interrupt or prevent other
psychological conditions? Answers to these questions would
inform decisions about whether to administer trauma-focused
treatment versus treatments directed at other childhood
disorders and thus are fundamental to treatment planning for
17. traumatized youth.
Assessment Considerations
Assessment of children with family violence exposure should
cover all salient domains of the child's life, be developmentally
informed with sensitivity to varying types of symptoms for
children, and include information about the family and cultural
context. Information should be gathered from relevant adults,
including parents, significant caregivers, and perhaps teachers.
Important considerations for informed treatment planning are
the nature and type of distress that the child experiences and the
extent to which she or he is hampered in everyday activities.
Meeting criteria for a PTSD diagnosis is not the predominant
issue, particularly in light of the evolving definitions of PTSD.
Children with subthreshold symptoms for PTSD may
demonstrate substantial distress and functional impairment
(Carrion, Weems, Ray, & Reiss, 2002; Pelcovitz et al., 1994).
Even youth who appear asymptomatic may experience subtle
problems, such as difficulties concentrating.
When questioning a child about aggression and violence in the
home, the clinician needs to be mindful of the implications for
the child of revealing information, particularly information that
has not been previously shared. Frequently, children do not
make connections between their own symptoms and
precipitating events. Or, the child may choose not to speak of
family violence, either to protect their parents or in response to
a direct instruction to remain silent. In assessing violence
exposure, questions should refer to specific types of aggressive
acts (hitting, slapping) rather than rely on general terms such as
abuse or violence, and assess for experiences of emotional
abuse and neglect (e.g., calling the child stupid or threatening
to send the child away). In addition, when obtaining information
about actual abuse experiences, clinicians should maximize the
use of open-ended nonleading questions to obtain an
uncontaminated report of the child's abuse experience, even
when interviewing children as young as age 4 or 5 years (Lamb
et al., 2003).
18. The home environment and the parents are the most salient
contextual variables to assess, with a detailed focus on the
nature of the child's relationship with his or her parents and
other important family members (e.g., siblings, grandparents).
Parents' overall stress and emotional health are important,
particularly because of the impact of domestic violence on
women and the impact of mothers' depressed mood and trauma
symptoms on children's distress (Levendosky & Graham-
Bermann, 1998, 2000; McClosky, Figueredo, & Koss, 1995).
Although there is evidence that abused women can experience
high parenting stress (Holden, Stein, Ritchie, Harris, & Jouriles,
1998), mothers' level of abuse does not necessarily affect their
parenting behaviors (Sullivan, Nguyen, Allen, Bybee, & Juras,
2000). Assessment with parents also can identify potential
obstacles to treatment, such as transportation, babysitting needs,
and so on (Kolko & Swenson, 2002), as well as alternative
potential support networks, such as schools, counselors, social
workers, extended family, and community members (Spinazzola
et al., 2005).
Beyond the family context, cultural and community context can
influence how a child and the family perceive, respond to, and
cope with family violence. PTSD occurs across cultures, but
cultural factors may affect the way symptoms are manifested
and understood by the family and community (AACAP, 1998).
In addition to cultural norms and values about the violence and
associated symptoms, culture plays a part in family roles, child
rearing, and attitudes about the extent to which extended family
and nonfamily can ensure that the child's needs are met (Cohen,
Deblinger, Mannarino, & de Arellano, 2001). Culture also is
likely to influence the family's receptivity to treatment and even
specific types of interventions (Graham-Bermann & Hughes,
2003).
Our recommendations for the assessment of family violence and
youth symptoms include the following. First, when violence in
the family has been identified, even if the child is not
manifesting overt problems, there should be an assessment for
19. subtle signs of impairment and for establishing a baseline
measure of the child's adjustment. Second, in light of the
number of families in which violence is occurring but is
unknown to anyone outside of the family, exposure to family
violence should be briefly assessed, even if it is not part of the
presenting picture when children are referred for emotional and
behavioral problems. Third, any assessment of children exposed
to domestic violence should include an assessment of PTSD.
Fourth, PTSD should be considered as a potential mediating
variable between family violence and other child problems. We
make these suggestions neither to implicate family conflict and
violence in every child's symptoms nor to imply that all family
aggression and violence are traumatic. Rather, these suggestions
are to identify those youth whose experiences with traumatic
violence exposure have not been identified but influence their
current adjustment. If family violence is not known or if PTSD
symptoms are not assessed, these children are likely to receive
standard treatment for specific psychological problems when
they might benefit more from trauma-based therapy.
Conclusions and Future Directions
Exposure to family violence, including marital aggression and
physical child abuse, is increasingly recognized as a possible
precursor to PTSD in children and adolescents. However,
unique aspects of violence in the family and variations due to a
child's developmental level may complicate the diagnosis of
PTSD, particularly if treatment professionals are unaware of the
child's victimization. In addition, at least one of the child's
primary caregivers is also the perpetrator of violence, and
family violence by nature is often chronic or repeated, both of
which may exacerbate symptomatology and lead to maladaptive
functioning in multiple domains (i.e., affective, cognitive,
behavioral, physiological, and social). Clinicians should be
aware of the potential for possible comorbid diagnoses and
problems for traumatized youth. Assessment of these youth
should recognize the family and cultural context, the
developmental stage of the youth, and the nature and degree of
20. stress the child has experienced, and should evaluate all
domains of the child's life that may affect his or her well-being
or ability to function successfully.
Conceptualizations of PTSD in youth are still evolving. Are
PTSD symptoms normal reactions to abnormal circumstances, or
abnormal reactions to abnormal circumstances (McNally,
Bryant, & Ehlers, 2003)? Further investigation of PTSD in
youth is needed to understand the anticipated, yet highly
disturbing and disorienting nature of PTSD symptoms from a
developmental perspective. Also, information is needed on the
progression of PTSD (Pynoos et al., 1999) and on who develops
PTSD (Ozer & Weiss, 2004). Despite many explanations about
how and why youth develop PTSD, far less is known about
factors that contribute to youths' spontaneous recovery from
PTSD without intervention, or about resilience to the
development of PTSD despite extreme and repeated violence
exposure. Information on the natural course of PTSD in youth
exposed to family violence with a focus on various sources of
healing and with attention to youth of different sociocultural
backgrounds can provide valuable information for improving
intervention efforts. For an examination of intervention
components and treatment outcome evaluations, see Vickerman
and Margolin (2007, this issue). Research on the development
and progression of PTSD will improve the extant clinical
literature and the limited treatment outcome research on
intervening with youth traumatized by family violence.
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Submitted: December 12, 2006 Revised: May 11, 2007
Accepted: May 14, 2007
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Back
Week 3 Discussion – Due 06-15-16 by NOON
Library article selected - Posttraumatic stress in children and
adolescents exposed to family violence: I. Overview and issues.
See attachment
Effects of Stressors on Groups
What causes you stress? Is it the same thing that causes your
friends and family stress? Stressors are highly personal and can
vary widely between individuals. For example, in 2001, Marc
Prensky divided the world into two groups: digital natives and
digital immigrants. Digital natives are individuals who grew up
in world full of digital technology. These individuals have
never known a world without the Internet, digital music players,
cell phones, computers, and other digital tools. By contrast,
digital immigrants were born before these technologies became
29. commonplace. While it is inaccurate to assume that everyone in
the digital native group is a natural technology user or that all
digital immigrants fear technology, the groups are often
indicative of the willingness of each group to adopt new
technologies and what aspects of the adoption process causes
stress.
Stressors come in many forms and are not limited to a single
cause or group. In addition to technology, stress can result from
work, gender expectations, personal interactions, or a hundred
other factors. To add to the complexity, something that causes
extreme stress in one individual may cause little or no stress in
another. Have you ever had a friend who was terrified of
something that you found laughable? As you move forward
through this course, it is important to be aware of the variability
in what causes individuals stress and the steps that can be taken
to minimize its impact.
To prepare for this Discussion:
· Consider different stressors in your life and how they impact
your stress levels.
· Review Chapter 2, “The Sociology of Stress.” Pay particular
attention to the different types of stressors.
· Review Chapter 7, “Stress-Prone and Stress-Resistant
Personality Traits,” and the articles, “The Many Faces of
Stress” and “Gender and Ethnic Differences in Stress
Reduction, Reactivity, and Recovery.” Consider the
characteristics that influence the impact of stress.
· Review the article, “Internet Addiction Guide.” Consider the
impact of Internet addiction and the recommended treatment
strategies.
· Go to the Walden Library and research a recent article (no
more than 5 years old) on how a stressor impacts a specific
group (e.g., caregivers, college students, an ethnic or cultural
group, etc.). Library article selected - Posttraumatic stress in
children and adolescents exposed to family violence: I.
Overview and issues. See attachment.
With these thoughts in mind:
30. Post by Day 4 a brief description of the article you selected,
including the stressor and group discussed in the article.
Explain how this group might respond to the stressor.
Recommend two techniques someone in this group might apply
to reduce the stressor’s impact. Explain why these techniques
would be the best choice for this particular group.
Be sure to support your postings and responses with specific
references to the LearningResources.
Read a selection of your colleagues' postings.