Latchkey Children (BEL 311)
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Violence
Violence against children includes physical, emotional, and sexual abuse. Up to 1 billion children worldwide experience some form of violence. Experiencing violence as a child can have lifelong negative impacts on health and well-being. There are several types of violence children face, including maltreatment, bullying, and youth violence involving gangs. Exposure to violence as a child can result in death, severe injuries, impaired brain development, mental health issues, risky behaviors, disease, and lower educational and economic opportunities. To prevent violence against children and mitigate its impacts, a multi-pronged approach is needed that involves changing social norms, creating safe environments, strengthening family support, reducing poverty, and improving access to health and education services.
Child abuse
Child physical abuse damages children both physically and emotionally. It occurs when a child is intentionally hurt or injured by hitting, kicking, punching or poisoning. Factors that may contribute to physical abuse include stress, mental health issues, substance abuse, and experiencing abuse as a child. Two case studies described children, ages 2 and 4, who were ruthlessly beaten by family members. To prevent child abuse, it is important to discipline children effectively without violence, learn to control anger through relaxation techniques, and seek help or report any suspected abuse.
Child abuse
This document discusses child abuse, including its definition, types, causes, symptoms, effects, and prevention. The main types of child abuse are physical abuse, emotional abuse, sexual abuse, and neglect. Child abuse can cause physical, psychological, behavioral, and societal harm. It is important to prevent child abuse by building children's trust and self-esteem, teaching them about their rights, being supportive listeners, and providing positive feedback. Laws like the Child Abuse Prevention and Treatment Act provide funding for protecting children from all forms of abuse.
Influence of Environment
The document discusses human development from infancy to adulthood. It notes that development is influenced by genetics, environment, and maturation. It describes key developmental milestones like moving from dependence to independence and pleasure-seeking to understanding reality. It also discusses approaches to defining and classifying emotional and behavioral disorders in children.
Assessment Procedures
The document discusses assessment procedures and educational approaches for children with emotional and behavioral disorders. It describes several assessment tools that have been developed to identify hyperactivity, aggression, and deviant behaviors in young children and adolescents. Educational approaches discussed include applied behavior analysis, teaching social skills, alternative responses, self-management skills, and intervention procedures like positive reinforcement and rule setting that can help minimize problem behaviors.
Depression
This document discusses depression in teens. It defines depression as feelings of severe despondency and dejection that can affect thoughts, behavior, motivation, feelings, and sense of well-being. It notes that many teens feel life is unfair or things never go their way, leaving them feeling stressed and confused. Depression can be difficult to diagnose in teens because they have trouble expressing their feelings and may not seek help. The document provides ways for teens to cope with feelings of depression, such as making new friends, participating in activities, and getting psychotherapy or medication if needed.
Biological Factors and Causes of EBD
This document discusses the etiological factors and causes of emotional and behavioral disorders in children. It identifies biological and environmental factors such as inborn temperament, parental relationships, school experiences, and peer interactions as predisposing and precipitating causes. Sustaining factors that prolong disorders are also discussed. Characteristics of children with emotional and behavioral disorders are described, including difficulties with social skills, oppositional behavior, externalizing and internalizing disorders, aggression, delinquency, and identification/assessment methods.
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The document discusses several theories of emotional and behavioral disorders from a psychoneurological perspective:
1) Congenital, biochemical, and acquired theories examine biological factors such as genetic disorders, prenatal/perinatal events, biochemistry, and physical brain damage.
2) Psychodynamic theory studies unconscious motivations and the interplay between unconscious and conscious processes. Freud's theories of id, ego, superego and psychosexual stages are described.
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Violence
Violence against children includes physical, emotional, and sexual abuse. Up to 1 billion children worldwide experience some form of violence. Experiencing violence as a child can have lifelong negative impacts on health and well-being. There are several types of violence children face, including maltreatment, bullying, and youth violence involving gangs. Exposure to violence as a child can result in death, severe injuries, impaired brain development, mental health issues, risky behaviors, disease, and lower educational and economic opportunities. To prevent violence against children and mitigate its impacts, a multi-pronged approach is needed that involves changing social norms, creating safe environments, strengthening family support, reducing poverty, and improving access to health and education services.
Child abuse
Child physical abuse damages children both physically and emotionally. It occurs when a child is intentionally hurt or injured by hitting, kicking, punching or poisoning. Factors that may contribute to physical abuse include stress, mental health issues, substance abuse, and experiencing abuse as a child. Two case studies described children, ages 2 and 4, who were ruthlessly beaten by family members. To prevent child abuse, it is important to discipline children effectively without violence, learn to control anger through relaxation techniques, and seek help or report any suspected abuse.
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This document discusses child abuse, including its definition, types, causes, symptoms, effects, and prevention. The main types of child abuse are physical abuse, emotional abuse, sexual abuse, and neglect. Child abuse can cause physical, psychological, behavioral, and societal harm. It is important to prevent child abuse by building children's trust and self-esteem, teaching them about their rights, being supportive listeners, and providing positive feedback. Laws like the Child Abuse Prevention and Treatment Act provide funding for protecting children from all forms of abuse.
Influence of Environment
The document discusses human development from infancy to adulthood. It notes that development is influenced by genetics, environment, and maturation. It describes key developmental milestones like moving from dependence to independence and pleasure-seeking to understanding reality. It also discusses approaches to defining and classifying emotional and behavioral disorders in children.
Assessment Procedures
The document discusses assessment procedures and educational approaches for children with emotional and behavioral disorders. It describes several assessment tools that have been developed to identify hyperactivity, aggression, and deviant behaviors in young children and adolescents. Educational approaches discussed include applied behavior analysis, teaching social skills, alternative responses, self-management skills, and intervention procedures like positive reinforcement and rule setting that can help minimize problem behaviors.
Depression
This document discusses depression in teens. It defines depression as feelings of severe despondency and dejection that can affect thoughts, behavior, motivation, feelings, and sense of well-being. It notes that many teens feel life is unfair or things never go their way, leaving them feeling stressed and confused. Depression can be difficult to diagnose in teens because they have trouble expressing their feelings and may not seek help. The document provides ways for teens to cope with feelings of depression, such as making new friends, participating in activities, and getting psychotherapy or medication if needed.
Biological Factors and Causes of EBD
This document discusses the etiological factors and causes of emotional and behavioral disorders in children. It identifies biological and environmental factors such as inborn temperament, parental relationships, school experiences, and peer interactions as predisposing and precipitating causes. Sustaining factors that prolong disorders are also discussed. Characteristics of children with emotional and behavioral disorders are described, including difficulties with social skills, oppositional behavior, externalizing and internalizing disorders, aggression, delinquency, and identification/assessment methods.
Emotional behavioral Disorder
The document discusses several theories of emotional and behavioral disorders from a psychoneurological perspective:
1) Congenital, biochemical, and acquired theories examine biological factors such as genetic disorders, prenatal/perinatal events, biochemistry, and physical brain damage.
2) Psychodynamic theory studies unconscious motivations and the interplay between unconscious and conscious processes. Freud's theories of id, ego, superego and psychosexual stages are described.
3) Erikson's psychosocial theory proposes eight stages of social and identity development influenced by social/environmental factors.
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Mental health of children depends on the way parents interact with them. Though every parent wishes to provide the best at home, they may not be giving the best to their children as no full proof method of bringing up children has been invented. This is because no two children are alike. There are more differences between children than we ordinarily believe. Moreover, culture, society, gender of the child and a host of other factors interact with the upbringing of children
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EBD The etiological factors or causes of ebd
This document discusses the etiological factors or causes of emotional and behavioral disorders (EBD) in children. It identifies two main factors: biological and environmental. Biologically, children are born with innate temperaments that may predispose them to behavioral issues, though physiological abnormalities alone do not cause EBD. Environmentally, home and family influences as well as school experiences can precipitate EBD. Loving parenting that meets children's needs helps develop healthy behaviors, while negative home environments or bullying at school may trigger emotional disturbances. Predisposing, precipitating, and sustaining factors all contribute to the development and recurrence of EBD.
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2. Key topics include learning emotional regulation between ages 2-6, the importance of play, parenting styles, and how children come to understand themselves as boys or girls.
3. Theories of development discussed include psychoanalytic theory, behaviorism, cognitive theory, and sociocultural theory as they relate to gender development.
Adolescent development
This document summarizes adolescent socio-emotional development and relationships. It discusses the roles of family, peers, and romantic relationships during adolescence. Family problems like divorce can negatively impact academics and self-esteem. Peers can influence adolescents through peer pressure to dress a certain way, take part in risky behaviors, or engage in activities to feel accepted. Dating allows adolescents to learn about relationships and gain status but can also lead to STD, pregnancy if unhealthy. Overall the document outlines the key social relationships and influences during adolescence.
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The document defines child abuse as any non-accidental physical injury or harm inflicted on a child by a caregiver. It discusses the different types of child abuse including physical, sexual, emotional abuse and neglect. It outlines the components, consequences, laws related to child abuse and concludes that parents should discipline children with patience instead of violence and listen to children carefully.
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There are four main types of child abuse: physical abuse, neglect, sexual abuse, and emotional abuse. Physical abuse involves physically harming a child through actions like punching, beating, or burning. Neglect is characterized by failure to provide for a child's basic needs like health care, supervision, or attending to educational needs. Sexual abuse includes inappropriate sexual acts or behaviors with a child. Emotional abuse involves acts or omissions that could seriously harm a child's behavioral or mental health. These types often occur together, and emotional abuse is commonly present alongside other forms of maltreatment.
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Children who witness domestic violence suffer physically and emotionally. They are more likely to experience behavioral, social, and psychological problems including depression, anxiety, low self-esteem, and difficulty forming relationships. The trauma can negatively impact their development into adulthood. Exposure to violence in the home creates an environment of constant fear for children and affects their ability to feel safe and secure.
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The document discusses various types of child abuse including physical, sexual, emotional and psychological abuse. It provides details on the signs and consequences of each type of abuse. Throughout, it emphasizes that child abuse can seriously harm a child's development and that prevention and treatment efforts are important.
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The document discusses the social-emotional needs of gifted and talented students. It notes that gifted students have both cognitive and social-emotional needs, including sensitivity, high expectations, perfectionism, and potential depression or underachievement. The social-emotional development of gifted learners differs from typical learners in that gifted learners have advanced cognitive development, high levels of emotion, and different chronological, emotional, and mental ages at an early age. Educators can effectively meet these needs by recognizing cognitive and behavioral traits, tailoring support to individual needs, and having schools and families work together to address each domain of needs.
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This document discusses the etiological factors or causes of emotional and behavioral disorders (EBD) in children. It identifies two main factors: biological and environmental. Biologically, children are born with innate temperaments that may predispose them to behavioral issues, though physiological abnormalities alone do not cause EBD. Environmentally, home and family influences as well as school experiences can precipitate EBD. Loving parenting that meets children's needs helps develop healthy behaviors, while negative home environments or bullying at school may trigger emotional disturbances. Predisposing, precipitating, and sustaining factors all contribute to the development and recurrence of EBD.
Adolescent behavioral problem
This document discusses behavioral problems in adolescents. It begins by defining adolescence as ages 10-19 and describing characteristics like physical changes and peer pressure. It then discusses common psychosocial problems adolescents face like substance abuse, internalizing disorders, and externalizing disorders. These problems are often co-morbid and related to personality traits and social/family environment. The document provides information on prevalence of substance use, risk factors, conduct disorder, depression, suicide risks, and effective treatment and prevention approaches like life skills training.
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Emotional and behavioral disorders (EBD) are defined by the IDEiA as having difficulties with learning, relationships, behavior, mood, and physical symptoms without clear medical causes. Students with EBD often lack control over motivation, have issues with concentration, hyperactivity, aggression, and immaturity. While causes are not fully known, factors may include heredity, brain disorders, family issues, and poverty increases risk. EBD has a prevalence of 2% in schools and the highest dropout rate. Treatment focuses on providing structure, positive reinforcement, exercise, and music therapy to help reduce problematic behaviors and increase engagement in school. Collaboration between families, schools, and community services is important for intervention.
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1. The document discusses psychosocial development in early childhood, focusing on emotional development, play, moral development, and the development of gender identity.
2. Key topics include learning emotional regulation between ages 2-6, the importance of play, parenting styles, and how children come to understand themselves as boys or girls.
3. Theories of development discussed include psychoanalytic theory, behaviorism, cognitive theory, and sociocultural theory as they relate to gender development.
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This document summarizes adolescent socio-emotional development and relationships. It discusses the roles of family, peers, and romantic relationships during adolescence. Family problems like divorce can negatively impact academics and self-esteem. Peers can influence adolescents through peer pressure to dress a certain way, take part in risky behaviors, or engage in activities to feel accepted. Dating allows adolescents to learn about relationships and gain status but can also lead to STD, pregnancy if unhealthy. Overall the document outlines the key social relationships and influences during adolescence.
Classification of child psychiatry
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The document discusses the traits of modern teenagers, describing adolescence as a complex period of sudden physical and psychological changes that influence personality development. It notes that teenagers seek independence and want to test boundaries, which can lead to negative attitudes towards adults and frequent mood swings. Modern teens are characterized as overly ambitious with high demands, unable to understand others' feelings well, and prone to low self-esteem. The document also briefly outlines some adolescent subcultures, such as emo teens who are mood-driven consumers and hackers who are computer fans.
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The document discusses adolescence, defining it as the period from ages 12 to 19. It notes that adolescence is characterized by rapid physical, mental, emotional, social, and sexual development. Some of the key issues faced during adolescence include problems related to rapid growth, sex education, emotional instability, independence, lack of maturity, insecurity, and adjusting to social values. The document concludes by outlining several educational implications for adolescents, such as providing a suitable learning environment, guidance, sex education, opportunities for co-curricular activities, and training of emotions.
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Information about authoritarian, permissive and democratic parenting styles and how they impact children.
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Types of abuse
There are four main types of child abuse: physical abuse, neglect, sexual abuse, and emotional abuse. Physical abuse involves physically harming a child through actions like punching, beating, or burning. Neglect is characterized by failure to provide for a child's basic needs like health care, supervision, or attending to educational needs. Sexual abuse includes inappropriate sexual acts or behaviors with a child. Emotional abuse involves acts or omissions that could seriously harm a child's behavioral or mental health. These types often occur together, and emotional abuse is commonly present alongside other forms of maltreatment.
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Children who witness domestic violence suffer physically and emotionally. They are more likely to experience behavioral, social, and psychological problems including depression, anxiety, low self-esteem, and difficulty forming relationships. The trauma can negatively impact their development into adulthood. Exposure to violence in the home creates an environment of constant fear for children and affects their ability to feel safe and secure.
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Domestic abuse has significant negative effects on children. It causes children to feel fearful, anxious, isolated, and vulnerable. It also leads children to feel rage, embarrassment and humiliation. Children who witness domestic abuse are more likely to replicate the violence as teens or adults and have higher risks of mental health and behavioral issues like depression, alcohol/drug abuse, and criminal behavior. Domestic abuse results in children feeling physically, emotionally and psychologically abandoned as their parents are consumed with abuse and control.
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Influences on personality
The document discusses the influences on personality, specifically discussing the nature vs nurture debate. It notes that both genetic and environmental factors influence personality, with studies finding a roughly 50% genetic contribution. Environmental influences from sources outside the family like friends and school become more important as children age. While parents do influence traits like values, the parenting style alone does not determine outcomes, and abused children do not always continue cycles of abuse.
Influences on personality
The document discusses the influences on personality, specifically discussing the nature vs nurture debate. It notes that both genetic and environmental factors influence personality, with studies finding a roughly 50% genetic contribution. Environmental influences from sources outside the family like friends and school become more important as children age. While parents do influence traits like values, the parenting style alone does not determine outcomes, and abused children do not always continue cycles of abuse.
Influences on personality
The document discusses the influences on personality, specifically discussing the nature vs nurture debate. It notes that both genetic and environmental factors influence personality, with studies finding a roughly 50% genetic contribution. Environmental influences from social learning and experiences outside the home, such as with friends and in school, are also significant shaping factors on personality traits. The interaction between individual qualities and environmental situations determines personality through reciprocal determinism.
Influences on personality
The document discusses the influences on personality, specifically discussing the nature vs nurture debate. It notes that both genetic and environmental factors influence personality, with studies finding a roughly 50% genetic contribution. Environmental influences from friends and experiences outside the home also significantly impact personality development according to research on twins and adopted children. Personality is shaped through an interaction of genetic predispositions and one's unique life experiences and interpretation of situations.
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- Video recording of this lecture in English language: https://youtu.be/kqbnxVAZs-0
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- Link to NephroTube website: www.NephroTube.com
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Latchkey Children (BEL 311)
- 4. 1. NEGATIVE BEHAVIOUR EFFECTS - Influence by unhealthy culture - High interest in trying something new 2. BAD PSYCHOLOGICAL EFFECTS - Experience emotional disturbance - Having poor relationship among family
- 5. 1. POOR ACADEMICC PERFORMANCE. - Less spirit to go to school. - Influenced of truancy. 2. POOR ACADEMIC ACHIEVEMENT -Wasting their time when alone at home. -Don’t have enough guidance.
- 6. 1. INVOLVED IN ACCIDENTS. - Fire at home - Injury at home 2. VICTIMIZED AGAINST CRIMES. - Victims of human trafficking - Victims of rape
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