Two Parts of a Whole PersonIt is important to consider factors inf.docx

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Two Parts of a Whole Person It is important to consider factors influencing physical, cognitive, and socioemotional development long before the baby arrives. In this discussion, you will examine the relative roles of genetics and the environment. Environmental effects on development include both macrocultural and microcultural influences. Macrocultural influences are the broader influences on a child’s development, such as mass media, religious denomination, societal rules, or educational norms. Microcultural influences are those on a small scale, such as family eating habits, traditions, hierarchical structures, and routines. Based on the principles of behaviorism, John B. Watson argued, tongue-in-cheek, that he could take a healthy baby and make him into a lawyer, doctor, or thief. Sandra Scarr argued that often a child’s genetic predispositions override the influence of the environment. Based on what you have learned so far about development, select a well-known movie that addresses the nature-versus-nurture question. Some examples are: The Blind Side, Rudy , and A Beautiful Mind . With reference to the film, respond to the following: How influential is the role of genetics in the child’s development? What about the role of the environment, temperament, and teratogenics, among others? Do you agree with Watson, Scarr, both, or neither? Support your arguments with research, citing sources. Write your initial response in 3–4 paragraphs. Apply APA standards to citation of sources. .

Education

Two Parts of a Whole PersonIt is important to consider factors inf.docx

This document discusses the roles of genetics and environment in child development. It examines macro-cultural influences like media, religion, and education as well as micro-cultural influences like family habits and structure. The document also references theories from Watson and Scarr about the influence of genetics versus environment on development and asks the reader to analyze a film related to the nature vs nurture debate.

It is important to consider factors influencing physical, cognitiv.docx

lmelaine

It is important to consider factors influencing physical, cognitive, and socioemotional development long before the baby arrives. In this discussion, you will examine the relative roles of genetics and the environment. Environmental effects on development include both macrocultural and microcultural influences. Macrocultural influences are the broader influences on a child’s development, such as mass media, religious denomination, societal rules, or educational norms. Microcultural influences are those on a small scale, such as family eating habits, traditions, hierarchical structures, and routines. Based on the principles of behaviorism, John B. Watson argued, tongue-in-cheek, that he could take a healthy baby and make him into a lawyer, doctor, or thief. Sandra Scarr argued that often a child’s genetic predispositions override the influence of the environment. Based on what you have learned so far about development, select a well-known movie that addresses the nature-versus-nurture question. Some examples are: The Blind Side, Rudy , and A Beautiful Mind . With reference to the film, respond to the following: How influential is the role of genetics in the child’s development? What about the role of the environment, temperament, and teratogenics, among others? Do you agree with Watson, Scarr, both, or neither? Support your arguments with research, citing sources. Write your initial response in 3–4 paragraphs. Apply APA standards to citation of sources. .

Assignment 2 Two Parts of a Whole PersonIt is important to consid.docx

ursabrooks36447

This document discusses the roles of genetics and environment in human development. It describes macro cultural influences like media, religion, and education, as well as micro cultural influences like family habits and structure. The document asks the reader to consider John Watson's argument that environment can override genetics in development, as well as Sandra Scarr's opposing view that genetics often determine outcomes more than environment. It provides examples of movies that illustrate the nature vs nurture debate and asks the reader to analyze the roles of genetics, environment and other factors in development based on the selected film.

Risk Factors for Child Maltreatment Types of Maltr.docx

malbert5

Risk Factors for Child Maltreatment Types of Maltreatment  Physical abuse – nonaccidental injury inflicted by a caregiver  Sexual abuse – the use of a child for the sexual gratification of an adult  Psychological maltreatment ◦ Includes emotional abuse and emotional neglect  Neglect – act of omission ◦ Physical neglect ◦ Medical neglect ◦ Educational neglect Types of Factors  Potentiating: increase risk for maltreatment  Compensatory: buffers, decreases risk ------------------------------------------------------  Transient – temporary ◦ Temporary unemployment, loss of a loved one  Enduring – ongoing; chronic ◦ Chronic unemployment; untreated mental health issues ------------------------------------------------------ Applied to each level of analysis http://faculty.weber.edu/tlday/1500/systems.jpg Levels of Analysis of Each Instance of Maltreatment  Macrosystemic: broad cultural values and beliefs in the larger society  Exosystemic: social structures that form the immediate context in which families and individuals function (e.g., neighborhood, school)  Microsystemic: environmental setting that contains the developing person (e.g., family, classroom)  Ontogenetic: factors within the child Macrosystemic Issues  Acceptability of violence ◦ Levels of violent crime, presence of weapons ◦ Levels of violence in media ◦ Acceptance of corporal punishment  Sexualization of children  Individualism ◦ Focus on nuclear family both fully responsible for and controlling of children ◦ Geographical isolation of families with children  Values/definitions of work Exosystemic Issue: Poverty  Poverty as a stressor: inadequate resources, feelings of disempowerment (becomes a microsystemic issue)  Poverty places individuals in less safe environments, requiring more parental effort to protect  Poverty places individuals in resource scarce environments  Increasingly poor urban areas are places to which people are not committed - less sense of community Microsystemic Issues  History of abuse in parents  Mental illness in parents  Substance abuse in parents  Domestic violence  Problematic parenting practices  Lack of social support Mental Health Issues in Parents  Mental illness impacts childrearing  Mental health issues increase risk of substance abuse, especially in women  Personality disorders are thought to be most common mental health problem ◦ Core component of an individual’s way of perceiving the world ◦ Often go unrecognized as mental illness among child welfare workers History of Child Abuse in Parents  Child abuse in parents may result in mental health issues (depression, PTSD)  Attachment impairment  Lack of modeling of appropriate parenting behaviors Substance Abuse  Direct physical effects on fetus ◦ Critical issue: should prenatal maternal substa.

Unifying Your Community Around Education Handout

Chris Shade

This document provides information about efforts to improve childhood outcomes and education in Denton County, Texas. It discusses how early childhood experiences, including parenting quality, affect brain development and later life outcomes. Over a third of students in Denton County are at risk of dropping out of school, and many children live in poverty. The document emphasizes that providing children with secure attachments to caregivers through nurturing relationships can help build resilience against the effects of early life stress or adversity. It introduces Ready Rosie, a program that sends short daily videos to parents with simple interactive activities to do with young children using everyday materials.

Childhood%20 obesity 1

Cuong Phan

This document discusses childhood obesity from an interdisciplinary perspective using the biopsychosocial model. It examines the biological, psychological, and social causes and effects of childhood obesity. The biological causes include genetics and nutrition factors. The psychological causes include emotions, medications, and environmental influences. The social causes include poverty, ethnicity, family practices, and social discrimination. The effects include both physical health issues and psychological issues like depression. Interviews with experts provide advice on helping obese children from different disciplinary views.

Childhood%20 obesity

Cuong Phan

This document discusses childhood obesity from an interdisciplinary perspective using the biopsychosocial model. It examines the biological, psychological, and social causes and effects of childhood obesity. The biological causes include genetics and nutrition factors. The psychological causes include depression, medication side effects, and using food as comfort. The social causes include poverty, family eating habits, lack of exercise, and social discrimination. Effects include physical health issues and lack of socialization. Interviews with experts provide advice on helping obese children.

2Source Elrod, P., & R. Scott Ryder (2021). Juvenile justice.docx

BHANU281672

2 Source: Elrod, P., & R. Scott Ryder (2021). Juvenile justice: A social, historical and legal perspective (5th ed.). Burlington, MA: Jones & Bartlett Learning. Introduction Delinquency and the practice of juvenile justice occur not in a vacuum but in a social context. This does not mean that individual factors such as biological makeup and psychological functioning do not play a role in delinquency or the operation of juvenile justice. Nor does it imply that individuals do not make choices, often conscious choices, to engage in delinquent behaviors. However, it recognizes that individuals and the choices they make cannot be adequately understood without considering the social contexts in which they live and act. Social context also helps shape our views of juvenile crime and the operation of juvenile justice through the portrayal of delinquency and juvenile justice in the media. In fact, much of what most people (including many policy makers) know about juvenile crime and juvenile justice comes from the news media. However, the social context of juvenile delinquency and juvenile justice comprises more than the media. In the United States, juvenile delinquency and juvenile justice are influenced by a variety of factors found in the political economy of the United States and in communities, families, schools, peer groups, and other important socializing institutions. How political and economic arrangements and socializing institutions such as families, schools, communities, and peers influence delinquency is a primary focus of theory and research in the field of criminology. Indeed, courses in criminology, juvenile delinquency, and criminological theory focus attention on how factors such as economic inequality, school failure, residence in high-crime neighborhoods, child-discipline practices, child abuse, association with criminally involved peers, and many other factors are related to delinquency. Explanations of illegal behavior that refer to such factors compose a significant body of criminological theory. Moreover, theories are important, as Stephen Pfohl has noted, because they “provide us with an image of what something is and how we might best act toward it.”1 The development of good theories of delinquency, then, could be used to develop policies that reduce or prevent it. They can also be used to develop effective responses to youths involved in the juvenile justice process. The following reading is intended to help you can a better understanding of the relationship between social context and delinquency and how various risk factors within this social context influence youths’ behavior. Individual Factors and Delinquency Many individual factors have been found to be related to delinquent behavior. These factors are often referred to as risk factors because their presence increases the likelihood of delinquency or involvement in the juvenile justice process. These risk factors consist of biological, genetic, or psychological charac.

This document discusses childhood obesity from an interdisciplinary perspective using the biopsychosocial model. It examines the biological, psychological, and social causes and effects of childhood obesity. The biological causes include genetics and nutrition factors. The psychological causes include depression, medication side effects, and using food as comfort. The social causes include poverty, family eating habits, lack of exercise, and social discrimination. Effects include physical health issues and lack of socialization. Interviews with experts provide advice on helping obese children.

2Source Elrod, P., & R. Scott Ryder (2021). Juvenile justice.docx

BHANU281672

2Source Elrod, P., & R. Scott Ryder (2021). Juvenile justice.docx

lorainedeserre

Culture of poverty and development trauma

Cadija Barnett

Running head IMPACTS OF CHILD ABUSE ON GROWTH AND DEVELOPMENT.docx

cowinhelen

Running head: IMPACTS OF CHILD ABUSE ON GROWTH AND DEVELOPMENT 1 IMPACTS OF CHILD ABUSE ON GROWTH AND DEVELOPMENT 11 Impacts of Child Abuse on Growth and Development Tasha Smith Ashford University LIB495: Capstone - Advanced Research Project 05/18/2017 Introduction In the United States, child abuse is one of the aspects that require a compelling attention from the government, the non-governmental organizations, society, and even individuals. Reports exhibit that nearly six million young people are abused annually. The Center for Disease Control and Prevention (CDC) has identified the aspect to be one of the serious problems that the United States is facing, and for this reason, a compelling remedy is required. It is perceived that there is a probability that a child who undergoes physical and psychological abuse is prone to abuse his or her children when he or she becomes an adult (Starr & Wolfe, 1991). According to the United States Bureau of Health and Human Services, it is essential for parents and guardians to ensure that children are not abused in the society. Statement of the Problem The impacts of child abuse from early stages through adulthood have been examined for many years. Child abuse is a very regular practice in the United States with more than six million kids influenced each year (Centers for Disease Control and Prevention [CDC], 2014). It is thought to be a serious issue, particularly as the cycle of abuse proceeds since approximately 30% of abusing and disregarded kids will later abuse their own kids (U.S. Bureau of Health and Human Services [HSS], 2013). The effects of abuse on the child using Erikson's hypothesis of psychosocial improvement, the resulting impacts of the abuse on developing grown-ups, and treatment systems, which have turned out to be of help when working with customers who have experienced childhood abuse. It has got several effects on the development and the growth of children later in life (Kelley, Bravo, Braitman, Lawless, & Lawrence, 2016). It is due to this situation that this study will seek to find the impacts of Child Abuse on Growth and Development. Objective of the study: To determine the Impacts of Child Abuse on Growth and Development Research Questions. 1) How do child abuses influence growth and development of a child? 2) To what extent do child abuses affect the growth and development of a child? 3) Do child abuse influence or determine a person’s behavior at adulthood? 4) Is there a likelihood of a child who has been abused to become abusive at adulthood? 5) How do the abused children get along with other children? Literature review Erikson depicts one of the main stages prompting adulthood as personality versus part disarray (Lewis, McElroy, Harlaar, & Runyan, 2016). This stage is regularly experienced amid the high school years; in this stage, teenagers encounter an” identity emergency", which is portrayed as an endeavor to characterize who you may be (e.g., vocation, religion, ...

4080 paper

Delaney10

The Covid-19 pandemic has significantly impacted children's development in physical, social, and cognitive domains. Physically, children have become less active and more obese due to lack of physical activity and increased unhealthy eating. Socially, lack of interaction with peers has negatively affected children's ability to learn social skills and emotional understanding. Cognitive development is also at risk, as the pandemic may disrupt important processes like synaptic pruning in the brain and increase risk of developmental disorders. Parents can help support children's development during this time by promoting physical activity, healthy eating, and social-emotional learning at home.

The Child’s Psychological Use of the Parent: A Workshop

James Tobin, Ph.D.

This workshop is designed for parents who would like to improve the quality of their relationship with their children. Dr. Tobin provides a roadmap for parents based on a core paradox of the human condition, i.e., the initial need to bond (to form and sustain early life) and the subsequent need to separate/individuate (in order for the child to secure a distinct personal identity unencumbered by unresolved issues with the family of origin). According to Dr. Tobin, both the parent and the developing child simultaneously press for separation/individuation and resist it. This workshop attempts to alert parents to the underlying dynamics that prolong this ambivalence and provides pragmatic suggestions for how parents can be "of use" psychologically so that their child is more successfully primed for the achievement of autonomy.

hereditary and environment.pptx for medical

RUdra822492

The document discusses the influence of heredity and environment on human development and personality. It states that both heredity and environment play important roles, with heredity determining certain inborn traits and potentials while environment influences the development and expression of traits. Key factors discussed include genetics, family background, socioeconomic status, culture, and interactions with other people in one's environment. The relationship between heredity and environment is described as interactive, with personality emerging from the combination of the two influences.

1Introduction to Child DevelopmentCharlie EdwardsPhotodis.docx

aulasnilda

1Introduction to Child Development Charlie Edwards/Photodisc/Getty Images Learning Objectives After completing this module, you should be able to: ሁ Identify and distinguish between developmental domains. ሁ Define and describe the five periods of child and adolescent development. ሁ Trace the historical changes in the field of child development. ሁ Identify and describe major developmental theories. ሁ Differentiate among psychological theories of development and summarize major views. Prologue Prologue About the time I started teaching child development, I was also a consultant at The Children’s Corner, a “playcare” facility that my two young children attended. We employed certified child- care professionals and a number of teaching assistants from a local university. Together they cared for dozens of children, from newborn to age 5. At times, more than 100 children drifted in and out of the facility on any particular day. Within a climate that increasingly emphasized the importance of giving children an intellectual head start, our school remained an unstruc- tured, open environment. It was child centered and focused on creativity and socialization. Before leaving for work, I would go to different areas of the school and interact with the children. Sometimes I would read to them; other times I would assist with art. I played on the climbers and helped in the kitchen. The children were full of energy, curiosity, laughter, and fun. It was a terrific way to start my day. The children from The Children’s Corner have since grown up and undoubtedly have pursued a variety of interests. Most of them are attending college or have begun to work. Some have pursued careers in teaching, medicine, or engineering; others are musicians or artists, labor- ers or technicians; a few are actors. Undoubtedly, some have mental disorders, and, sadly, the odds are good that some of those cute toddlers have been addicted to drugs or have engaged in more maladaptive behaviors, like committing criminal acts. Individual and group factors have steered the children from that facility into widely diver- gent paths. For many of us observers, these differences lead to perhaps the most fascinating question in psychology: What makes us all so distinct? Even children raised in the same environment often lead lives that are different in so many ways. Siblings are often motivated by different ideals and hold opposing positions on social issues, personal principles, or politics. They have different personalities, physical abilities, and intellectual pursuits. My own children, though raised in similar environments, are both alike and different. My son, Max, was an early talker and used words to learn about the world; during infancy and early childhood, he would talk to everyone. By contrast, my daughter, Mariana, did not say much during her first 2 years. She was content to take in the world silently through her eyes and ears, which many obser ...

Ethics and the endangerment of children’s bodies

Renuka Prasad Yarasu

This book aims to analyze and address injustices that threaten children's bodily integrity in affluent societies. It focuses on three topics: eating (obesity, eating disorders), sexuality (sexualization, abuse), and violence (physical abuse, violence between children). While there is agreement these are immoral, the book seeks to provide a philosophical argument for why they violate children's well-being and what moral responsibilities societies have to address them. It examines not just individual actions but how societies can fail children systematically. The goal is a coherent ethical framework to evaluate policies around protecting children's bodies.

Real children. real parents. real places. real parent involvement. handout

Chris Shade

The Denton community formed a preschool coalition consisting of various agencies, universities, churches, and volunteers to help reach children living in poverty before they enter school. This coalition is implementing an online and smartphone-based parent engagement resource called Ready Rosie, which provides two-minute videos demonstrating simple activities parents can do with their young children using everyday household objects. The videos feature real parents and children engaging in activities in real-world locations. The goal is to provide parents with easy ideas for teaching their children essential skills in an authentic way.

Unit 5 Individual ProjectGrading CriteriaPercentageCompute t.docx

Two Parts of a Whole PersonIt is important to consider factors inf.docx

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