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Abuse: How It Effects Cognitive Development and Prevention Methods

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Abuse: How it Effects Cognitive Development and Prevention Methods
Drake Hough
Liberty University
COUN 502-C16
Dr. Lee A. Harlan
November 6, 2010

Abstract
Research indicates that traumatic childhood experiences, such as abuse, increase the risk for different cognitive development disorders that effect learning, memory, and consciousness. Statistics show that no one age, gender, or ethnic group is excluded. Cognitive development that is affected includes depression, learning disorders, developmental disorders, attachment disorders and PTSD. Patterns of attachment affect the quality of information processing throughout the individual’s life. With this evidence, it is imperative to have programs
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During young adult (age twenty to forty years) there is a peak in physical capabilities (strength, coordination, and reaction time), brain function continues to grow, stress can be a health threat (Feldman, 2011). Depending on the age the abuse occurs can affect each individual’s cognitive development to include but not limited to disorders like depression, anxiety, learning and memory disorders, PTSD, and attachment disorders.
According to the definition given by Butcher, Mineka, and Hooley, depression is the emotional state that is characterized by extraordinary sadness. Since 1967, Aaron Beck has provided us with a model of his theory on depression. Beck’s diathesis-stress theory suggests that depression leads back to a dysfunctional formation early on, which left the individual vulnerable to depression if encountered with stressors (Butcher, Mineka, Hooley, 2010). Butcher, Mineka, and Hooly (2010) discuss that according to Beck the parent or guardian are responsible for providing the child or adolescent’s schema. These may lie dormant until activated by a critical incident. It then triggers automatic negative thoughts that lead to depression. Reports of child abuse have suggested an increase in negative self-worth, negative self-attitudes, and negative self-associations. They tend to get caught up in a negative mood, which leads to depression (van Harmelen, deJong, Glashouwer, Spinhover, Penninx, and Elzing,
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