An Analysis Of Her Dynamic Systems And The Interrelatedness Between Biological, Social, Psychological, And Developmental Factors

Developmental cascades are like a snowballing effect of the many interactions between different domains over time resulting in different developmental pathways and outcomes (Masten & Cicchetti, 2010). A downwards cascade refers to when a certain experience changes the functional system of a child, thus altering how the victim responds to and interacts with their environment. Competence in early developmental challenges provides the foundation for competence in

Currently Suzanne is in her hormonal stage where she can experience menopause. Symptoms can be that Suzanne experience hot flushes and during the night sweating.. This can lead to frustration for Suzanne and she can feel inferior to her husband’s need for intimacy. Other symptoms can be anxiety, stages of depression and emotion instability. This can be the causes or reasons for dysfunctional behavior at work. Suzanne did say during her first session that she gets anxious and experience low concentration at work. Her lack of caring for her appearance and health can lead to a form of depression or emotion instability which are symptoms of menopause. Currently Suzanne is at stage 7 of Erik Erikson’s psychosocial theory. Generativity vs. stagnation,

Social development begins at birth and has a significant impact on human development. A child’s exposure to social situations will determine their social functioning and social-emotional development. When a child is exposed to trauma at a young age, it is highly probable that there will be significant milestones that will not be achieved or that will be delayed. The developmental delay of social functioning and social-emotional development, inhibits the ability of an individual to have normal interaction with society.

Child physical, communication and intellectual, social, emotional and behavioural development from birth to 19 years.

Children who have been abused are left with more than just physical scars. They have many psychological, emotional, and behavioral problems as well. Their social lives are affected dramatically, and they suffer lifelong effects. (Lambert) Children tend to

Another sign was the fact that she would abuse the family pets whenever no one else was around. As a result of Jessica’s behavior, it was hard for the services to find a foster home to put her in that was willing to keep her for a long period of time. Jessica’s behavior certainly showed signs of prior abuse based on the violent treatment that she showed towards the animals. I believe that Jessica reacted this way because of the abuse that she dealt with at home, and she felt that it was hard to trust others including the ones who were trying to love her. According to prior modules, I have learned that the cycle of violence begins with the abuse of children at an early age. Dr. Perry states that “children are not resilient, children are malleable” in which is describes that children that are abused has an effect on their brain development which causes them be violent themselves, such as in this case, although he also states that most children who are abused or neglected do not become violent. As stated in Module 6, “the child’s behavior represents an adaptation to the environment (an environment of violence). The child is exercising survival options in relationship to the violence and / or neglect that the child has experienced.” In spite of

When it comes to neurocognitive disorders and neurodevelopmental disorders, reaserchers have been able to diagnose symptoms of a variety of disorders pertaining to the brain and growth development. Once knowing what the symptoms are behaviors become noticed and there becomes a reason for certain behaviors in individuals allowing different treatments for these disorders..

It impacts the maturation of specific brain areas at particular ages, the physiological and neuro-endocrinological responses as well as impacting the ability to coordinate cognitions, behaviours and emotional regulation. Therefore, the effect of trauma is different in different developmental stages. Ornitz (1996) has listed critical periods of major structural changes in brain development in accordance with Piaget’s stages of cognitive development. This includes the periods between early childhood (1.5-4 years), late childhood (6-10 years), puberty and mid-adolescence. This ensures that there are widespread implications of trauma in childhood especially in terms of the age at which exposure to trauma occurs as well as the areas of the brain affected. For example, the volume of the brain shows a rapid increase in first two years (Matsuzawa et al., 2001), a time when the development of attachment also takes place. Moreover, this growth is more experience- dependent (Schore, 2001). Children below the age of two also show a greater right brain than left brain

At the time of the assessment she currently had 62 behavioral infractions at school. Some of her self-report included “lashing out”, being “verbally abusive”, and dislikes physical touch. Katie presented with borderline personality disorder tendencies, runaway behaviors, significant history of trauma, self-injurious superficial cutting and high emotional vitality and reactivity. At

The world that we live in is perilous and full of danger. During those times of danger, traumatic events can occur. People from all walks of life have had trouble dealing with this kind of trauma and can be either scarred or changed by it. This is especially true for children. We tend to overlook children and try to focus on adults when it comes to traumatic events. However, studies have shown that even children are affected by these problems and need assistance in getting over them. Mental health therapists and psychologists have been doing research and developing techniques on this age group that is adolescence. This essay will exhibit several professionals that are studying this matter and developing which technique is best for the children in regards to their treatment.

Looking from a neurobiological perspective, we know very little about Emma’s brain; however, we do know her conduct is of concern to both her mother and pediatrician. At a crucial stage of brain development, Emma experienced sexual abuse. One could conclude that her brain was neurologically affected which has resulted in behavior problems due to the condition of her environment.

However, to understand the impact of adversity on young children’s development and learning, our genes supply the basic blueprint for brain development. “Thus, toxic stress in early childhood not only is a risk factor for later risky behavior but also can be a direct source of biological injury or disruption that may have lifelong consequences independent of whatever circumstances might follow later in life (Shonoff and Garner, 2012, page 238). Poverty, neglect, or family stress can make it especially difficult for young children to develop the self-discipline and habits of mind they will need to succeed in the classroom and beyond. Researchers have found that chronic, sustained stress, such as that caused by neglect, abuse, or deprivation,

Susie Jones is a 9-year-old African American female who lives with her mother and two younger siblings, (John, age 3, Debbie, age 2) in Waterford MI. Susie is currently in the third grade and in special education. Ms. Jones stated that Susie is physically aggressive with her siblings. Susie stated she has self-harming behavior such as choking herself when experiencing feelings of frustration. Susie’s father is not present in her life. Susie’s father is not present because Ms. Jones found out that Susie was sexually abused by her aunt’s boyfriend while in her father’s care. Susie’s sexual abuse included “oral sex” however no penetration. Her aunt’s boyfriend was not prosecuted and CPS was not involved. Susie was a witness to domestic violence against her mother by her mother’s former fiancé. Due to domestic violence in the home, Susie was removed from her mother’s care for a year and returned to her mother in 2009.

Their mother has psychological trauma that can be connected to Eloni’s tendencies, the inability to provide adequately for her family, and the threat of being evicted. The most evident short-term effects of the psychological trauma, in this case, are the mood changes which lead to arguments and may also interrupt Kolomalu’s playful nature. The long-term effects of the trauma are seen as the drug abuse and defiant behavior such as stabbing children as observed with Eloni. In the case of Kolomalu, Cook et al. (2017) state that psychological trauma may impact the growth and development of children adversely. In the case of their mother, she might develop depression. These impacts are similar to short-term impacts in that they all involve a general change in the moods of the characters. Also, they adversely affect the health of the family and their well-being. However, in the case of short-term effects, the adversity of the effects is limited. In long-term effects of the trauma, the effects are severe and lead to a comparatively poorer quality of life such as living in foster care, the failure to achieve development goals, and the development of depressive symptoms as well as eviction from the

In this essay I will define the Absorbent Mind and the Sensitive period and illustrate the influence of these periods on the child 's development of movement, language and social skills. A child in his absorbent mind develops his movement, his language and social skills by soaking knowledge. He takes steps in different sensitive period and repeats his movements, words or social skill actions to improve and to perfect his movement, language and social skills.