Description Of Child By W.

Case 15.1 discusses Bobby Jones, a nine-year-old African American boy. He is in the fourth grade at Lewiston Elementary School. He is being raised by his mother Susan and has five siblings. Recently, Bobby’s teacher, Ms. Matthews has had some concerns regarding his behavior. She stated that he is disruptive, never completes his work and that he is very negative when it comes to school (Pomeroy, 2015). Based off of the information provide in case 15.1, Bobby presents with many of the symptoms and behaviors that are consistent with Oppositional Defiant Disorder (F91.3), and the severity is moderate. According to the Diagnostic and Statistical Manual of Mental Disorders, DSM-5, ODD involves a frequent pattern of angry/irritable moods, vindictiveness,

Susan Wiley, or most commonly known as Genie the Wild Child was born on the 18th of April 1957. She was the fourth child of Clark and Irene Wiley and was one of two children that survived childhood. Her parents were married in 1944 Clark was 20 years his wife’s senior and their marriage was riddled with domestic violence. Their first two children were both suspiciously killed before their first birthday. It was reported that Clark Wiley extremely disliked children and was very mentally unstable. The third of the Wiley children John lived with Clarks mother Pearl, when she was killed in a hit and run accident Clark held his son responsible which only added to his fragile mental health.

     According to many the custody of a child should be determined with the best interest of the child in mind. However, it is not easy for a

On Friday I spent the morning with Jacob who is six years one month old at College America. The morning began with a physical assessment and an interview of Jacob, and the afternoon I was able to observe him at play. Jacob is in first grade and he is the oldest child in his family with a younger brother and a younger sister. After doing a physical assessment and an interview with Jacob he appears to be an overall healthy and happy child with no obvious physical or emotional problems. According to Erikson’s developmental stages Jacob is in stage three where Jacob should be developing purpose in his life.

"Ever since I was a child, I have had this instinctive urge for expansion and growth. To me, the function and duty of a quality human being is the sincere and honest development of one 's potential"(Bruce Lee). I think this quote pertains greatly to how children grow up. The Assignment purpose was to observe a child between the ages of 2 and 16. Human Development is important because it shows what you can identify. For example, if there is anything wrong with your child or if your child is more developed than others. Plus, there is so much that you can learn from observing the child from how they react in their environment and around people. If you know what to look for in human develop it greatly helps in knowing what to do with a child when you least expect it.

Tommy Martin is finding it hard to interact with other children and his educators at school. He is in grade 4 now and has had this problem since kindergarten. He lacks interest in the classroom and he is difficult to work with. Often times he is sent to the principal’s office because of inappropriate behavior. He does not keep friend for lengthy periods of time. He is physically aggressive and very emotional, even about seemingly innocuous things. He does not like sympathy during these emotional times. Frequently he behaves like he is depressed. During these depression episodes he tends to stay by himself. He has a difficulty understanding and subsequently remembering material taught in class. NOTES: He lacks interest in the classroom and

I set up an interview with his parents to discuss his progress and find out some information about David. A translator will be needed due to his parents not speaking English. I’ve asked the parents how David’s behavior is at home and how his attitude is towards his school work. I also asked his parents how he reacts when asked about his classmates and school in general. Is he excited to go to school? Does he like learning? Does he have any friends he talks to? After this, I discussed how David is in class including his behavior. He tries to participate sometimes in school and just sits quietly at times. I have noticed him trying to work harder and understand certain material. He will try to reply when spoken to in his best ability. When he is in a group whether it’s playing or working on a project he will attempt to converse with the others.

By the time he was 10 Dayluis was far from the little boy who looked back at his mom to wonder if he was doing alright or that baby that started crying when I left the room. He became more autonomous and established healthy relationships with everyone in his life from teachers to classmates. At this age he has a best friend among a larger group of friends that he enjoys hanging out with. As he is going to progress from elementary to middle school he has concerns about some things he’s heard the bigger boys do to the smaller ones like put them in trash cans. With my assurance and eventual experience, he realized his concerns were unfunded and does well with the transition into middle school. One thing that is most definitely new is Dayluis’ interest in girls, this leads him to want to dress “cool” and care more about his appearance, he does chores around the house to be able to buy clothes he likes and expresses interest in video games with racy images of women. Additionally, he starts to lack confidence in himself when it comes to doing well in school. Growing up he was always an intelligent child that performed adobe average in most school subjects, as he matured cognitively he became increasingly smarter and

His end of the year report card illustrated him to be extremely gifted in every subject, completing accomplishments far beyond his cognitive level. Additionally, is vocabulary skills as well as his ability to formulate sentences has improved. Branson Reeve developed a massive amount of responsibility towards the beginning of his 3rd grade year. He is completing his chores and homework independently, without having to be told to. At school, he is continuing to show advancements in all areas of study. Recently, he started attending an after-school science camp, which he is very fond of. Because of his infatuation, his father and I are intent on searching for additional extra-curricular science activities. Thankfully, his phase of cheating has finally halted. The use of verbal discussion and praise has acted in the redirection of this negative behavior. Over the summer, he was occupied with neighborhood and school friends. He also adopted the hobby of training the neighbors' dogs. At the beginning of his 5th grade year, him and his sister began arguing and fighting a great deal. Many times, I was forced to interfere to cease the

I observed a group of children in a play date setting at a house cookout. For the sake of confedentiality I will be using fiticious names for the children observed. A total of 7 children was present during this observation 4 girls and 2 boys. The first child that stood out to me was Theron who was the eldest in the bunch. He was very hyperactive and overly energetic almost the entire time. his mother and father constantly urged hm to calm down but that didnt seem to help much. At first I taught to myself that maybe he was just looking fr a little attention from the girls as there was a big age difference between him and the other 2 boys who were actually the youngest of the bunch, but then after listen in on a conversation that the parents

Billy is a 6 year old first grader brought into counseling by his parents (Butcher, Hooley, & Mineka, 2013, p.2013). It was reported that he disliked school because he was told by his instructor that his showing off is a disruption of class, and it makes him disliked. It became clear that his parents did not approve of this behavior he was exhibiting. An assessment was completed, and a three step program was formulated. First, Billy’s parents were taught distinguish between his showing off behavior and suitable behavior for Billy. Second, his parents were taught to disregard any behavior from Billy that consisted of him showing off, while exhibiting that only appropriate behavior was accepted. Lastly, Billy’s teacher was also informed to ignore his showing off behavior, but pay attention to other children who were behaving in good behavior.

The child I observed was a seven-year-old girl in Year 2 who sat on the second highest ability table in a mixed class. While not in school, she lived a substantial distance away meaning she travelled to and from school by car and was often the first child to arrive in the morning and the last to leave in the afternoon. I will focus on the social and emotional development of this child who, from now onwards, will be referred to as C.

Many children are able to adjust their behavior during play time. However, other children like Will, are unable to do so. Will was an 8-year-old diagnosed with disruptive behavior disorders. His behavior problem began at preschools, such as failing to comply with parents and teacher requests. Also, he became aggressive to his classmates and had difficulties comprehending other. Will highly problematic behaviors in first grade become haze Then he was spelled from two pre- schools. There is strong evidence that supports genetic basis, and environmental risk factor related to disruptive behaviors disorders. Then, is my curiosity that such evidence could be the causes in Will’s case. Even though, in this case study, the trace

For this child observation, I decided to observe my younger brother Jacob. Jacob is 5 years old, but he insisted that I write that he is almost 6. He is also in kindergarten this year and loving every second of being a loud, rowdy boy. I suppose I am at an advantage in this observation since I have seen the numerous developments in Jacob’s life thus far.

September 20, 2017- Garrett came to preschool a half-hour early and had to wait until preschool stared at 12:55 which mostly likely contributed to his agitation upon arrival. It was not observed if he independently hung up his backpack and coat. He immediately got a plastic fish and carried it with him for the day. He screamed, yelled, cried “NO NO NO” and resisted all directions to comply with assessment commands. He briefly played with play dough and a thunder instrument, but refused to participate in playing hand bells. He refused to put stickers on the sheet of paper but did enjoy taking them off my nose and putting them on his. He giggled and smiled when I put them on my chin and wiggled making it harder for him to get them off. He wanted snack right away and was unhappy to wait. Roman reported he’d had a large bowl of fruity pebbles before coming to preschool. He drank a milk and made his own peanut cracker sandwiches. He drank a glass of water and ate a few veggie straws. He used a straw to drink and put his glass in the sink when he was finished. He attempted to wipe up his own mess when spilling a little milk. He scratched multiple times, pushed, tried to bite and kicked the teacher on three occasions, when pushed to comply, and cried and screamed saying “shut up” numerous times. He didn’t resist when doing asked to participate for 5 Little Monkeys Jumping on the Bed song