Assignment 02
EDPHOD 8
TABLE OF CONTENTS PAGE
1. EVALUATION AND PLANNING 2
1.1.The effects of a traumatic experience 2
1.2. Observation of effects 3
1.2.1. Effects of a poor stepparent relationship and/or signs of abuse
1.2.2. Possible signs of racism 3
1.3. Possible effects of Maslow 's hierarchy of needs on James 's behaviour 4
2. COUNSELLING FOR JAMES 5
2.1. Counselling and support for learning problems 5
2.2. Psychological development, contribution of stage to behaviour and 6 developmental goal
2.3. Parent involvement/parent counselling 7
2.4. Guidelines for an individual assistance programme 7 1. EVALUATION AND PLANNING
1.1.The effects of a traumatic experience During trauma, normal functioning disintegrates in people. When a person perceives a threat, the initial stages of a complex, total-body response will begin. The brain orchestrates, directs, and controls this response. The more threatened an individual feels, the further their brain and body will be shifted along an arousal continuum in an attempt to ensure appropriate mental and physical responses to the challenges of the threat. The cognitive (thinking), emotional, and behavioural functioning of the individual will all reflect this shift along the arousal continuum. During the traumatic event, all aspects of the individual 's functioning change, including feeling, thinking, and behaving. For instance, someone under direct assault abandons thoughts of the future or abstract plans for survival. At that exact moment, all of the victim 's thinking, behaving, and feeling is being directed by more primitive parts of the brain. The arousal continuum is characterized by many physiological changes. Under threat, sympathetic nervous system activity increases in a gradual fashion. Heart rate, blood pressure, and respiration a re altered during the arousal response. Glucose stored in muscle is released to prepare the large skeletal muscles of your arms and legs for either a fight or a flight. These
TABLE OF CONTENTS PAGE
1. EVALUATION AND PLANNING 2
1.1.The effects of a traumatic experience 2
1.2. Observation of effects 3
1.2.1. Effects of a poor stepparent relationship and/or signs of abuse
1.2.2. Possible signs of racism 3
1.3. Possible effects of Maslow 's hierarchy of needs on James 's behaviour 4
2. COUNSELLING FOR JAMES 5
2.1. Counselling and support for learning problems 5
2.2. Psychological development, contribution of stage to behaviour and 6 developmental goal
2.3. Parent involvement/parent counselling 7
2.4. Guidelines for an individual assistance programme 7 1. EVALUATION AND PLANNING
1.1.The effects of a traumatic experience During trauma, normal functioning disintegrates in people. When a person perceives a threat, the initial stages of a complex, total-body response will begin. The brain orchestrates, directs, and controls this response. The more threatened an individual feels, the further their brain and body will be shifted along an arousal continuum in an attempt to ensure appropriate mental and physical responses to the challenges of the threat. The cognitive (thinking), emotional, and behavioural functioning of the individual will all reflect this shift along the arousal continuum. During the traumatic event, all aspects of the individual 's functioning change, including feeling, thinking, and behaving. For instance, someone under direct assault abandons thoughts of the future or abstract plans for survival. At that exact moment, all of the victim 's thinking, behaving, and feeling is being directed by more primitive parts of the brain. The arousal continuum is characterized by many physiological changes. Under threat, sympathetic nervous system activity increases in a gradual fashion. Heart rate, blood pressure, and respiration a re altered during the arousal response. Glucose stored in muscle is released to prepare the large skeletal muscles of your arms and legs for either a fight or a flight. These
References: Barnes, C. 2002. Teen Gender Development in Divorcing or Separating Families ± a Perspective from Two Cultures and Countries. Presentation by Clare Beekman, N, and .1986 Bolgar, H. 1965. The Case study method. In Handbook of clinical Psychology,ed.B.B.Wolman:28-39. New York: Mc Graw-Hill.Buchanan, C.Maccoby, E., &Dornbusch, S.1991 Caught between parents Adolescents experience in divorced homes Crenshaw, D. 1991. Bereavement: Counseling the grieving throughout the life cycle. New York: Continuum. Erikson, EH. 1984. Adolescence. New York: Harper Maslow, AH Department of education (RSA). 2001. Education White Paper 6: Special education:building an inclusive education and training system. Pretoria: Government Printer.www.childtraumaacademy.comwww.portpsych.com