Behavioral‚ Emotional‚ and Eating Disorders in Children/Adolescents NAME CCOU 302-D02 May 5‚ 2014 Professor Cathy Early ABSTRACT There are many disorders that are plaguing our youth. Some individuals are genetically predisposed to certain disorders‚ while others are developed disorders. This research paper will discuss the various disorders that are common among children and adolescents. Disorders that will be covered are behavioral‚ emotional‚ and eating. The Bible has plenty to say in
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...” (Perry‚ Wild Child: The Story of Feral Children‚ 2002). For years researchers debated whether or not nature or nurture contributes the most to the development of a child. This can continue to be debated in the case of feral children. Feral children can be defined as children who have been neglected. These children have limited or no contact with humans. Feral children or wild children are deprived of the love and care from family. Feral children lack social and emotional skills. That is to
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A disaster is a sudden‚ calamitous event that seriously disrupts the functioning of a community or society and causes human‚ material‚ and economic or environmental losses that exceed the community’s or society’s ability to cope using its own resources. Though often caused by nature‚ disasters can have human origins. There can be two kinds of disasters Natural Disaster –naturally occurring physical phenomena caused either by onset events which can be geophysical (earthquakes‚ landslides‚ tsunamis
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Wild Children In the beginning of the 1920’s‚ Russia was controlled by a communist era. Everyone struggled to survive in a country they have considered their own. Parents were taken away‚ children were stolen from homes. Everyone was oppressed from the right to live freely. Felice Holman‚ author of the book the Wild Children centers her book on how the children of Russia in the 1920’s sought refuge to survive and pushed through the limitation of childhood caused by societal revolution especially
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How do children experience war and what coping assistance do they need from adults? What can we do to raise children in war torn times. According to a report by the London based International Coalition to Stop the Use of Child Soldiers‚ an estimated 300‚000 children in more than 80 countries are participating in armed conflict. I personally feel that children experience war because adults bring them into this conflict. Professor Henninger mentioned in his post‚ “Culture plays a big part‚”
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Pediatric Association‚ “Play is essential to development because it contributes to the cognitive‚ social‚ emotional‚ and physical well-being of children and youth. Alarmingly‚ gifted and talented students from grades three to five decreased their time spent in unstructured activities by one half. Children do not play anymore. (Beisser‚ Gillespie‚ & Thacker‚ 2013). While there was an abundance of research for young children and play‚ existing research that examined the importance of play in the development
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CONTEMPORARY THEORIES OF PLAY. Theory Assumptions Limitations Similarities Differences Psychoanalytic Theory. Progression through a series of psychosexual stages. Children could use play as means of shedding negative emotions related to events they can’t control in their lives. Children’s involvement in play is means of gaining control over events that they cannot control in reality. Children use play to help master events that they find traumatic or stressful. Mastery
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may be able to develop a rational resistance to this onslaught‚ but children may not. The children of non-TV age did not take advertisements seriously. They heard commercials on radio‚ read advertisements in comic books‚ children’s magazines and outdoor posters. On the whole‚ adults as well as children cared little for advertisements. Television changed people/Es perception of advertisements. For the TV advertiser‚ children are a very attractive target group to be cultivated. They become a
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Children have become much more interested in cartoons over many years and it has become a primary force in their lives. Typically‚ children begin watching cartoons on television at an early age of six months‚ and by the age two or three children become enthusiastic viewers. This has become a problem because too many children are watching too much television and the shows that they are watching (even if they are cartoons) have become violent and addictive. The marketing of cartoons has become overpowering
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created the ’play spiral’ Framework which encourages children to explore and learn new skills through structured and unstructured play. The spiral starts with practitioners letting the children explore the environment and resources through ’free play’ and unstructured play‚ this gives them the opportunity to play and create their own rules and develop their own experiences. This is beneficial to practitioners as it allows them to observe the children and plan effectively in order to enhance play. The next
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