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Child Development
According to McGrath (2003), "In almost every case of significant adult depression, some form of abuse was experienced in childhood, either physical, sexual, emotional or, often, a combination." Child abuse can cause a wide range of deleterious effects in adulthood, impacting the ability to form healthy relationships or develop a sense of self-efficacy (Rivers, 2011). The link between child abuse and clinical problems like depression, addiction, and anxiety can be best explained via developmental psychology. Erikson's eight stages of psychosocial development demonstrate how abuse at any one stage might predict psychological or behavioral problems later in life. Rivers (2011) notes, "Erik Erikson's eight stages of psychosocial development show that failing to master early stages -- often because of abuse -- causes maladaptive behaviors and impaired emotional capacity in the adult."
Although abuse can happen at any age and wreak havoc on the psychological health of the individual, it is at early childhood stages that trauma can leave the greatest emotional scars (Dalcour, 2011)....
For example, Erikson's third stage of development generally refers to the ages between two and six. "Children are developing social skills, confidence in their self-image and a moral conscience during the critical ages of 2 to 6," (Dalcour, 2011). It is at this crucial developmental stage that children learn to navigate between feelings of guilt and feelings of personal initiative. A positive resolution of the third stage of development leads to healthy socialization, including the ability to cooperate with peers and the ability to discern on a deep level the difference between moral right and wrong (Dalcour, 2011). Abuse during a child's critical third stage of psychosocial development can hinder effective or healthy coping mechanisms. Instead of developing a strong sense of purpose, identity, or self-efficacy, the abused child might internalize feelings of guilt or inadequacy at this stage.
If abuse occurs even earlier, such as in the toddler years, then the impact on adult or later psychosocial development might be different. For example, Dalcour (2011) points out that Erikson's first…
References
Dalcour, J. (2011). Child abuse and its effects on Erikson's third stage of development. eHow. Retrieved online: http://www.ehow.com/info_8417073_child-eriksons-third-stage-development.html
Gallagher, J. (2001). Persistent depression risk 'doubles' in abused children. BBC. August 14, 2011. Retrieved online: http://www.bbc.co.uk/news/health-14503479
McGrath, E. (2003). Child abuse and depression. Psychology Today. May 7, 2003. Retrieved online: http://www.psychologytoday.com/articles/200305/child-abuse-and-depression
Rivers, M.B. (2011). Psychological effects on adults abused as children. eHow.com. Retrieved online: http://www.ehow.com/info_8365660_psychological-effects-adults-abused-children.html
Journal of Child Sexual Abuse, 16(4): 99-114. Barrett, David & Melrose, Margaret (2012). Courting Controversy -- Children Sexually Abused Through Prostitution -- Are They Everybody's Distant Relatives but Nobody's Children? Child and Family Law Quarterly, 15(4): 371-382. McCabe, Kimberly (2007). The Role of Internet Service Providers in Cases of Child Pornography and Child Prostitution. Social Science Computer Review, 26(2): 247-251. Streetlight USA (2012). The Issue. Accessed 18 July 2012 at http://streetlightusa.org/the-issue/ U.S. Department
Abstract for Gause, Simpson & Biggs (2009): "Within the United States, schools offer many opportunities for developing obesity-prevention strategies" (Paxson, Donahue, Orleans, & Grisso, 2006, pg. 9). Many programs are offered in the schools, but most are single faceted programs targeting obesity through reformed nutritional programs or increasing physical activity within the schools. Minimal program offerings and research are available that have a multi-faceted approach to addressing the self-esteem of children
Rankin (2003) affirmed that the purpose of art therapy is to address the major affects of trauma on the child's life. Additionally, Rankin (2003) stated that art interventions begin with self-management, then proceed with safety planning, telling the trauma story, grieving traumatic losses, self-concept and world view revision and finally ends with self and relational development. Treatment progress and outcomes will vary from patient to patient, as therapy is
The process of problem solving is therefore enhanced whenever the learner is able to gain access to, and manipulate, concepts and knowledge representations of problem-solving procedures. According to Lee, Baylor and Nelson (2005) "Potential instructional uses of external knowledge representations include the following: (a) clarification or elaboration of a learner's own conceptual understanding of a problem space…(b) communication of a learner's conceptual understanding to others… and, (c) evaluation of
Pain, 56(1), 95-101. Andrews, K., & Fitzgerald, M. (1999). Cutaneous flexion reflex in human neonates: a quantitative study of threshold and stimulus-response characteristics after single and repeated stimuli. Developmental Medicine and Child Neurology, 41(10), 696-703. Breau, L.M., McGrath, P.J., Stevens, B., Beyene, J., Camfield, C., Finley, G.A., Franck, K., Gibbins, S., Howlett, A., McKeever, P., O'Brien, K., & Ohlsson, A. (2006). Judgments of pain in the neonatal intensive care setting: a
(North Carolina Community College, system 2004, critical success factors) However, it must be mentioned that North Carolina is for the main part a public sector state, and it has a strong and a very well respected group of private Four-year colleges, and Community Colleges. While the four-year colleges in the state serve about 39% of all the undergraduates, the public Community Colleges serve about 43% of all students of the