Physical abuse is abuse involving contact intended to cause feelings of intimidation, pain, injury, or other physical suffering or bodily harm.
Physical abuse includeshitting, slapping, punching, choking, pushing, and other types of contact that result in physical injury to the victim.
Sexual abuse is any situation in which force is used to obtain participation in unwanted sexual activity. Forced sex, even by a spouse or intimate partner with whom consensual sex has occurred, is an act of aggression and violence.
Emotional abuse (also called psychological abuse or mental abuse) can include humiliating the victim privately or publicly, controlling what the victim can and cannot do, withholding information from the victim, deliberately doing something to make the victim feel diminished orembarrassed, isolating the victim from friends and family, implicitly blackmailing the victim by harming others when the victim expresses independence or happiness, or denying the victim access to money or other basic resources and necessities
Emotional/verbal abuseis defined as any behavior that threatens, intimidates, undermines the victim’s self-worth or self-esteem, or controls the victim’s freedom.
Verbal abuse is a form of abusive behavior involving the use of language. It is a form of profanity that can occur with or without the use ofexpletives.
Social Anxiety Disorder. The features of social anxiety disorder include an excessive and unreasonable fear of social situations. If forced into a feared situation, the child may become upset and exhibit a temper tantrum. Children with this disorder may be extremely shy around strangers or groups of people and may express their anxiety by crying or be overly clingy with caregivers. The child may not want to go to school and may avoid interactions with peers.
Separation Anxiety Disorder. Separation anxiety is thought to be a normal part of infant development. It begins when the child is about 8 old and declines after about 15 months of age. During this period the child understands the separation between self and primary caretaker. The child understands that he or she can be separated from the caretaker, but does not comprehend that the caretaker will return, which leads to anxiety. Separation anxiety disorder, on the other hand, is not a normal developmental phase. It is characterized by age-inappropriate fear of being away from home, parents or other family members. A child with separation anxiety disorder may be excessively clingy to family members, may fear going to school, or being alone. He or she may experience frequent physical complaints (i.e., headaches, stomach upset).
I realized that we must cherish every moment that we have, sometimes, it is better to reminisce for a time to make us feel better although we have a lot of problem that we are facing right now, but still think this in a positive way. Even though there are a lot of hindrances towards our happy memories, sometime it is better to scratch some scar in the past and learned through these experiences and uses it as our armor to face life.
Mental retardation (MR) is a generalized disorder, characterized by significantly impaired cognitive functioning and deficits in two or more adaptive behaviors that appears before adulthood. It has historically been defined as an Intelligence Quotient score under 70.[1] Once focused almost entirely on cognition, the definition now includes both a component relating to mental functioning and one relating to individuals' functional skills in their environment. As a result, a person with a below-average intelligence quotient (BAIQ) may not be considered mentally retarded. Syndromic mental retardation is intellectual deficits associated with other medical and behavioral signs and symptoms. Non-syndromic mental retardation is intellectual deficits that appear without other abnormalities.
Mental retardation is a subtype of intellectual disability, and that term is now preferred by most advocates in most English-speaking countries as a euphemism for mental retardation. However, intellectual disability is a broader concept, and includes intellectual deficits that are too mild to properly qualify as mental retardation, too specific (as in specific learning disability), or acquired later in life, through acquired brain injuries or neurodegenerative diseases like dementia. Intellectual disabilities may appear at any age. Developmental disability is any disability that is due to problems with growth and development. This term encompasses many congenital medical conditions that have no mental or intellectual components, although it, too, is sometimes used as a euphemism for mental
Emotional and Behavioral Problems
Even though many physicians, parents and early childhood educators might still believe that infants and toddlers are too young to have social and emotional problems, or that they will 'grow out of it', research suggests that identifying infants and toddlers at risk of behavioral, social and emotional problems is crucial. Early recognition can prevent problem behavior from becoming the standard. What's more, considering the strong relationship between childhood social and emotional problems and later delinquency and criminality, early interventions may reduce the staggering social costs associated with criminal behavior.
Research into the prevalence of emotional and behavioral disorders in young children is relatively new, and its development is challenged by the question as to what really constitutes an emotional or behavioral 'problem'. Gimpel and Holland consequently caution against too much faith in statistical figures. Still, recent studies estimate that the prevalence of behavioral and emotional problems in preschool children has increased over the past two decades to more than 10%. This number is considerably higher among preschool and kindergarten children who live in an 'at risk' environment. Gimpel and Holland's text is part of the intervention methodologies whose development has expanded together with the prevalence of problems in young children. Emotional and Behavioral Problems of Young Children addresses early intervention and prevention methods specifically for children in the pre-school and kindergarten age group.
Emotional and Behavioral Problems of Young Children begins with an overview of common problems, which Gimpel and Holland have categorized into internal and external problems, abuse and neglect problems and pervasive developmental disorders (additionally, there is a miscellaneous category). In the second chapter, Gimpel and Holland discuss some of the mental health-screening tools for young children, which have been developed over the past decade. Gimpel and Holland discuss characteristics of standardized social /emotional / behavior screening tools, most of which assess general social and emotional behaviors as well as adaptive abilities and play skills. Gimpel and Holland also discuss qualitative methods, such as interviews with teachers, parents, child, and observation techniques and offer thus an inclusive and comprehensive approach to early intervention.
Physical
Mental retardation, learning disorders, communication skills disorders and pervasive developmental disorders (such as autistic disorder) appear to have biological components. Some psychologists specialize in the identification and treatment of these disorders, but they are not frequently encountered in a general psychological practice because of the need for specialized training and treatment. Therefore, they will not be discussed here. Elimination disorders are encountered in general psychological practice, but are typically seen as a symptomatic expression of other psychological problems. They will also not be discussed here.
Attention-deficit disorder and disruptive behavior disorders are quite common, and treatment is provided by psychologists to both children and parents to assist in managing these problems. Dr. franklin provides treatment for Attention-deficit hyperactive disorders, oppositional disorder and conduct disorders. These problems will be addressed here.
Separation anxiety is also described here. This problem is distinct from the other anxiety disorders, because it applies exclusively to children and adolescents. Separation anxiety also occurs frequently after some emotional stress or trauma, such as relocation or divorce, so the problem may also be connected to life stress issues frequently treated in private practice. It also occurs more frequently in children whose mothers have been diagnosed with panic disorder. This may suggest a biological component, or it may suggest that separation anxiety can be a psychosocial byproduct of the panic disorder in the parent. This problem is relatively common, and is usually treated by psychologists after the child has encountered adjustment problems with peers or in school.
This digest focuses on the middle range of such students, who are commonly described as SHY (inhibited, lacking in confidence, socially anxious) or WITHDRAWN (unresponsive, uncommunicative, or daydreaming) and suggests strategies for working with these students.
Children who are unable to form close or satisfying relationships with peers should be of concern to parents and teachers alike. For one thing, these children miss out on opportunities to learn social skills, skills needed to initiate and maintain social relationships and to resolve social conflicts, including communication, compromise, and tact.
Traditionally, many adults have viewed conflicts between children as undesirable and have tried to prevent them or to intervene. Recent theory and research, however, suggest that peer conflict contributes to children's development and represents an important form of social interaction.
Bullying can take many forms; racial discrimination and sexual harassment are examples of abuse students can face. Child rearing influences, the characteristics of the child, and factors of the environment are cited as possible reasons why children bully. Most bullying occurs in the school environment so how schools respond to such interactions impacts the school climate.
