Abstract A look at the disorder called autism and how it effects children's lives and social capabilities. The author examines the causes of the disorder, the symptoms, guidelines to deal with the disorder and intervention mechanisms.
I. What is autism?
A. mysterious disorder that keeps children from interacting socially and emotionally
B. The prevalence of autism is between one and two autistic persons per thousand. However, another four or five per thousand have autistic spectrum disorder
C. a combination of behavior abnormalities (list)
D. do not properly process sensory information from their environment
II. What causes autism?
A. genetic basis
B. Structural brain differences
C. Rejected explanations (Bettelheim)
II. Diagnosis
A. New guidelines
B. early diagnosis of autism and early intervention improves outcomes for most children with autism
IV. Early intervention for autism
A. Benefits
B. Controversies
II Long-term implications
V. Bibliography
From the Paper "Autism is a poorly understood disorder usually diagnosed in childhood. It interferes with the person's ability to develop normal skills and form normal emotional bonds with others (Stokstad, 2001). Children who have autism will show behavioral differences when compared to other children. For instance, they may show marked social difficulties that can include complete social withdrawal; they may lack language or use it in idiosyncratic ways; they may have trouble making eye contact with others; they may make repetitive body movements such as head-banging, rocking or flapping their arms or hands.'
Abstract The paper discusses neuroris and the different manners in which it can present itself. The author begins with a discussion and definition of some of the research conducted on neurosis and links it to Freud's definition of perversion. The paper continues with different definitions of psychological dysfuntion, paying specific attention to much of Freud's research on sexual dysfunction, or sexual perversion. Several different areas of Freud's theory are discussed, incuding how perversions often manifest themselves in childhood and supports this research with discussion of the role of suppressed impulses, fantasies and sexual neurosis. The role of proper childhood development in both boys and girls and its impact upon adult psychological dysfunction are also discussed in great detail. The paper concludes with a discussion of how Freud's theories apply to an adult's ability to love and maintain healthy adult relationships.
From the Paper "But the impulse continues to seek a way to express itself in another form and makes a choice between showing up as a neurosis or a perversion. If the impulse surfaces in the form of neurosis, it shows up as any of a myriad of symptoms ? anxiety, sadness or depression, anger, irritability, mental confusion, low self-esteem (negative affect); phobic avoidance, vigilance, impulsive and compulsive acts, apathy. (behavioral symptoms); or disturbing thoughts, obsessive-compulsive disorders, habitual fantasizing, negativity and cynicism (cognitive problems). If it shows up in the form of perversion, it will be as sexual fantasies that appear with guilt, depression, shame, isolation, or impairment of one's social and sexual relationships. But the choice is only one or the other, in which case, one cancels or negatives the other. It is, therefore, true that neurosis is the negative of perversion, as it is otherwise."
Abstract This paper explains that, when examining fire-setting by children and adolescents, it is important to distinguish between fires set intentionally and fires accidentally set because so many children play with fire, especially between the ages of three and five, that many psychologists consider it normal childhood behavior. The author points out that research suggests a variety of factors associated with arson behavior in youths: desire to exert power over adults; an extreme expression of antisocial behavior; other aggressive behaviors, including lying, stealing, vandalism, and sexual offenses; and broad-ranging deficits in social skills. The paper reports that some programs that focus on correcting the lack of effective discipline in the youth's dysfunctional family have been able to reduce the incidence of repeat fire-setting behavior.
From the Paper "Other examples provided by Coleman et. al. do not show any likely causes from early childhood. One boy reported that he went into a brother's room, took his Game Boy and found a lighter. He then set his own curtains on fire ?just to see how it would burn.? He then went to church where he used toilet paper to start a fire both in a restroom and outside in a trash receptacle. He showed interest in both increasing thrills and in watching people's reactions: he threw the lighter into the outside fire and enjoyed watching it explode. He then enjoyed talking to people about the bathroom fire. Eventually he admitted to starting both fires, but since he showed no remorse, the researchers might wonder whether he also used the fires to draw attention to himself."
Abstract This review of Eugene O'Neil's "Long Day's Journey Into Night", describes how the characters use denial as a temporary escape from their problems. Whether it be denying personal qualities, such as stinginess, a bad decision, or an unhealthy addiction, their denial only makes their problems worse. O'Neill uses the Tyrone family and their denial to show how avoiding issues is not going to solve or make them disappear. Though denial may be a temporary escape from a problem, in the long run it is futile.
From the Paper "It is common knowledge that "The first step to recovery is admitting you have a problem." Unfortunately, in Eugene O'Neill's "Long Day's Journey Into Night", many of the characters find the first step to be the hardest. Instead of facing reality, James Tyrone, Edmund, Jamie, and Mary continue to deny their problems in hopes that they will go away. Each of the characters uses denial as a temporary escape from their problems and the reality of the world rather than facing their problems and solving them."
