| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "EARLY CHILDHOOD TRAUMA": |
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The Lasting Effects of Childhood Traumas, 2006.
This paper analyzes the long-term effects of childhood traumas and the resulting impact on psychological development.
2,051 words (approx. 8.2 pages), 5 sources, MLA, $ 64.95
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Abstract
This paper, presented as a cause and effect essay as opposed to a research paper, focuses on the effects and eventual treatment of childhood trauma. This paper discusses how and why experts must treat cases of childhood trauma much in the same manner as one would handle cases of child abuse or neglect. This paper delves into the motivations and the implications of violence and trauma being exposed to children and its significant impact on both their personality and psychological development. This paper also looks at how a child's cognitive and emotional development are impacted in later stages, long after the initial traumatic experience. The writer of this paper explores the treatments and therapies available to both parents and children in dealing with the long-term effects of neglect, abuse as well as exposure to traumatic events.
From the Paper
"It is also important to think of personality development and how to present things such as patterns of family violence, concentrating specifically on domestic violence among families in need. A lot of people don't know about differentiations made in the terminology of abuse such as discrete and episodic violence. I learned about violence being used to abuse children as being pushing, shouting, and yelling. In terms of violence, there is a lot of psychological and sexual abuse of children that goes on that affects their development, and this does not concentrate only on physical abuse. This makes the definition of trauma broader. In terms of physical abuse, this facet of child abuse can be divided into sections of mild abuse, severe abuse, and abuse resulting in injury."
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Early Childhood Trauma in the Development of Borderline Personality Disorder, 2002.
An in-depth analysis of whether trauma in childhood may lead to the development of BPD.
6,540 words (approx. 26.2 pages), 8 sources, APA, $ 150.95
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Abstract
This paper includes an extensive literature review of the role of trauma in the development of BPD, along with a clinical case study of a girl with BPD, and a transcript of an actual conversation between therapist and patient. BPD is characterized by a combination of impulsive, emotional, and cognitive deficits in personality functioning. The disorder seems to develop as a result of early childhood trauma, especially traumatic experiences related to parental neglect and abuse. Children who are classified as being highly abused tend to have greater tendencies toward developing BPD than non-abused children. This paper explores the association between childhood trauma and the development of borderline personality disorder in adult females.
From the Paper
"Borderline Personality Disorder is characterized by an array of symptoms that are most prevalent in females. According to the DSM-IV, BPD is defined as: A pervasive pattern of instability of interpersonal relationships, self-image, and affects, and marked impulsivity beginning by early adulthood and present in a variety of contexts, as indicated by five (or more) of the following: 1. Frantic efforts to avoid real or imagined abandonment 2. A pattern of unstable and intense interpersonal relationships characterized by alternating between extremes of idealization and devaluation. 3. Identity disturbance: markedly and persistently unstable self-image or sense of self. 4. Impulsivity in at least two areas that are potentially self-damaging (e.g., spending, sex, substance abuse, reckless driving, binge eating). 5. Recurrent suicidal behavior, gestures, or threats, or self-mutilating behavior. 6. Affective instability due to a marked reactivity of mood (e.g., intense episodic dysphoria, irritability, or anxiety usually lasting a few hours and only rarely more than a few days). 7. Chronic feelings of emptiness. 8. Inappropriate, intense anger or difficulty controlling anger (e.g., frequent displays of temper, constant anger, recurrent physical fights). 9. Transient, stress-related paranoid ideation or severe dissociative symptoms. (American Psychiatric Association, 1995) "
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Play Therapy and Trauma, 2008.
An analysis of the use of play therapy as a tool for developing trust between the therapist and the child trauma survivor.
3,443 words (approx. 13.8 pages), 11 sources, APA, $ 97.95
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Abstract
This paper discusses how childhood trauma is one of the most likely reasons why an individual child and his or her parents, might seek therapy. It discusses whether there is empirical evidence to suggest that play therapy can be an effective tool for the development of trust between children who have experienced trauma and the therapist.
Outline:
Introduction
Definitions and Significance of Trauma
Definition of Play Therapy
Search Strategies
Review of Literature and Evidence Evaluation
Methodology
Findings of Research
Limitations
Discussion
Implications
From the Paper
"For children trauma can be anything that disturbs the ability of the child to trust his or her environment, the people both known and unknown in life and the standard set of expectations for events and occurrences now and in the future. Children who have experienced trauma, be it personal or witnessed must develop a whole new set of coping mechanisms to both reestablish trust for their surroundings and for people they come in contact with. As, trust development is a whole goal of self preservation and learning in childhood, and for those at risk a hard won victory of mind over matter, trust often becomes the central issue for recovery. "
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Borderline Personality Disorder, 1996.
Diagnostic features (fear, mistrust, powerlessness, impulsivity, unstable self-image), treatment alternatives, childhood trauma, relationship with therapist.
2,025 words (approx. 8.1 pages), 10 sources, $ 71.95
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From the Paper
"Although Borderline Personality Disorder (BPD) continues to present practicing psychologists with difficult challenges, progress is being made in its treatment. Part of the progress stems from increased awareness by the therapeutic community of the intense level of commitment required to make inroads into this disorder. Assisting BPD clients places a longterm, nurturing responsibility on the therapist that can strain the emotional resources of even the most experienced professional.
The diagnostic features of BPD are outlined in the Diagnostic and Statistical Manual of Mental Disorders (American Psychiatric Association, 1994) also known as DSM-IV. According to DSM-IV the essential feature of BPD is a pattern of difficulty in maintaining interpersonal relationships, self-concept and affects, and marked impulsivity. Norcross (1995) describes BPD..."
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Teaching Philosophy in Early Childhood Education, 2009.
An examination of teaching philosophies relevant to early childhood education and the role of childhood education in society.
2,901 words (approx. 11.6 pages), 9 sources, APA, $ 86.95
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Abstract
This paper discusses the writer's views and philosophies regarding early childhood education. It describes the importance of early childhood education in society and the legal codes that apply to it. The paper then discusses the role parents can play in a child's education and how this role can be facilitated by the educators. It also looks at how diversity can affect education. Finally, the paper discusses the writer's teaching philosophies.
Table of Contents:
The Importance of Early Childhood Education
Legal Codes Relevant to Early Childhood Education
Parenting Cooperation
Diversity in Education
Teaching Philosophy
From the Paper
"My teaching philosophy is significantly influenced by diversity in age and ability as I have experienced the breadth of such as a student and an ECE professional. In ECE the main aspect of philosophy that influences the ability to help all students is flexibility. Open ended project bases with reflective pre-reading and constant supervision and support are the key to the development of skills that manifest as flexible enough to support diversity of age and ability. Another practical application I have found essential to such development is multi-age mentoring throughout the day. Older children and younger children and children of varied abilities can be partnered to help one another understand concepts an learning materials and if the experience is positive it helps develop self-esteem and camaraderie among students who them begin to understand the staged process of learning. One way that I have tried to help ensure that such interactions are positive are by applying concepts from the Different and Same supplementary curriculum as it attempts to model good behavior for students with regard to diversity in age, ability and even race."
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| Term Paper # 104841 |
temporarily unavailable
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Infancy Trauma and Its Effects, 2004.
An overview of the causes, symptoms, and treatment of infancy trauma.
2,878 words (approx. 11.5 pages), 4 sources, MLA, $ 85.95
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Abstract
This paper discusses the definition of infancy trauma, its meaning, causes, and its effects. The purpose of the study is to make the readers aware of the relative terms, which are attached with the derivation of infancy trauma and its gradual effects and which arise with in the individual?s mind. A thorough analysis and observation of the details and related facts are included in the paper, which shows that infancy trauma is a sort of psychological trauma that occurs when an infant feels rejected or neglected and how such feelings then mature by the passage of time.
Outline
Introduction
The Definition and Meaning of ?Infancy Trauma?
The Effects of Infancy Trauma
The Treatment For Infancy Trauma
Conclusion
From the Paper
"Infancy trauma arises when an infant feels as if he/she is rejected or neglected. The emotion, which arises due to this rejection simultaneously, generates negative feelings with in the mind of the individuals and ultimately such individuals are attacked by infancy trauma. The findings and research in this regard have shown that an infant starts feeling emotions when he develops his ego. The development of ego starts after 6-8 months and during this time it is the responsibility of the parents to take care of the child. If due to any reason an infant is neglected at this age, then he is most likely to face infancy trauma in the later years of his life."
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Childhood Sexual Abuse and Self-Destructive Behavior, 2008.
A literature review of the relationship between childhood sexual abuse, dissociation and self-destructive behavior.
5,754 words (approx. 23.0 pages), 18 sources, APA, $ 138.95
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Abstract
The early childhood years are universally recognized as being a critically important developmental period for human beings, and when normal patterns of parental caregiving and nurturing are disrupted or when children experience abuse at the hands of others, the consequences can be profound, pervasive and even life-threatening. This literature review examines the relationship between childhood sexual abuse, dissociation and self-destructive behavior. The studies are grouped according to those studies concerning childhood sexual abuse and dissociation, those that concern childhood sexual abuse and various self-destructive behaviors, and those that investigate the relationship between all three factors.
Outline:
Introduction
Studies Concerning Childhood Sexual Abuse and Dissociation
Studies Concerning Childhood Sexual Abuse and Self-Destructive Behaviors
Studies Examining All Three Variables
From the Paper
"When families experience the trauma of sexual abuse, the processes by which these multiple and competing reactions on the part of the parent and the child tend to interfere with the normal processes that provide families with the means to achieve healthy functioning following such episodes of abuse. In this regard, Silberg (2004) reports that when children are sexually abused, there will be a natural tendency to engage in a number of emotional responses that may compete for primacy, including a desire for secrecy, individual victimization memories and sexual experiences, and confused and mixed emotions in the child and the parent. According to this researcher, "This is likely to be the case whether the conflicting feelings are a result of abuse within the family or from maltreatment by an individual outside of the family. In either case, these competing processes lead to dissociative manifestations, forgetting, and inability to make adequate meaning out of the feelings, perceptions, and ideas stimulated by the sexual abuse" (Silberg, 2004, p. 490). "
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Middle Childhood, 2007.
This paper discusses middle childhood and the importance of applying theories on middle childhood in the classroom.
1,658 words (approx. 6.6 pages), 8 sources, MLA, $ 53.95
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Abstract
In this article, the writer analyzes the importance of understanding the stages of human development in the classroom. Specifically, this work analyzes some of the problems that might result from a teacher's lack of such understanding. The focus of this paper is on middle childhood and includes a discussion of teacher behaviors that serve to promote students' thinking abilities, behaviors that would help students achieve greater success and behaviors that would promote the social and emotional well-being of the individual student, as well as improve the classroom environment for children in that stage. Finally this work includes classroom practices and materials that serve to promote diversity and equity within the educational experience.
Outline:
Objective
Introduction
Developmentally Appropriate Classroom Practice
Classroom Practices: Diversity and Equity in Education
Summary and Conclusion
From the Paper
"At this stage of development the students are very conscious of what their peers think of them and it begins to be important to be accepted among their peers at this stage of development. It is important at this stage of development that the teacher motivates students to participate in classroom activities and discussions and that the students are rewarded for participation. The teacher must work towards the students feeling good about participation even when they give a wrong answer, therefore motivation and reward must be focused toward participation and not just giving the right answer. The teacher should be able to assess the social dynamics among the group of students and in doing so call upon those she has noted are 'leaders' in the group to assist her in motivating other student's participation. In motivating the natural leaders of the classroom group in participation of learning it will become socially acceptable for others in the group to actively participate in classroom activities."
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Childhood Sexual Abuse, 2002.
An examination of the effects of childhood sexual abuse on female and male adults.
2,869 words (approx. 11.5 pages), 21 sources, MLA, $ 85.95
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Abstract
This paper discusses how childhood sexual abuse continues to be prevalent and prevention or intervention efforts are considered a failure since childhood sexual abuse often results in effects that continue into adulthood. It looks at how relationships between this sexual abuse and adult problems such as depression, anxiety, drug abuse, attempted suicide and psychiatric disorders, have been found. It proposes a study to investigate these effects of childhood sexual abuse on female and male adults, in an equal group, nonclinical sample.
Outline
Statement of the Problem
Introduction
Study Purpose
Definition of Terms
Significance of the Study
Literature Review
Childhood Sexual Abuse
Effects of Childhood Sexual Abuse
Specific Effects of Depression and Anxiety
Study Design
Research Questions and Hypotheses
Methodology
Subjects
Instruments
Procedures
Data Analysis
Limitations
From the Paper
"Sexual abuse of children has been reported 80,000 times a year and the numbers of unreported cases is considered to be even greater. The long-term effects of this abuse are far reaching and devastating. The abuse may take place in various situations, to include within the family, in a school, at a neighbors, or with a random molester. Children are not in a position to cope with sexual stimulation or the psychological ramifications involved with the interaction. The child may care for the abuser and become trapped between the need for that person and the need to be rid of the abuse. These children develop a loss of self-esteem with feelings of worthlessness and they become withdrawn, mistrustful, and have an abnormal sexual perspective."
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Childhood Onset Schizophrenia, 2007.
A discussion of the possible causes and treatment of childhood onset schizophrenia.
2,070 words (approx. 8.3 pages), 4 sources, APA, $ 65.95
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Abstract
This paper addresses childhood onset schizophrenia (COS) and the controversy surrounding the causes as well as the diagnostic distinction between childhood onset schizophrenia and the more known disorder schizophrenia, which is prevalent in adults. For the purposes of providing a differential diagnosis and a definitive clinical picture of COS, the paper examines the disorder as diagnosed prior to the age of thirteen. The paper points out that, until recently, the term childhood schizophrenia was given to a highly diverse mix of children with very little in common other than a profound and chronic disturbance during early childhood. The paper concludes that, although much work has been written about childhood onset schizophrenia, there are still many issues subject to debate.
From the Paper
"The assessment of diagnosing childhood onset schizophrenia is a very delicate matter and all areas of the child's life have to come into consideration. Because of the severity of schizophrenia and the elements it shares with other psychotic mood disorders, it is very important to perform thorough assessment prior to diagnosis. This assessment involves structured interviews, symptom scales, and diagnostic decision trees like those found in the DSM-IV-TR manual. The individuals that should be interviewed include the child, their parents, teachers, siblings and even their peers. A clear distinction is necessary to be determined so that proper action can be taken. The interview with parents and children must be thorough and include information on recent events, changes in mental state and functioning, developmental history and, as we have seen before family history. Information on family history is significant as the rate of schizophrenia is increased among first degree relatives (Gonthier, 2004)."
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Childhood in English Literature, 2009.
An analysis of childhood as a theme in English literature from the 17th century until today.
1,553 words (approx. 6.2 pages), 6 sources, MLA, $ 50.95
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Abstract
The paper explores how our notions of childhood have changed through the centuries and proceeds to show that childhood stands at the heart of many works of literature from which it was initially thought absent. The paper discusses the style of works in the 17th century and conveys the 18th century view on childhood as seen in the works of Bonhote, Rousseau, Eliot, Blake and Wordsworth. The paper then identifies the theme in the literature of the 19th century, as seen in the works of Charles Dickens, Lewis Carroll and Harriet Beecher Stowe. Next, the paper looks briefly at contemporary 20th century authors and relates that from this century onwards, there has been a global and unprecedented interest in childhood.
From the Paper
"In 1960, Philippe Aries advanced the hypothesis that the idea of childhood was practically inexistent before the early modern period. The controversy about the existence or absence of the idea prior to that time in history gave rise to a host of studies on childhood. But what does the word "childhood" mean? Our awareness that it refers to a distinct period of human life is natural but how do we determine its duration? How long does childhood last? Many psychologists and Children's Studies specialists have emitted an opinion on the subject and they have come to the conclusion that "childhood" is a complex term. All have agreed that it refers to a set of experiences and behaviours, characteristic for the earlier part of our lives, meant to prepare us for adulthood and active life."
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Childhood Obesity, 2008.
An overview of the issues concerned with childhood obesity with a focus on San Diego, California.
1,221 words (approx. 4.9 pages), 4 sources, APA, $ 41.95
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Abstract
This paper relates that childhood obesity is reaching epidemic proportions all over the United States. The paper then explains that obesity can be controlled by the individual who experiences it and that, although some individuals might be unable to control obesity caused by physical factors, they might be able to reduce other factors that cause obesity. The paper then discusses how, for that reason, the city of San Diego has instituted some measures that may reduce the incidence of childhood obesity in the area. This paper then focuses on some of the causes of childhood obesity and suggests some ways for families to address the issue.
Outline:
Childhood Obesity Overview
Causes of Obesity
Prevention and Treatment of Obesity
Conclusion
From the Paper
"Berry et al. (2004) explains that diet and exercise, as well as nutritional education, have all been proven to have an influence both on weight loss and on preventing obesity. Restricting calorie intake is proven to create the negative energy balance required to lose weight, while increased activity both enhances the speed of the weight loss and increases the probability that weight will remain off (Berry et al., 2004). One weight loss diet mentioned in the article is the "traffic light diet," also known as the glycemic index diet. This diet color codes dietary components by the number of fat grams that they contain. This diet, according to the authors, has been shown to produce a "significant short-term decrease in obesity," while it encourages improved eating patterns (Berry et al., 2004, p. 432). "
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Childhood Obesity, 2007.
An examination of how childhood obesity affects society both in the present and in the future.
1,732 words (approx. 6.9 pages), 8 sources, MLA, $ 55.95
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Abstract
This paper discusses how childhood obesity rates are continuing to rise and how effective actions need to occur to prevent childhood obesity and lower rates of obesity. The paper looks at how many factors contribute to childhood obesity and how there are many prevention strategies. It also examines how obesity increases the risk of diabetes, high blood pressure, asthma and many other chronic diseases. The paper contends that childhood obesity not only affects the parents and the children, but everyone, including the money spent on obesity related healthcare. This epidemic is changing our society, and America needs to wake up and change how the food industry is working right now.
From the Paper
"Moreover, childhood obesity can have a big impact on the child's health. Type II diabetes was referred as Adult diabetes because adults were the ones who were mainly affected and were at risk for this disease, however since so many children are being affected by this disease it is now referred to as Type II diabetes. "The parallel increase of obesity in children and adolescents is reported to be the most significant factor for the rise in diabetes" (American Obesity Association). Childhood obesity can also lead to asthma as well as hypertension; obese children are nine times more likely to suffer from hypertension than a non-obese child (American Obesity Association). Children who are obese can also suffer from orthopedic conditions because their bones are not strong enough to hold the excess weight their bodies have."
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Early Childhood Education, 2007.
An analysis of the theories on early childhood education.
700 words (approx. 2.8 pages), 5 sources, MLA, $ 24.95
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Abstract
This paper explores the images of childhood and their relationship to early education in the 21st century. It examines past and present theories regarding early childhood education, including those of Rousseau and Steiner, who influenced early childhood education theory in many ways. The paper then explores modern theory and its relationship to international education.
Table of Contents:
View of Children Through The Ages
Early and Modern Approaches to Early Childhood Development
Conclusions
From the Paper
"Multiple factors have shaped international perspectives on education as well, including increasing emphasis on diversity and the influence culture has on education and children's well being and development (Cannella, 1997). International educators are more and more realizing the importance of introducing children to diverse learning practices that encourage social interaction and promote exploration of one's diverse and cultural backgrounds, and the contributions such diversity may have in learning (Dahlberg, Moss & Pence, 1999). This emphasis continues throughout all stages of childhood development including through the latter childhood education stages, where children are more apt to pay attention to diverse educational practices and cultural differences among peers."
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