Difficulty with reading and writing If a child is having problems with reading and writing this could cause concern. This could be recognised, as a child would be at a delayed rate to the rest of his/her peers. This could affect the child’s /young person’s behaviour/social development...Low self esteem and loss of confidence may be a result. With peers of the same being more advanced ridicule and bullying may result Learning to communicate is one of the main skills a child needs to help them develop in all areas. They can quickly fall behind from peers of the same age.
Individual’s self-esteem can be low, and their body language may be closed or negative, this can make communication difficult with an individual whom is distressed because you may not get any feed back from them, or you may not get a change to talk or be listened to to help them. The individual may even talk a different language or revert back to their mother tongue, which can cause a communication barrier. Also if the individual has a learning disability they may not understand how/why they are feeling, or may not know how to express it. 1.4 Explain how working with an individual who is distressed may impact on own well-being. Working with a person whom is distressed can also be distressing for the person caring and comforting
This may lead to miscommunication and the client’s needs going unnoticed/unmet. This in turn may lead to inadequate care or in extreme cases harm. 2.2 Factors to consider when promoting effective communication • Client’s ability to comprehend – language, sensory impairment, emotional state, learning disability and mental health. • Would the client benefit from the support of an interpreter language/signing. • Would the client benefit from the support of a family member or friend (giving consideration to confidentiality).
This is the process operating when the tutor explains the assignment. • Depending on student's previous experiences and expectations, their perceptual filters will interfere with the message that they receive. • Both the tutor's verbal and non-verbal communication – in particular, aspects of paralanguage such as emphasis – will communicate which bits of the instructions are most important. Verbal communication varies in its accessibility for students, as they may have different levels of understanding of the instructions (especially if English is not their first language). Non-verbal language may support or contradict verbal messages.
The consequences for learner are just as serious and potentially damaging, for example: • Emotional / psychological damage of being included or excluded for special treatment. This reinforces low self esteem beliefs that some learners are more likable / popular / deserving than others whilst others are there to be ignored Can keep them in a dependant position rather than encouraging them to develop coping skills of their own and to be independent Emotional / psychological damage of receiving mixed or inconsistent messages from trusted, respected, professional role models Lead to abuse or punishment by parents /
Language and Communication: A further area of barriers arising from the curriculum, are those which result from the medium of teaching and learning. Teaching and learning for many learners takes place through a language which is not their first language. This not only places these learners at a disadvantage, but it also leads to linguistic difficulties which
Selfperception affects an individual’s self-efficacy skills, therefore affecting how an individual will communicate their experiences. While self-perception is an important trait to take into consideration when dealing with self-reporting, it does however, as mentioned, affect the validity of the results due to individuals underreporting and over reporting their actions. Comparisons of Limitations All three articles discussed the limitation of self-reporting, more so in Article 1. While self-reporting is indeed a valuable asset, self-reporting at times is affected due to individuals underreporting their behavior, as well as over reporting it (Hauge et al., 2009). Underreporting occurs due to individuals being dishonest regarding their behavior, therefore causing an error in the research done.
Anzaldúa argues that this can lead to linguistic terrorism which is when a person feels uncomfortable about his or her own culture and feel awkward talking in their native tongue. Anzaldúa states that the more students try to succeed in
Language and cognitive psychology phenomenon is that the new levels of cognitive psychology are reached and understood so should the levels of the different languages. If language has not changed and developed then mankind would have not developed and became civilized species. Language and cognitive psychology really do go hand in hand because both language and cognitive psychology deal with memory and thoughts with a prominence on the mental processes to think and inform those
Cognitive Restructuring Often, the student with EBD can experience cognitive distortions that place unrealistic demands on them and others, resulting in anxiety, depression, and anger from unrealistic fears. They can minimize or maximize situations and be reacting to experiences, or perceived experiences that are not really happening, due to past experiences. It is how they perceive the current situation due to experiencing their old emotions from past similar experiences. Violent behaviors can result, but students can be educated to recognize these unrealistic thoughts. Approaches such as a rational emotive behavior therapy (REBT) can teach the student how to discern cognitively the new experiences from the old experience in order to be