Some of the children remained at the institution while others had left and had to be either adopted or restored to their original families. Restored children were less likely to form attachments but adopted children were attached like normal children. However, both groups of ex institutionalised children had problems with peers. These findings suggest that early privation had a negative effect on the ability to form relationships even when given good emotional care. This supports Bowlby's theory of sensitive period.
The Forgotten Disorder: The ADHD Dilemma By Joseph Parton Liberty University Abstract ADHD is a controversial, misunderstood, and even misdiagnosed disorder. Many believe that the disorder is an excuse for bad child behavior and poor parenting. While parenting skills have declined in today’s culture, parent education and structured parenting are not the only necessary tools to address a genetically predisposed disorder. Furthermore, the disorder does not impact children alone as popular opinion would have one believe. This forgotten disorder is causing havoc on the academic and career achievement of many adolescence and young adults.
Attachment Difficulties Bowlby’s theory of Maternal Depravation held the importance of attachment issues in a child’s development and how this may impact in later life. Bowlby’s studies in the 1940’s with emotionally disturbed juveniles showed that a number of the juveniles had been separated from their mothers for a long period as a child, some of the youngsters showed no affection or care for others, this Bowlby termed as “affectionless psychopathy”. Bowlby argued that anti-social behaviour was due to separation between the mother and child. He also tried to reason that a bad home life was better for a child as the attachment between mother and child would continue. Bowlby believed that through this research working mothers should think about the child’s needs and stay at home.
The time children spend in day care is associated with negative effects in social development. More hours in day care during a child’s early years is associated with less social competence and cooperation, more problem behaviors, negative mood, aggression, and conflict. Negative effects of day care on social–emotional development persist throughout early childhood and adolescence. Day care is linked with poorer average outcomes when children spend more time in center care, enter day care at an earlier age, or are in lower-quality care. Maternal sensitivity is strongly linked to the effects of day care on children’s social development and is the most crucial predictor of children’s development, even when children spend long hours in day care.
There seems to be a misconception when it comes to older foster children, some of them do have emotional problems but when we look around us, with open eyes we will notice that many people have some type of emotional problem, they just are not labeled. Being moved from house to house is a very upsetting thing. If the child and foster parent cannot communicate it can cause distrust and placement issues (Crum, 2010, p. 1par 3). Many of the kids come from a neglected or abused home life so stability would be relief. The longer one is in foster care the harder it is to adjust unless you are in one home.
Kids without parents suffer the most, there is no mutual agreement for what's best for the child. The mother would like to have things her way and the father his. They can't combine the sight of each other, even if it means sake of their child. This makes very hard for the child and for the school and for other facilities that has to accommodate for both parents separately. For example “in parent teacher conferences there are two copies of report cards, two of everything because the parents can't agree to share.” This is very sad.
In working class families, they lack educational books, toys and activities for their children. Thus, children from working class backgrounds start school without having an intellectual background, which ends up affecting their progress. For example, a sociologist named Douglas found that children from working class backgrounds scored lower on their tests. This is because working class parents are less likely to motivate and support their children by reading with them because they don’t have enough time unlike middle class parents who do. The second feature of cultural deprivation is language.
Isolated from their homes, punished for speaking in their own language children become distanced from their culture. As Reimer says, “… the residential school experience left students feeling alienated from their community, creating generation gaps. Prolonged and repeated periods of separation between parents and children living in different worlds resulted in an inability to communicate in terms of language, but more-so in terms of not being able to connect and relate to each other. “ This experiences resulted in loss of culture , identity , spirituality and nation; besides , or Aboriginal people it wasn’t an abrupt event, but continued in one form or another through centuries of intense pain and suffering, In conclusion, we can easily see from these few examples, just some of the negative effects of residential schools , not only on their students but on entire Aboriginal society . Tragically, the effects of residential schools and issues of the native community will take generation to
Their educational opportunity decreases, and the drop out of school is enormous because they are not encourage them as much as boys. They are seen in the family as a burden. Lack of education and many obstacles impoverish them. They suffer physical and emotional stress most of their lifetime. In United States, the CDC reported, Adolescent Girls formed a major group of people who received help from the government for prenatal services.
After a traumatic experience, children file away that information and are usually unable to access it later in life. This is called repressed memories. The soldiers in Steinbeck’s story have also suffered from repressed memories, much like children who have experienced abuse. Many soldiers cannot remember much of what happened on the battle field. An excerpt from “Why Soldiers Won’t Talk” says "They did not and do not remember-and the worse the battle was, the less they remember.