Children who have suffered a brain injury may show some behaviour similar to those of ADHD. However, only a small percentage of children with ADHD have suffered a brain injury. P3 Additional help that someone with ADHD may need is guidance and understanding from their parents and teachers to reach their full potential and to succeed in school. Before a child is diagnosed, frustration, blame, and anger may have built up within the family. Parents and children may need help to overcome the bad feelings.
Repression is difficult to study under laboratory conditions. Non-experimental evidence where adults recover repressed memories of childhood abuse exists but there is controversy as some argue that the "memories" are false. Andrews et al. (1999) looked at reports of recovered memories from 236 therapy patients. 41% reported corroborative evidence.
unit 12 1.1 Describe the main types of mental ill health according to the psychiatric (DSM/ICD) classification system: mood disorders, personality disorders, anxiety disorders, psychotic disorders, substance-related disorders, eating disorders, cognitive disorders. Is the term designating a group of diagnoses in the Diagnostic and Statistical Manual of Mental Disorders (DSM IV TR) classification system where a disturbance in person's mood is hypothesised to be main underlying feature. Personality mood: are conditions in which an individual differs significantly from an average person in terms of how they think, perceive, feel or relate to others. Anxiety disorders: Is a feeling of unease, such a worry or fear, which can be mild or severe. Psychotic disorders: are mental illnesses that are characterised by psychotic symptoms, which can generally be described as a loss of contact with reality.
Their parents may not have the skills for bringing up children, or the child feels the demands for achievement and success are unrealistic. Children with obsessive- compulsive disorders are growing in number. In relation to other mental health issues, relatively little is known about this type of disorder. However, early recognition and the ensuing treatment will help to reduce the suffering they cause. Phobias often come under the heading of childhood anxiety disorders but they are now becoming so common that they may be dealt with as a separate issue.
Victims of bullying suffer from embarrassment, fear, and anxiety (Duffy, 2009). These emotions can escalate into depression, which can then lead to absenteeism, poor academic performance, and in the most extreme cases, suicide. The effects on a person’s self esteem can linger well into adulthood and even prevent someone from reaching his or her full potential and goals (Carter & Spencer, 2006). The issue of bullying is particularly important for students with exceptionalities and therefore for special educators. Bullies are children who need to feel powerful, and they have learned that bullying works.
In addition, this essay provides us with some of the effects of substance abuse during adolescence. Solutions of how to avoid and deal with the problem are also discussed. Substance abuse is highly associated with peer pressure, family that does not support their children, low self-esteem, curiosity and psychological pressure. These reasons if taken seriously may eliminate the risk of substance use. Keywords: Adolescence –Substance abuse-Family-Peers-School.
A lot of parents today tend to consider their children “too energetic”, “Moody” or “Hyper” and therefore believe they are ADD, ADHD, or Bipolar even when they might not be. There are no definite and scientifically sound tests to determine whether someone is truly ADD, ADHD, or bipolar, so all someone has to do is explain these “behaviors” associated with these disorders. Some of these behaviors include hyper activity, mood swings, excessive energy, an inability to focus, bad grades and short attention spans. These behaviors also can be associated with the normal way children act. Another issue with the lack of tests and being able to procure these drugs so easily is the large and overwhelming issue of misuse.
Although children experience divorce and separation differently, the one constant that should be addressed are the child´s feelings of abandonment, mistrust and symptoms that define the emotions of an attachment disorder, factors that also seriously affect school learning. According to researchers, divorce affects secure attachments, which could have a negative impact on behavior in childhood and throughout the life of a child. For example, children diagnosed with oppositional defiant disorder (ODD), conduct disorder (CD) or post-traumatic stress disorder (PTSD) frequently display attachment disorders (trust), due to abuse or trauma which can be caused by separation or divorce. The emotional stress of a divorce alone can be enough to stop the child´s academic progress, but the lifestyle changes and instability of a broken family can contribute to poor education. However, this poor
Dyslexia affects about fifteen percent of the population and it is estimated that up to nine percent of school aged children may have it (organizedwisdom.com March 3, 2009). Research shows that out of one-hundred dyslexics about only five are recognized and receive treatment. Dyslexia is commonly overlooked in young children. Most dyslexics tend to act out and the behavioral problem is noticed before the actual disability. It is thought that sixty percent of individuals diagnosed with Attention Deficit Disorder (ADD) are also dyslexic; unfortunately treatment is usually focused on the behavior that comes with the disorder and the dyslexia gets unnoticed (organizedwisdom.com March 3, 2009).
This assignment deals with the problems related with identifying and diagnosing the disorder. 2. DSM-IV-TR DIAGNOSTIC CRITERIA FOR PERSONALITY DISORDERS According to Tutorial Letter 101 for PSY481U/PYC4802 (2011), the DSM-IV-TR classification system, published by the American Psychiatric Association, lists the diagnostic criteria for a Personality Disorder as: (i) An enduring pattern of inner experience and behaviour that deviates markedly from the expectations of the individual’s culture, (ii) is pervasive and inflexible across a broad range of personal and social situations, (iii) has an onset in adolescence or