They described Clara as a quiet child who has recently begun throwing temper tantrums, during which she is inconsolable. Her sleep and eating patterns have changed, and she no longer wants to go to preschool.” (University of Phoenix, (2012), para. Clinical Assessment). The information provided regarding Clara is not substantial enough to make a diagnosis or to begin a plan of action for treatment. The parents should provide information regarding when Clara was adopted; if the adoption was recent Clara may still be in an adjustment phase to her new living environment.
15% were ‘insecure resistant’ (type c)- uneasy around their mother and upset if she left. They resisted strangers and were also hard to comfort when their mother returned. Takahashi found that 68 % of the infants were classified as type b, almost identical to the original American sample. None of the infants were classed as type a. 32% were classified as type
Deaf children were never taught a language because they were shunned and sent to mentally retarded schools (this new language they created was almost out of desperation). Since the brain is open to language until the age of 12 or 13, creating a language came easy to these children. Their language was true and precise with rule and order. Deaf people who are not open to sign language or oralism must feel like they cannot express their feelings; it is like they are closed behind a wall they cannot get through. A great example from this film is when we met a woman with two children who could not speak; she does not even know her own name as well as the names of her two children.
Clinical Assessment Toni St.Thomas PSY 270 8/5/11 Donna Busarow Mr. and Mrs. Lawson brought their 4-year-old adopted daughter, Clara, to see Dr. Mason, a psychiatrist. Clara was polite in greeting Dr. Mason, but did not smile and kept her gaze down as she took a seat. Mr. and Mrs. Lawson sat next to Clara and began explaining their concerns. They described Clara as a quiet child who has recently begun throwing temper tantrums, during which she is inconsolable. Her sleep and eating patterns have changed, and she no longer wants to go to preschool.
Intervention Plan Students Name: Ella Age: 12 years old Gender; Female Student Profile; Ella has a learning disability that proceeded from having an extreme number of severe diabetic hypos during her foundation of early primary school years. Her diabetic hypos interfered with her ability to learn basic spelling rules and patterns, according to medical experts the brain does not function properly for several hours following a hypo. Hence, Ella’s attention span during classroom learning had been very limited to the extent of not hearing any of her teacher’s instructions. According to Ella’s school report, she doesn’t really participate much in class discussions and has difficulties in her learning ability to students in her class. McMiliian (2011) describes this as a ‘Specific learning disability” meaning a disorder in one or more of the basic psychological processes involved in understanding or using language, spoken
Mothers and childrenAshford universityHCA430: pecial Populations Instructor: Dawn Deem | | | | Shamika McMillan | April 28, 2013 | | Without adequate resources, there is no hope for improvement. Women and children in America are vulnerable. Young mothers become vulnerable due to lack of education and resources to support themselves and their children. The lack of resources that are not available to this vulnerable population are causing children and mothers to live in low income high crime areas with inadequate healthcare and a small chance of obtaining an education. Community based programs are one way to tackle issues facing communities, that if not properly addressed will only worsen.
At the age of 12, Nai was removed from her family of seven siblings and placed in a foster home. At the time, Nai (the second oldest child) and her older sister were caring for their younger brothers and sisters as her parents were usually absent. Being placed in foster care was extremely difficult for the siblings, who were separated and sent to live in different counties. Nai had become used to serving as caretaker for her younger siblings, and spent the first couple of years in foster care worrying about her brothers and sisters. Visitation opportunities together were rare, and over time Nai became resentful of and disappointed in her parents for being unable to “put the family back together again.” She had a very difficult time dealing
Unit 9 Assignment Treatment Plan HN450 July 16, 2013 Kaplan University Unit 9 Assignment Treatment Plan Sara is a thirteen year old female that was brought to the attention of the counselor because the mother had concerns about Sara’s recent behaviors. Looking into Sara’s history it is found that her grades in school have been rapidly declining. Sara has been avoiding her peers and interactions with them. Her close friends have begun to disengage themselves from her because of her negative attitude and lack of interest in activities with them. Sara’s mother states that there have been incidents where Sara has acted out and shown outbursts of anger.
Their daughter, Lynn, is born in the 1960's at a time when deafness was not widely understood. The culturally and socially acceptable method of dealing with this so-called disability was the oral method which involves teaching deaf children to speak through hours of careful instruction and practice of lip reading, controlling air flow, making sounds from the diaphragm, etc. Lynn's parents, Tom and Louise Spradley go through a heart wrenching struggle as they try to teach their daughter to communicate. The oral method proves to be unsuccessful for them and Lynn only learns five words in three years; meanwhile her behavior becomes worse as she gets older and experiences the frustration of not being able to communicate. The light at the end of the tunnel finally comes when the Spradley's discover ASL.
The developmental tasks are preoperational egocentrism, irreversibility and lack of conservation. Preoperational egocentrism is defined as a child’s inability to see the things from someone else’s perspective. They cannot see anyone else’s perspective because theirs is the only way possible. For instance, four year old Dimey ran to her mom, Billy, when her sister, Chewy who is two, picked up her toy doll and