Using certain aspects of positive psychology has increased my awareness in the field of substance abuse. Being able to assist a person in understanding signature strengths and adapting those strengths in treatment and recovery. The number one response I get when I ask "What are your top five strengths" are generally skills. The lack of awareness when it comes to strengths is surprisingly high. I read a book that stated "mend, move, and maintain" and that is huge because we do have to mend our past and move away from denial and maintain our future.
Sunday, December 30, 2012
Friday, October 19, 2012
Operant Conditioning Shampoo with a little touch of Superstitions
Assignment 2: LASA 1—Operant Conditioning and Superstitions
John Conn
Argosy
Assignment 2: LASA 1—Operant Conditioning and Superstitions
E.L.
Thorndike is considered the first researcher to study “nonreflexive
behaviors” of animals and the behaviors can be modified as the result of
experience (Mazur, 2006, p. 119). The theory of behavior and cognition
dates back to 1596 with Descartes, where he thought that humans and
non-human animals had similar functions based on mechanical or machine
principles (Armstrong & Botzler, 1993, p. 281). Darwin initiated
animal research with the suggestion that the anatomy of humans and
animals were similar as well as emotions and cognitions (Wallace, 2012).
Thorndike’s theory consists of the law of effect, law of readiness, and
law of exercise, which the classic example of a cat learning to escape
from a “puzzle box” by pressing a lever inside the box (Mazur, 2006, p.
119).
Thorndike
is credited for the first investigations of the principle of
reinforcement but it was B.F. Skinner who increased the interest and
used the terms operant conditioning (Mazur, 2006, p. 131). Skinner
researched behavior that “reflected that behavior is strengthened
through reinforcement” (Mazur, 2006, p. 131).
Superstitious
behavior was based from the stop-action principle and that behaviors
may be strengthened by accident. Skinner conducted the superstition
experiment that “made a strong case for the power of accidental
reinforcement” (Mazur, 2006, p. 123). Skinner, Guthrie, and Horton
noticed that each cat or pigeon had distinctive styles of moving the
pole and reinforcement was delivered and strengthened the behavior
(Mazur, 2006). Superstitions and sports go hand in hand by witnessing a
baseball player use the same glove or having a routine before stepping
into the batter’s box. A player that touches each corner of the home
plate with his bat before getting ready to hit the ball may have had
luck at one point that triggered the repetitive behavior of the ritual.
Superstitions frequently happen when the individual actually has no
control over the events taking place (Mazur, 2006, p. 123). The baseball
player has a form of control when it comes to hitting the baseball but
the sequences performed that may create good luck may make a person feel
like they have more control or greater luck of chance to hit a homerun
or game winning single. Superstitious behavior developed from an
accidental association between action and consequences (Mazur, 2006) so
the continued behavior will happen as long as the desired outcome is
maintained. A baseball player will continue to have a routine or some
item that brings luck if the player is happy with the desired outcome.
Shaping is a behavior modification tool that will help guide a baseball
player to think differently about the superstitions. The use of
scheduled reinforcements will set times when the reinforce will or will
not be used. Having the player that uses a routine or wears a trinket
not use these prior to batting and see what the outcome may be.
Superstitious behavior should stop after the grouping of success without
this behavior or item.
This
author interviewed his fiancé and the superstition was walking under
ladders. The reason behind this superstition was started from an
accident where she had something dropped on her head by a family member
that was getting some item off a shelf in the house they lived. The
connection between getting hurt and someone on the ladder made her weary
of walking around or under ladders.
References
Armstrong, S. J., & Botzler, R. G. (1993). In Environmental Ethics: Divergence and Convergence
[Adobe PDF]. Retrieved from
http://dhaydock.org/Philosophy/Unit%202%20-%20Animal%20and%20Machine%20Minds/Descartes%20Animals%20as%20Machines.pdf
Mazur, J. E. (2006). Learning and Behavior (6th ed.) [VitalSource Bookshelf]. Retrieved from http://digitalbookshelf.argosy.edu/#/books/0558220231/pages/48393079
Wallace,
A. R. (2012). Darwin’s “The Expression of the Emotions in Man and
Animals”. Retrieved from
http://people.wku.edu/charles.smith/wallace/S220.htm
Tuesday, May 15, 2012
Parental Involvement and Children’s Education
Parental
Involvement and Children’s Education
John
Conn
Argosy
University
Author
Note
This research was carried out as partial fulfillment
towards experimental methods course by John W Conn.
Correspondence concerning this article should be addressed
to John Conn, Department of Psychology, Argosy University, Phoenix 2233 West
Dunlap Avenue, Phoenix, AZ 85021 Email: Email: JohnWConn22@msn.com
Abstract
The purpose of this research is
to define parental involvement in academic success. Previous research has
suggested that parental involvement has increased a child’s academic success.
This research focused on the success of parental involvement and surveyed the
lower 25th percentile of students. The hypothesis suggested that
parental involvement of ten hours of week with their children will increase
their academic success.
Keywords:
Parental, involvement, education, academic, success, community
Parental
Involvement and Children’s Education
Education plays a very important role in a person’s life
and development. Statistics have suggested that higher education leads to
increase in the average median of salary of individuals (Bureau of Labor Statistics, 2011).
In October 2008, statistical data revealed that approximately 3.0 million,
16-24 year olds had not enrolled in high school and had not earned a diploma.
The statistics for dropout rates appears alarming but changes have been made to
the educational system that dropout rate trend downward since 1972 from 14.6
percent to 8.0 percent in 2008. The importance of education is tremendous and
in an idea world, the dropout rate should be the lowest possible for future
generations to be successful. Parent’s involvement in education is a resource
that starts with birth from simple tasks of walking and talking and grows into
complicated algorithms and educational needs as children grow.
The purpose of the paper is to define if parental
involvement does help increase their children’s academic success and to focus
on the population that grades fall into the lower 25th percentile.
The evidence in this author’s research is consistent and positive: families
have a major influence on their children’s achievement in school and throughout
life. Many studies found that parental involvement in their children’s
education were more likely to earn higher grades, attend school regularly,
better social skills, and graduate school: no matter the income or
background (Hernderson & Mapp, 2002). Previous
research supports parental involvement; little documentation exists and defines
effective parental involvement (Baker
& Soden, 1997). The first investigation examines what defines parental
involvement for parents and examines the link between involvement and the
student achievement (Baker &
Soden, 1997). The investigation covered 200 studies that had placed into
two categories: non-empirical and empirical (Baker & Soden, 1997). The
reviewers identify several issues in the quality about engaging parents in their
children’s education. Findings showed the lack of true experimental design and
defining parental involvement with consistency. Recommendations from the first
investigation’s authors on future research suggests to use experimental
procedures, clarify the definition of parent involvement, measure parent
behavior objectively, and examine relationship among parent involvement,
student achievement, and gender (Baker
& Soden, 1997).
The second investigation uses a long-term national
database, National Educational Longitudinal study to examine effects of
Epstein’s six types of parental involvement (Catsambis, 1998). The author
acknowledges that parental involvement in education can take on many forms, and
some create more of an impact than others do. The use of Epstein’s six types of
parent involvement is broken down in categories starting with parent
obligation, communications, supporting school, learning activities, decision
making, and community (Catsambis,
1998). This investigation uses the data from NELS:88 and tracked the
behavior of 13,580 parents whose children remained in school through the 12th
grade (Catsambis, 1998).
This study measures each of Epstein’s involvement type and the impact on
achievements, were standardized test scores measured student achievement, and
total credits in math, English, and science (Catsambis, 1998). This
investigation confirmed the impact of parental involvement showing the greatest
impact in the eighth grade. The second investigation concludes that parental
involvement does influence education and is with expectations and encouragement
provides the most important type of family practice (Catsambis, 1998).
The third investigation incorporates the general
understanding that families, school, and communities have a common ground when
related to children’s learning and development (Epstein & Sanders, 2000). This
review, focused on social capital to increase well-designed partnerships that
enable families, students, and community to interact in productive ways (Epstein & Sanders, 2000).
General findings during this investigation showed that teachers, parents, and
students have little understanding in children and schools (Epstein & Sanders, 2000).
Families that had better education had more involvement in schools, but
families with lower education an incomes became just as involved when schools
engaged them and had effective programs (Epstein & Sanders, 2000).
The fourth investigation covered a three year period that
included 1205 urban elementary school children from a diverse ethnically city (Izzo, Weissberg, Kasprow, &
Fendrich, 1999). The investigation covered kindergarten through third grade
and researchers randomly selected students from 341 classrooms in 27 schools.
Researchers looked at school-district data on six different categories such as
gender, grade level, family income & education, and ethnicity (Izzo et al., 1999). During
each year of the research, teachers rated the parents’ involvement using four
different measures. Teachers rated the frequency of parent-teacher contacts,
quality of interactions, parent educational activities at home (Izzo et al., 1999). Findings
from this investigation showed a decline in parent involvement over the three
years with a moderately high involvement the first year. Engaging in activities
at home did not decline over the three years during the investigation (Izzo et al., 1999).
The fifth investigation reported on surveys of 423 parents,
using the dependent variables of parent attitudes about the high school, parent
involvement at home, and parent involvement at school (Sanders, Epstein, &
Connors-Tadros, 1999). Scales that measured parent reports of school
activities in parenting, communication, learning at home, and decision-making
(Sanders et al., 1999) gauged independent variables. The findings in the
investigation showed that the parent survey agreed that parental involvement is
needed and 75 percent of the parents reported no contact from the school about
being involved such as volunteering, fund raising, and community participation (Sanders et al., 1999). The
study showed that 80 percent of the parents need more information about helping
their children at home (Sanders
et al., 1999).
The sixth investigation focused on parental efficacy using
a national sample of 929 families with children aged 10-17, examining the
impact of parent’s feelings of efficacy on student achievement (Shumow & Lomax, 2009).
Data in this investigation came from the survey of parents and children who
telephone interviews took place according to the national sample. Efficacy in
this study was defined by Shumow and Lomax as parents believing that they were
successful in having a positive influence on teenagers academic, social, and
emotional development; overcoming negative influences and having a positive impact
on schools and community agencies (Shumow & Lomax, 2009).
Findings supported the author’s theory and proved that family background,
income, and neighborhood had an effect on efficacy, which in turn will affect
the involvement of parents in education and upbringing (Shumow & Lomax, 2009).
The seventh investigation reviewed conducted a longitudinal
evaluation of school change and performance in Title 1 schools. The
investigation followed the progress of students in 71 high-poverty schools at
the third grade level through the fifth grade level. The investigation study
examined the visibility of standards and assessments, basic or advanced
teaching techniques, teacher preparation, teachers’ skills, and professional
development, focus on assessment, and accountability, district standards
policies, and outreach to parents (Westat and Policy Studies
Associates, 2001). Parents measured the extent to which teachers
communicated with parents of low-achieving students through meeting
face-to-face, sending materials home, and telephoning routinely when their
child was having problems (Westat
and Policy Studies Associates, 2001). Findings suggested that achievements approved
faster when teachers reported high levels of outreach to parents who showed low
achievement (Westat and Policy
Studies Associates, 2001).
The research supports my hypothesis that parental
involvement increases a child’s academic success though more research needs
done in areas such as defining what parental involvement means, teacher and
school interaction with parents, and community partnerships. This research
hypothesis design is to focus on the lower 25th percentile of
learners and parental involvement. Parental involvement of ten hours of study
time with their children will increase a child’s academic success.
Method
Participants
This research is
going to cover the Hermiston school district covering two junior high schools
and one high school with a student range from 8th grade to 12th
grade. Armand Larive Middle School has 190 eighth graders, Sandstone Middle School
has 166 eighth graders, Hermiston High School has 366 children in 9th
grade, 343 children in 10th grade, 342 children in 11th
grade, and 308 in the 12th grade. This research is going to sample
50 students that fall in the lower 25th percentile of academic
achievement. Inclusion characteristics for this study will include gender, age,
race, estimated grade point average, parent working hours, and parent marital
status. Exclusion characteristics will include learning disabilities, income,
and alternative school. The sample needs to be diverse in accordance to grade
level due to the fact education gets more complicated as children advance to
higher-grade levels. Hermiston is rich in cultural diversity so different
ethnicity groups need to be incorporated into this research. This study is
going to use stratified random sampling with each strata being the different
grade levels so that each grade level can have a separation in the intensity of
education curriculum. The research would be inaccurate if the study compared
each grade level, as equal when educational requirements are different. Once
the sample can be selected, I will use simple random sampling to randomize each
grade level for the research.
Instruments
This research is
going to use a survey to get data from the entire population at Hermiston high
school and the two middle schools to get a understanding of the students study
habits, parental involvement, working hours, parental working hours, how many
children are in the home. The survey was created using Google documents and the
data is tracked on a spreadsheet. The survey consists of 17 questions that will
be distributed during school hours in the computer lab. Once data is compiled
from the survey of the students then a parental survey will be sent home in the
format of a link so the parents can use the Internet to answer the questions.
The information will be cross analyzed to see if the students and parents
expect the same for academic achievements.
Design
This research
design is using archival data to collect for the literature review and have two
sets of surveys for the students and parents to gain a general idea where
parental academic involvement stands. The final step is to use experimental
design with random assignment where each grade level is split into two groups.
The grouping will be set for each grade level such as Group A and B, group A
will have a parent work with the student for 10 hours of week and group B will
have their own study routine without parental involvement. The groups will be
sent home with a study packet so the parents and students can understand what
will be on the test. The hypothesis in the research states, Parents that spend
10 hours of educational involvement will increase the academic achievement of
their children. The independent variable is the amount of hours a parent would
spend with the child and the dependent variable is the increase of academic
achievement. Prior to the experimental design, all students will take a generalized
test that is appropriate for the grade level they are currently enrolled. The
test will be shortened in length to minimize testing times and covers the basic
general studies of math, science, and English. The length of the experiment
will be one month in length and at the end of the month all students will
retake the test.
Procedure
Archival data for the literature review was compiled
from ERIC with each article having an identifier that starts with ED 123-456.
Each article can be located by using the number cited. Surveys were Internet
based so each computer in the library or computer lab had been set up so each
student can take the survey. Parents were sent home a letter describing the
research and a link to access the survey online at home. The data is monitored
in real time and compiled into a spreadsheet with a summary of responses. The
population had been compiled from the Hermiston school district using filters
for the lower 25th percentile of grade point averages. The sample
was taking from each grade level starting with the 8th grade and
finishing with 12th grade.
Ethical Issues
Primarily the
ethical guidelines would to prevent harm from the people involved in the study
and to create unbiased results. Ethics is to promote the aim of research such
as knowledge, truth, and avoidance of error. I would want to avoid fabricating,
falsifying, or misrepresenting research data. I would honesty report data,
results, methods, and procedures. Strive
to avoid a bias in the design, data analysis, data interpretation, peer review,
personnel decisions and self-deceptions or personal interest for financial
gain.
Results
Parental
involvement at home with schoolwork suggests that their children’s academic
success will rise and have better grade point averages. Children in most cases
had dual working parents with only a few with one stay at home parent. The
survey asked children if parents were too busy to help with homework and the
data collected was strongly agreed. The survey also asked if the children
should study more and a third agreed. In this research, the children and
parents had many of different variables to limit time on schoolwork. Parents
working fulltime and at least part-time were a factor in weekly involvement of
education with some children working at least part-time as well. The major
impact of the survey suggested that over fifty percent of kids had parents with
less than high school diplomas.
Discussion
The results suggested that my hypothesis was correct meaning that
parents that spend at least ten hours a week with their children’s schoolwork
will increase academic success. Amount
of parents that both worked and their educational history affected the amount
of hours that they were involved in their children’s education. This
investigation wanted to test how the students answered questions on a survey
and compared them to the parent’s survey. Questions asked in the survey created
some contradicting results and self-reported biases. Children surveyed that
parental involvement was lower than what the parents reported on the survey.
References
Friday, May 11, 2012
Happiness
Your Top Strength *Humor and playfulness* You like to laugh and tease. Bringing smiles to other people is important to you. You try to see the light side of all situations. Your Second Strength *Forgiveness and mercy* You forgive those who have done you wrong. You always give people a second chance. Your guiding principle is mercy and not revenge. Your Third Strength *Gratitude* You are aware of the good things that happen to you, and you never take them for granted. Your friends and family members know that you are a grateful person because you always take the time to express your thanks. Your Fourth Strength *Capacity to love and be loved* You value close relations with others, in particular those in which sharing and caring are reciprocated. The people to whom you feel most close are the same people who feel most close to you. Your Fifth Strength *Leadership* You excel at the tasks of leadership: encouraging a group to get things done and preserving harmony within the group by making everyone feel included. You do a good job organizing activities and seeing that they happen.
Monday, April 30, 2012
Future of Psychology and Technology
Technology is always advancing so what are some recent advancements in psychology with technology?
Monday, April 23, 2012
Student Survey
Student Survey for 8th graders up to 12th grade. Please answer
https://docs.google.com/spreadsheet/viewform?formkey=dEtNNTRuYzZzeHhUcExwY29ubnphVVE6MQ
https://docs.google.com/spreadsheet/viewform?formkey=dEtNNTRuYzZzeHhUcExwY29ubnphVVE6MQ
Monday, April 9, 2012
Sunday, April 8, 2012
Parkinson's disease
Parkinson’s disease has been grouped with conditions called motor system disorders and result of the loss of dopamine-producing brain cells (National Institute of Neurological Disorders and Stroke [NINDS], 2010). Parkinson’s disease has four primary symptoms which are tremor, or trembling in hands, arms, legs, jaw, and face. Parkinson’s primary symptoms become more vivid reducing the quality of life like walking, talking, or other miscellaneous tasks (NINDS, 2010). Research shows no known causes for Parkinson’s disease but aging may have a factor in some individuals. When we think of disease and other medical issues we tend to wonder if this can be something passed down through our dna from one family member to another and research shows that certain families who share a gene that can lead to Parkinson’s disease (NINDS, 2010). Scientists suspect that for most people Parkinson’s is caused by a combination of genetic and environmental factors. According to NINDS, of the million individuals in the US who live with Parkinson’s, only five percent have an inherited form of the disease. Research has identified 13 genes that are associated with Parkinson’s which can cause the disease in a small number of families like stated previously. Epidemiological research has identified rural living, well water, herbicide use and exposure to pesticides, as environmental factors linked to the Parkinson’s disease (NINDS, 2010).
Deep in the brain is called the basal ganglia which nerve cells are responsible for smooth movements and coordinating changes in posture, when the brain initiates a movement, the basal ganglia sends signals and transmits messages using chemical neurotransmitters (Penn State, August 5,2010). The main neurotransmitter is dopamine and with Parkinson’s disease the reason unknown for the nerve cells in the basal ganglia begin to die, which results in lower production of dopamine resulting in the loss of control or movement (Penn State, August 5,2010). Selegiline is used for many of other diagnosis but in the case of Parkinson’s disease it may be a neuroprotective agent by slowing dopamine metabolism (Devinsky & D’esposito). I feel since there is no cure for Parkinson’s disease the use of Selegiline with some risk of mortality still offers a way to slow the progression of PD down. Selegiline also improves memory and motor functions along with helps with depression and ADHD.
References
National Institute of Neurological Disorders and Stroke. (2010). NINDS Parkinson’s Disease Information Page. Retrieved from www.ninds.gov: http://www.ninds.nih.gov/disorders/parkinsons_disease/parkinsons_disease.htm
Penn State. (August 5,2010). Health And Disease Information. Retrieved from http://www.hmc.psu.edu/healthinfo/pq/parkinsons.htm
Saturday, April 7, 2012
Working Families
Looking back in time when life was different for families living in the 50’s like where the father was the bread winner and the mother could stay home and raise the kids. Times have changed and so has the workforce. The recession and the U.S. economic crisis have made it almost impossible to have one parent stay home to raise the kids and does the entire house work. Today we see both parents working and the kids placed in daycare or one parent will work part-time while the kids are at school. What happens to the kids when they have a dual working parent household? The lack of time parents have with their kids while working so much the quality of childcare is the most important variable. Children whose parents work in the evening are more likely to do poorly in mathematics and 2.72 times more likely to be suspended from school (Global Working Families, n.d.). Certain parents have the ability to juggle work and school activities but this can create a fast driven and stressful life for the children.
There is a big debate with a mother working and the effects it may have on the children. According to Harvey, there was hardly any significant difference seen among children with working mothers versus mothers staying at home. Harvey also stated that this was during the first three years of the child’s lives (Devinsky & D’esposito). A mother working is starting to be the norm with today’s society and it’s not abnormal to see stay at home fathers. Fathers play a big role in child development and the impact of how the father treats their mother can have an indirect influence on the children. The behavior modeled between father and mother will help the children grow and teach boys how to treat women when they become adults. According to Rosenberg, when the father has involvement with the children they have better educational outcomes, better verbal skills, intellectual functioning, and academic achievements (U.S. Department of Health & Human Services, 2010). DHS, also states that the impact of fathers are more likely to be emotionally secure, confident to explore their surroundings, and have better social connections with peers (U.S. Department of Health & Human Services, 2010).
Divorce if not handled correctly can lead children to believe they have caused the conflict between parents and this can lead to physical and mental illness due to the loss of one or both parents through the divorce (American Academy of Child & Adolescent Psychiatry, 2008). Parents that are going through a divorce need to watch for signs of distress in their children which can lead to more aggressive and uncooperative behavior or become withdrawn (American Academy of Child & Adolescent Psychiatry, 2008). NIH states that children that spend more time in day care from birth to four are less likely to get along with others, as more assertive, as disobedient, and as aggressive (National Institutes of Health, July 16, 2003).
References
American Academy of Child & Adolescent Psychiatry. (2008). Children And Divorce. Retrieved from http://aacap.org/page.ww?name=Children+and+Divorce§ion=Facts+for+Families
Devinsky, O., & D’esposito, M. (). Neurology of Cognitive and Behavioral Disorders . [http://books.google.com/books?id=eCXgtVIsUYkC&lpg=PP1&pg=PP1#v=onepage&q&f=false]. Retrieved from http://books.google.com/books?id=eCXgtVIsUYkC&printsec=frontcover#v=onepage&q&f=false
Global Working Families. (n.d.). Work, Family and Child Development. Retrieved August 8,2010, from http://www.hsph.harvard.edu/globalworkingfamilies/ChildDev.htm
National Institutes of Health. (July 16,2003). Child Care Linked To Assertive, Noncompliant, and Aggressive BehaviorsVast Majority of Children Within Normal Range. Retrieved August 10,2010, from http://www.nichd.nih.gov/news/releases/child_care.cfm
U.S. Department of Health & Human Services. (2010). The Importance of Fathers in the Healthy Development of Children . Retrieved August 9,2010, from http://www.childwelfare.gov/pubs/usermanuals/fatherhood/chaptertwo.cfm
Thursday, April 5, 2012
Gender Behavior
Homosexuality, at the age of five years old would be very hard for any parent to predict any sexual orientation due to the cognitive level of development and denial of the parent. A five year old is still going through developmental milestones, such as gender identification which usually occurs between ages of three and five (Hock, 2008/2009). Gender identification is where a child perceives themselves to be a boy or girl depending on their sex, which possesses varying amounts of masculinity and femininity (Hock, 2008/2009, p. 368). Understanding that you are a boy or girl is a big milestone in development which opens up stereotypes and traditions based on gender. According to Hock, men and women have their differences of masculinity and femininity, which some men who fit extreme masculinity and women that are more feminine but not always, because the two genders can fall on different scale between the two traits (Hock, 2008/2009, p. 368). Gender-role behavior of children seems to be strongly influenced by their identification with the males or females in their lives (Schor, 1999). According to Healthy Children, research suggests that boys that have unusually close relationships with their mothers and especially distant relationships with their fathers show more effeminate behavior and is encouraged and support the “female” activities (Schor, 1999). I feel that five years old, is a hard time to label any kid to be homosexual because they are exploring their bodies and gender roles with the impact of environmental situations that can allow this exploration to play against the normalization of what a boy and girl are supposed to do. According to Dr. Hatterer, you may supply your sons with footballs and your daughters with dolls, “the researchers pointed out, “but no one can guaranteed that they will enjoy them” (Brody, 1981).
According to Zucker, over the past
30 years he has treated about 500 preadolescence gender-variant children in
which 80 percent grow out of the behavior (Brown, 2006). Kids that are not in
the 80 percent of phasing out with gender identity problems will show signs of
being unhappy, lonely, and isolated which can also lead to separation anxiety,
depression, and behavior problems (Fitzgibbons, 2001). For parents that are
dealing with their kid’s behavior towards gender association is usually laughed
off and not thought about until children stay constant with these behaviors or
start showing behaviors defensively.
Positive outcomes would be associated with role-playing that can be
associated with duplicating the actions of others, including their parents.
Role playing like a boy using a mother’s makeup can be motivation to play and
use critical thinking skills that can lead into education of the kid’s gender
and normal traditions.
I feel that children that are
diagnosed with a gender identity disorder which is a diagnosis that doesn’t
usually phase out not to be exhibiting a paraphilia because they are not
associated with arousing fantasies, sexual urges, or behaviors with nonhuman
objects, and suffering or humiliation of oneself or ones partners or the
children of other non-consenting person (Argosy, 2011). The diagnostic criteria
for gender identity disorder in children, 302.6 in the DSM-IV-TR states, the
disturbance is manifested by four or more of the following behaviors such as
repeatedly stated desire to be, or insistence that he or she is, the other sex,
cross-dressing or simulating female attire in boys and wearing masculine
clothing for girls (American Psychiatric Association, Diagnostic and
statistical manual of mental disorders, 1994, p. 537). That difference between
a paraphilia and gender identity disorder is how the behavior is relayed. I
feel that some kids that explore other genders style of dress and play is just
a normal behavior that is considered exploration and the amount of exploration
can depend on how masculine or feminine the kid is. Unless the kid show
behaviors and makes comments that they really do not want to be their natural
born sex then a therapist should be visited. Catching gender identity disorder
at an early age can help the kid and family get educated so there won’t be any
form of denial and gives the kid a chance to work with a therapist until they
are truly old enough to realize what the impact of a sex change and hormone
therapy would be.
I feel that the best intervention would be to
allow all the kids to play and explore so they can get a true understanding of
what the differences of being a boy or girl really are. I would never reinforce
negative criticism towards a child that displays a little more than different
behavior because in theory it’s a way of learning and the child is constantly
critical thinking. If I was to create an
intervention at such a young age that could only create physiological issues
later down the road but I would always be aware of my child’s behavior so that
if I do see something that is constant or very repetitive then I can seek
professional counseling. The only intervention that I would supply, would be
the sympathy and devotion that I lavish on my children anyway and nothing would
change the way I feel and love my kids.
American Psychiatric Association.
(1994). 306.2. In Diagnostic and statistical manual of mental disorders
(6th). doi:
Brody, J. E. (1981, August 23,
1981). KINSEY STUDY FINDS HOMOSEXUALS SHOW EARLY PREDISPOSITION [Newspaper]. The
New York Times. Retrieved from
http://www.nytimes.com/1981/08/23/us/kinsey-study-finds-homosexuals-show-early-predisposition.html
Brown, P. L. (2006, December 2,
2006). Supporting Boys or Girls [Newspaper]. The New York Times.
Retrieved from http://www.nytimes.com/2006/12/02/us/02child.html
Fitzgibbons, R. P. (2001). Gender
Identity Disorder in Children. Retrieved from
http://www.narth.com/docs/fitz.html
Hock, R. (2009). Human Sexuality
(Second Edition ed.). Retrieved from
http://digitalbookshelf.argosy.edu/#/books/0558220258 (Original work published
2008)
Schor, E. L. (1999). American
Academy of Pediatrics [Supplemental material]. Healthy Children. doi:
CB00003-P
Wednesday, April 4, 2012
Learning Disability and ADHD
Understanding the differences with a
learning disability and ADHD would be the first step for a parent to gain a
grasp on. Parents and educators should
utilize information on learning disabilities, which diagnosed as a neurological
disorder that change the way information in the brain interprets information
causing a deficit in areas such as reading, writing, and mathematics. Learning disabilities have no cure therefore
considered a lifelong issue but with the right support and intervention,
children can be successful in their education (LD Online, 2010). According to Santrock, the United States
government defines a learning disability as having a difficulty in learning
that involves understanding or using spoken or written language and the
difficulty can appear in listening, thinking, reading, writing, and spelling
(Santrock, 2009). A student with a learning disability may perform below
average in certain subjects while performing at or above standards in other
subjects.
Learning
disabilities can be diagnosed within a school system and can vary from school
to school whereas ADHD has to be diagnosed by a medical professional. ADHD affects learning overall cognitive
functions not just one area or two. ADHD is a disability that affects learning
because children can have one or more of the three major characteristics of
ADHD, which are inattention, hyperactivity, and impulsivity (Santrock, 2009).
Children diagnosed with ADHD can have poor attention spans which causes them to
get bored fairly fast also children can be always in motion or very impulsive.
Learning disabilities have no medication available, which will help children
succeed with their decencies, but a child diagnosed with ADHD has the potential
of medication to help with the symptoms of ADHD.
According
to Santrock, individualized education plans (IEP) are specific programs
designed for the student with a disability.
Students with a learning disability in writing can have specific plans
and tutoring classes to help the child succeed, but the education has to be
consistent and progressing. A child with
ADHD can have a successful educational environment but may require multiply
aspects like parent training, behavioral intervention, appropriate educational
program, and medication (CHADD, 2010).
Medication has been a successful treatment for children to help them
gain adequate learning from their education and having the educator
understanding that a student does have ADHD can help prepare for the success of
the student.
Teachers already have a full plate
when teaching children but to teach children with learning disabilities or ADHD
must have patience. I feel that the
teacher should make goals for the children and develop strategies in a creative
way to help the children stay focused and on task so they can learn at full
capacity. Major concerns for teaching
children with learning disabilities would be how to make accommodations for the
child as well as keeping the parents informed on progress with homework and
behavior. A teach needs to adapt
teaching methods to better meet the needs of learning impaired children. I feel the toughest aspect of teaching
children with learning disabilities would be the way to handle behavior that
may disrupt the other student’s concentration.
Help
guide offers many of tips on making accommodations for students with ADHD such
as seating the student away from windows and the door, put the student right in
front of the teachers desk, seat the students in rows with a greater focus on
the teacher, and use visuals while giving instructions (HelpGuide, n.d.).
CHADD. (2010). Understanding AD/HD.
Retrieved July 19, 2010, from
http://www.chadd.org/Content/CHADD/Understanding/Treatment/default.htm
HelpGuide. (n.d.). Teaching
students with ADD/ADHD. Retrieved July 20, 2010, from
http://helpguide.org/mental/pdf/Teaching_tips_ADHD_PDF-1.pdf
Santrock, J. W. (2009). Life-Span
Development (12th ed.). : McGraw-Hill.
Tuesday, April 3, 2012
Development Throughout the Lifespan
Trends in Psychosocial Development
Trending
results during this author’s observation had a foundation of life-span
development associated with Erikson’s development stages. This author observed
traits that would be consistent with development and social activity or
environmental learning. Observing a two year old, during early childhood
development and socioemotional development and comparing to Erikson’s stages of
development are truly coincided. Early childhood plays a large role in the
developing of “The self”, and emotional maturity as well as moral understanding
and gender awareness (Santrock,
2009). Observing this author’s toddler, which is twenty-two months old, the
development process has grown tremendously in a matter of months. According to
Erikson’s psychosocial stage that is associated with early childhood is
initiative versus guilt (Santrock,
2009) and this applies to a toddler when learning their own personality
through trial and error. This author often observes that the toddler will
struggle with power and looks at the parents as unreasonable or disagreeable.
Trends during development tend to stick with categories such as
self-understanding, understanding others, and emotions. Progression through age
groups and stages has added trends and influences such as self-esteem,
self-concept, self-efficacy, and self-regulation (Santrock, 2009). Biological as
a person grows they change by getting taller, eyes changing color, and physical
functioning. Psychological a person grows from environment or social influences
as well as nurturing from parents. The psychosocial adapts the psychological
and social interactions to help develop a personality. Starting at birth
Erikson’s development involves trust versus mistrust and the basic strength of
drive and hope (Harder, 2009).
During infancy, a child will learn trust where everything is okay or they may end
up with mistrust because needs are not met. Early childhood the stage is
associated with autonomy versus shame with basic strengths of self-control,
courage, and will (Harder, 2009).
A child during this stage will build self-esteem and gain more control over
their bodies while acquire new skills. Children during this stage start to
learn right from wrong and have the most significant relationship with parents (Harder, 2009). Personality
developed through the first four stages starts with trust leads to self-control
then to find a purpose, and method and competence. Stage 5 is the most crucial stage,
which entails identity versus role confusion so what has been developed prior
can change at this stage from family or social interactions. Adolescence
changes from what has been done to what is done and this stage can be
associated with as limbo because a person is neither a child nor adult.
Erikson versus Freud
Freud thought that as children grow
they focus on pleasure and sexual impulses, which a child will go through five
stages of psychosexual development such as oral, anal, phallic, latency, and
genital (Santrock, 2009, p. 22).
Erikson believed that we developed in psychosocial stages compared to Freud’s
psychosexual stages. Freud thought of the primary motivation for behavior is
sexual and Erikson thought of the social aspect and the desire to affiliate
with other people (Santrock,
2009). Freud’s first stage is the oral phase and it is associated for
infants to obtain life-sustaining nourishment and show love toward their mother
(Feist & Feist, 2009, p. 40).
The anal phase is where children receive satisfaction from destroying or losing
objects and want to avoid toilet training (Feist & Feist, 2009, p. 41).
In the later part of the anal phase children take a friendly interest toward
toilet training and get pleasure from defecating resulting in presenting feces
to the parents as a prize. If the gift is accepted then they will grow generous
but if the gift is rejected, they will find another source of pleasure such as
withholding feces. The phallic phase of psychosexual development has identity
recognition from male to female due to anatomical difference. The parents
suppress masturbation and a male identifies with the father and wants to be his
father until he develops a sexual desire for his mother (Feist & Feist, 2009). The
latency period is around 4-5 years old and children repress sexual drive and
direct the energy toward school, friendship’s, hobbies, and non-sexual
activities. Genital Period is during puberty the sexual drive comes back to
play, but pointed toward another person instead of himself or herself.
Erikson looked at infancy paralleling
it to Freud’s oral phase but adding a broader focus away from just the mouth.
Erikson thought that infants take in not only through the mouth but also
through other various sense organs (Feist & Feist, 2009, p. 251).
Erikson used trust and mistrust on the relationship of the infant with the
caregiver or parents. Erikson once again paralleled Freud’s anal stage with
early childhood but took a broader view by not only mastering the sphincter
muscle but other body functions such as urinating, walking, throwing, and
holding (Feist & Feist,
2009). Erikson brought doubt and shame when having unsuccessful attempts at
autonomy. Erikson’s third stage is considered the play stage covering the same
time as Freud’s phallic phase. Erikson believed that a child would identify
with their parents, language, curiosity, imagination and the ability to set
goals (Feist & Feist, 2009,
p. 255). The last comparative stage is the latency stage where Erikson
believed that the world of the child has been expanded beyond the family to
include peers, teachers, and other adult models (Feist & Feist, 2009). During the latency phase children learn to do
things well and to accomplish goals as well as remain busy.
This author feels that Freud made
amazing strides in psychology but his placement of theories appeared off.
Erikson’s theory is more adaptive and fulfilled by including social interactions
instead of just focusing on sexual tendencies. Erikson thought of social
interaction and fulfillment as a way to grow and develop personality within the
family and outside interactions. Erikson stages of development cover a wider
range of ages as we are always growing and some stages may take longer to move
on to the next stage.
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