Utilizing Cognitive-Behavior Practice Theory in Case Study The use of micro-perspective is to focus on the individual internally and externally. Additionally, many researchers believe that a person’s environment, past events and feelings contribute to the core belief of themselves and the world around them. Furthermore, when these core beliefs are negative, they facilitate negative automatic thoughts, leading to the potential of greater depression and anxiety within a person. As we will see in this case study, the subject has negative affirmations of herself regarding friends, academics, and current workplace requirements.…
The limbic system’s early development causes teens to become emotionally…
Teens with depression tend to engage in imprudent behavior which can be detrimental to their health. As previously mentioned the University of Texas did a study of Thirtytwo teens, 19 of whom were maltreated as children, the study also found that four of the maltreated teens and one of the control teens had developed substance abuse issues. The same study by the University of Wisconsin also found connectivity problems with the teens superior longitudinal fasciculus( SLF) and the right cingulum-hippocampus projection(CGH-R). The superior longitudinal fasciculus is used in planning behavior and language processing. The cingulum-hippocampus is linked to emotional processing and abstract thought.…
Main Body Recent scientific research through functional magnetic resonance imaging has shown significant changes in adolescent brains which last well into adulthood. For example, there is an increase in white matter in the prefrontal cortex in adolescence which can last well into adulthood.(Steinberg) This development is the last to mature and is important for high order cognitive function like planning head, weighing risks, and making complicated decisions.(Steinberg) This shows that adolescence as well as young…
In a study, Maia Szalavitz describes the effect of neglect on children in her article, “How Child abuse Primes the Brain for Future Mental Illness.” Out of all the participants that suffered from maltreatment as a child, 53% had depression. Brain scans in these individuals show a reduction in the hypocrampos size. This effect on the hippocampus makes it harder to deal with stress later in life. In addition to the hippocampus, the subiculum regulates the stress response in the brain.…
Each individual develops and matures physically and emotionally at different speeds, without consideration of any mental illnesses or disabilities that may be at play. Additionally, with incomplete knowledge of the human brain, it is further complicated to choose an age at which the brain is fully developed in each individual person. Furthermore, an adolescent has not yet had enough life experience to determine what may be a proper reaction in a specific situation. Experience plays an important role in brain development.…
(Garner, Shonkoff, Siegel, Dobbins and McGuinn, 2012) Addressing childhood adversity will also alleviate toxic stress from childhood experience, and prevent future impact health problem caused by childhood adversity. Childhood adversity that led to toxic stress can destroy the development of brain structure which will impact behavior, education, and health outcomes of individual later in life. (Garner, Shonkoff, Siegel, Dobbins and McGuinn, 2012) Developing a method to alleviate the effect of childhood adversity experience is important to future of every…
Southern New Hampshire University Sarah Brannon PSYSCH 211 Article Review November 9, 2017 Citation of Literature Linebarger, D. L. (2015). Contextualizing video game play: The moderating effects of cumulative risk and parenting styles on the relations among video game exposure and problem behaviors. Psychology Of Popular Media Culture, 4(4), 375-396. doi:10.1037/ppm0000069 Authors Claims In this article the author thought that childhood behavior problems were not linked to the exposure of video games.…
Adolescence is the important transition period from a little dependent kid to an independent adult. Many people believe that teenager’s brain only grow bigger in this period, however, the teenager’s brain is neither an “older” little kid’s brain, nor a half mature adult brain (Giedd, 2008). In fact, a teenager’s brain is developing at one of the most complex stages in their lifetime. The period of puberty also is defined as the most troublesome time. When people talk about teenagers, they always connect them with words like adventure, trouble-maker, aggressiveness, self-centeredness, or radicalness, etc.…
Judith Bessant (2008) discussed developing brain chemistry when she stated, “This research indicates that, contrary to what we previously thought, our brains do not finish developing at an early age; rather, growth continues until our early to mid-twenties. Moreover, this development takes place in the frontal lobe cortex of all young people.” (p. 350). Giedd et al (as cited in Bessant, 2008), emphasized that, “frontal lobes help people do ‘the right thing’ and are one of the last areas of the brain to reach a stable ‘grown-up’ state. This it is said tells us why young people are irresponsible and are unreasonable,” (p. 350).…
Based on Kirby Ingles findings 2014 release, children who were not exposed to age appropriate social and cognitive development can have a risk neurologic development which is resulted from cases of trauma experienced. In places where they less prepared and lack knowledge to fight trauma are more likely to experienced such delays. The limbic system is a collection of structures that connect to different parts of the brain. It controls adrenaline, emotions, and storing long-term memories. The limbic system develops within the first year of a child’s birth and continues through adolescent.…
The purpose of assessments The National Early Childhood Assessment Resource Group summarized the purposes for appropriate uses of assessment in the early childhood years as follows: Purpose 1: Assessing to promote children’s learning and development; Purpose 2: Identifying children for health and social services; Purpose 3: Monitoring trends and evaluating programs and services Purpose 4: Assessing academic achievement to hold individual students, teachers, and schools accountable” Source: (Shepard, Kagan, Lynn, & Wurtz, 1998). (pg.3) Principles and Recommendations for Early Childhood Assessments All early childhood assessments involve a process of gathering information about children to better understand and support learning and development.…
A commonly held assumption is that children are bound to be very similar to their parents. While there is some truth in this, scientific research shows that genetic considerations do not entirely determine outcomes for individual development. From week 4 all the way to week 6 we have been reading different articles in regards to the different levels of contributions and influences that nature and nurturing have on individual development. Comprehensive clinical studies show that adverse conditions in early life can severely impact the developing brain and increase vulnerability to mood disorders later in life" (Murgatroyd, & Spengler, 2011).…
Why do children learn at different rates? Why do children interpret things differently? Children are very smart but can they simultaneously be aware that they can have two emotions at the same time? This may be difficult to comprehend but recent research suggests that cognitive developments within a child pays a crucial role in the integration of the concepts about the self and emotions. The construction of thought processes, including remembering, problem solving, and decision making, from childhood through adolescence to adulthood is known as cognitive development (Cognitive development, 2016).…
*****Behavioral and Social/Cognitive Approaches to Forming Habits Although Behavioral and Social Cognitive Theories studied independently, the formation of behavioral Personality and Social Cognitive personality shows that they both stemmed from the environmental makeup and a person social makeup. *****Analyzing the formation of habits using behavioral and social/cognitive approaches The formation of habits can manifest through one 's conscious or subconscious mind; it can be a quick impulse reaction to a situation.…