. The teens often live in dual worlds: the suburban one they live in, and the rougher street life they see glorified in the media" (Solomon 2009)
.In smaller schools, and in smaller classrooms, you force people to interact, and they are less hierarchical, less cliquish, and less self-segregated" (Thompson 2014)
b. Social-emotional functioning A young child with delays in social-emotional functioning typically has impairments in one of the following areas: adaptation to appropriate demands or definite settings, for example when a child's behavior interferes in a daycare setting and is too problematic to keep him/her there; the achievement of new social-emotional abilities, such as a child whose fear inhibits his/her play with toys and his/her fine motor skills so not develop appropriate because of that; interpersonal functions, such as poor impulse control and poor attention skills creating problems in his/her interactions and relationships with other children; and health, for example a child's inability to thrive because he/she cannot properly respond and feed at the appropriate times (Carter, Briggs-Gowan, & Davis, 2004)
Delay in Social-Emotional Function of Fine Motor Skills As mentioned above, there must be collaborative work to share knowledge, skills and experience, develop new ideas and create appropriate evaluation, planning, execution, continuing monitoring and ongoing adjustment of the plan. Young children with delay in the social-emotional function of fine motor skills can specifically benefit from occupational therapy, such as grasping and other enhancement of in-hand manipulation abilities; the guided and repeated use of implements such as crayons, pencils and scissors; and exercises to improve eye-hand coordination (Case-Smith, 1996)
2. Appropriate Mandated Intervention Strategies That Could Be Implemented For Disabilities: Regardless of the specific developmental delay child psychology experts and educators agree that the intervention strategy should include: collaborative effort, including a multi-disciplinary professional team and the child's family working together to help improve the child's experiences and opportunities; professionals must employ additional appropriate resources to tailor a meaningful, personalized curriculum within the setting of fully inclusive and natural surroundings; and the child's experiences, opportunities, relationships and membership in his/her community must be enhanced (Horn & Kang, 2012)
Adaptive behavior function. Adaptive behavior can be defined as "The collection of conceptual, social, and practical skills that have been learned by people in order to function in their everyday lives" (Maccow, 2011)
Cognitive functioning Delays in cognitive functioning of young children can run the gamut from mild deficiencies in one or more areas to extreme intellectual impairments with marginal functioning. These mental processes that empower a person to amass knowledge and information, informing his/her understanding and behavior in society, encompass many facets, including: attention; decision-making; amassed knowledge; judgment; language; memory; perception; planning; reasoning; and visual/spatial abilities (Schofield, 2016)
According to Piaget theory, children of these ages use symbols and make imaginary friendships. (Berger, 2014)
Moreover, they are not intuitive and not able to develop a rational thinking. (Kail, 2011)
Thus, the way parents enforce rules and interact with their children influence children behaviors. (Schechter, & Willheim, 2009)
These constraints and issues are just part of the difficulties that are associated with assessing and treating psychological childhood disorders as discussed further below. Difficulties associated with the assessment and treatment of psychological childhood disorders Millions of young people are treated for psychological disorders each year, including general physical, social, behavioral and learning disorders (Mash and Barkley 258) as well as specific disorders such as depression, anxiety, selective mutism, ADHD, autism, and enuresis (McCabe 14)
This "loose diagnostic criteria" could also mean that some teachers are tempted to divert troublesome students from mainstream classrooms into special educational settings even though they are simply engaging in normal childhood behaviors (Schnoes and Reid 484). Similarly, the temptation to medicate disruptive children to make more manageable in the classroom is a real possibility (McCabe 15)
These young people represent especially significant challenges for assessment and treatment by clinicians due to their complexity as well as the dynamic nature of their disorders and changing best evidence-based practices (Mash and Barkley 258). It is also important to emphasize that children are not "little adults" and their world is still full of wonder and magic as well as a limitless array of unfounded fears and phobias (McLoone and Hudson 213)
For instance, Wingo and Ghaemi emphasize that, "Given ADHD's relatively loose diagnostic criteria and high comorbidity in adults with mood disorders, the question of whether adult ADHD/bipolar disorder represents comorbidity or diagnostic overlap remains unresolved" (47). This "loose diagnostic criteria" could also mean that some teachers are tempted to divert troublesome students from mainstream classrooms into special educational settings even though they are simply engaging in normal childhood behaviors (Schnoes and Reid 484)
This underscores the urgent need for additional research in this area" (14). In addition, some of the treatment options that are frequently used for treating psychological disorders in children such as therapeutic boarding schools, residential treatment centers, and wilderness therapy programs can endanger young people unless they are strictly regulated (Shea 32)
All through adolescence, more than a single identity status may be experienced by a teen: Identity Achievement: The terms used by Erikson for the attainment of the identity which is established ideally by reconsidering the values and goals set by the culture and parents, then choosing which ones to accept and which ones to reject. Four major areas / aspects of identity achievement follow: Sexual, Religious, Political, Gender, Ethnic, Vocational (Carr, 127)
Additionally, the current ability for thinking abstractly makes it possible for the youths to understand that others simply make the rules. This make teens question the absolute power their parents, schools, the government and all traditional institutions have over their lives (Moshman, 31)
Adolescents change form thinking in a concrete way, who think about the subjects they have good knowledge of, or direct contact with, to the abstract thinkers who have the ability to imagine things they never saw or experienced. This makes it possible for adolescents to be able to love, think of spirituality, and take part in a more advanced level of mathematics (Shaffer & Kipp, 82)