A history of abuse or trauma can also be a risk factor when it comes to suicide. This is because individuals who have gone through some form of abuse remain traumatized and they always live in fear (Christensen H
In essence, the family begins to walk on eggshells. Counseling Interventions The recommended treatment approach for anxiety disorders is cognitive behavioral therapy (CBT), with adults benefitting the most from individual therapy and children benefitting from either individual or group sessions (Armstrong, 2014)
¶ … Mental Illness from a Counselor's Perspective Alcohol Dependency in Women Symptoms of Alcohol Dependency Alcohol dependency or alcoholism is suspected when persons appear to be preoccupied by the consumption of alcoholic beverages (Johnson, 2003)
Other disorders related to alcohol exposure during pregnancy include autism spectrum disorders, attention deficit hyperactivity, borderline personality, depression, mental retardation, oppositional-defiant disorder, posttraumatic stress, and receptive-expressive language disorder. Counseling Interventions Counseling is an important component of recovery from substance abuse, including alcohol dependence (Marsh, Dale, & Willis, 2007)
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)
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)