CHILD AND ADOLESCENT DEVELOPMENT Definitions 1.

Childhood Play period Discipline period Begins with toddlerhood while toddlerhood ends around age three when the child becomes less dependent on parental assistance for basic needs Early childhood continues approximately through years seven or eight. Middle childhood begins at around age seven or eight, approximating primary school age and ends around puberty 2. Adolescence Transition period from childhood to adulthood Begins around the time of puberty. The end of adolescence and the beginning of adulthood varies 3. Development A series of continuous change in a system over a considerable time Maturation process of change of an individual which primarily occurs as a function of aging or time Principles of Development 1. Development follows an orderly sequence as seen in phylogenetic skills 2. The rate of development is unique to each individual Sigmund Freud - Psychonanalytic Theory Structures of personality: 1. Id 2. Ego Stages 1. 2. 3. of development Oral stage Anal stage Phallic stage

3. Superego

4. Latency Stage 5. Genital Stage

PHYSICAL DEVELOPMENT CHILDHOOD Rapid increase in body size in infancy slows down in childhood 90% of height is determined by heredity Weight double in childhood Minigrowth spurts Boys and girls develop at the same rate Factors affecting Growth o Environmental Factors Nutrition Social class Deprivation dwarfism o Genetic Factors Pituitary Gland Growth hormone Thyroid Stimulating Hormone (TSH)

PHYSICAL DEVELOPMENT ADOLESCENCE Growth spurt Hormonal process of maturity Early maturation Lack of sleep Parent adolescent relationship COGNITIVE DEVELOPMENT- CHILDHOOD Interact with and learn about the world through play activities Begin to experience the world through exploration and feel inquisitive about self and surroundings Understand what is good and bad and be able to follow the rules Be able to understand and accomplish simple activities to be healthy, such as brushing teeth or washing hands Develop an increased attention span Understand the concepts of normality/abnormality, feel concern with being normal and curiosity about differences Begin to develop as an individual Think for themselves and develop individual opinions, especially as they begin to read and to acquire information through the media Take on increased responsibility, such as family jobs and babysitting COGNITIVE DEVELOPMENT ADOLESCENCE Attain cognitive maturitythe ability to make decisions based on knowledge of options and their consequences Build skills to become self-sufficient Respond to media messages but develop increasing ability to analyze those messages Seek increased power over their own lives SOCIAL DEVELOPMENT - CHILDHOOD Begin separation from family as they experience less proximity to caregivers and more independence Spend more time with the peer group ad turn to peers for information Able to conform to what is proper behavior and to recognize appropriateness in behavior SOCIAL DEVELOPMENT - ADOLESCENCE Move toward independence as they progress high school Want to blend in and not stand out from their peers in any way, particularly as to gender roles and sexuality Care greatly about relationships with peers, friendships, dating, and crushes and give peers more importance than family. Struggle with family relationships and desire privacy and separation from family [They test limits and push for independence.]

LANGUAGE DEVELOPMENT - CHILDHOOD verbalize extensively communicate easily with other children and adults tell stories that stay on topic can answer questions about stories A major leap in reading comprehension occurs at about nine Ten-year-olds begin to understand figurative word meanings

LANGUAGE DEVELOPMENT ADOLESCENCE Adolescents generally speak in an adult manner, gaining language maturity throughout high school EMOTIONAL DEVELOPMENT - CHILDHOOD Continue to express emotions physically and to seek hugs and kisses learn to recognize some peers as friends and others as people they don't like Have more opportunities to interact with peers, either through school or recreational activities, and will play with other children Develop relationships with and love people outside the family as their emotional needs are met by peers as well as family Develop less physically demonstrative relationships and express love through sharing and talking [They may be embarrassed by physical affection.] Need love and support, but feel less willing to ask for it Understand more complex emotions, such as confusion and excitement Want more emotional freedom and space from parents Become better at controlling and concealing feelings Begin to form a broader self-concept and recognize their own strengths and weaknesses, especially with regard to social, academic, and athletic skills Have friends and sustained peer group interactions EMOTIONAL DEVELOPMENT - ADOLESCENCE Feel concern about outward appearance [They want to look like "everyone else."] Become self-conscious and self-centered Have ambivalent, conflicting feelings about puberty and about sexual desire and want to be independent and to conform Relate to both same-gender and opposite-gender peers and may develop sexual feelings for others as a new dimension within relationships Develop the capacity to understand the components of a caring, loving relationship Experience feelings of insecurity and begin to doubt self-concept and previous self-confidence [Girls, especially, often experience a significant drop in self-esteem.] Experience mood swings, especially evident in family relationships Develop infatuations or "crushes" and may begin dating EXCEPTIONAL DEVELOPMENTS Language Delay Speech is the sound that comes out of our mouths. When it is not understood by others there is a problem. Language has to do with meanings, rather than sounds. Language is a measure of intelligence and language delays are more serious than speech problems. Language delay is when a childs language is developing in the right sequence, but at a slower rate. Speech and language disorder describes abnormal language development. It is the most common developmental delay in children. There are many causes for language delay, both environmental and physical. About 60 percent of language delays in children under age three resolve spontaneously. Early intervention often helps other children to catch up to their age group. Causes of Speech and Language Delay Developmental speech and language disorder Hearing loss Intellectual disability

 Some

Extreme environmental deprivation Prematurity Auditory Processing Disorder Neurological problems like cerebral palsy, muscular dystrophy, and traumatic brain injury can affect the muscles needed for speaking. Autism Structural problems like cleft lip or cleft palate can interfere with normal speech. Apraxia of speech is a specific speech disorder in which the child has difficulty in sequencing and executing speech movements. Selective mutism is when a child will not talk at all in certain situations, often school. ways to help encouraging language development Start talking to your child at birth. Even newborns benefit from hearing speech. Respond to your babys coos and babbling. Play simple games with your baby. Listen to your child. Look at them when they talk to you. Give them time to respond. Describe for your child what they are doing, feeling and hearing in the course of the day. Encourage storytelling and sharing information. Dont try to force your child to speak. Read books aloud. Ask a librarian for books appropriate to your childs age. If your baby loses interest in the text, just talk about the pictures. Sing to your child and provide them with music. Learning new songs helps your child learn new words, and uses memory skills, listening skills, and expression of ideas with words. Expand on what your child says. Talk a lot to your child. Tell them what you are doing as you do it. Plan family trips and outings. Your new experiences give you something interesting to talk about before, during, and after the outing. Look at family photos and talk about them. Answer your child every time they speakthis rewards them for talking. Ask your child lots of questions. Use gestures along with words. Dont criticize grammar mistakes. Instead, just model good grammar. Play with your child one-on-one, and talk about the toys and games you are playing. Follow your childs lead, so you are doing activities that hold their interest as you talk. Have your child play with kids whose language is a little better than theirs.

Down Syndrome Down syndrome (DS), also called Trisomy 21, is a condition in which extra genetic material causes delays in the way a child develops, both mentally and physically. The extra genetic material is responsible for the physical characteristics of the syndrome: low muscle tone, flattish facial features, an upward slant to the eyes and epicanthal folds. Mental retardation varies widely, from minimal to severe. Kids with DS are average in size but they tend to grow at a slower rate and remain smaller than their peers. Toddlers and older kids may have delays in speech and self-care skills like feeding, dressing, and toilet teaching. Kids with DS can and do learn, and are capable of developing skills throughout their lives. Experts recommend enrolling kids with Down syndrome in early-intervention services as soon as possible. Some kids with Down syndrome have needs that are best met in a specialized program, while many others do well attending neighborhood schools alongside peers who don't have DS.

Autism Spectrum / Pervasive Developmental Disorders a set of developmental delays and disorders which affects social and communication skills and, to a greater or lesser degree, motor and language skills. includes autistic disorder, pervasive developmental disorder not otherwise specified (PDDNOS), Asperger syndrome, Rett Syndrome, and Fragile X Syndrome. Autistic Disorder People with autistic disorder are often non-verbal and intellectually disabled, and may have very challenging behaviors. People with severe autism tend to be extremely sensitive, such that going out into crowds, bright lights or loud noises can be overwhelming. People with severe autism are likely to have many such behaviors, and those behaviors can include self-injury (head banging, hair pulling, Treatments for severe autism usually include Applied Behavior Analysis along with speech, occupational therapy, physical therapy and, sometimes, play therapy. Asperger Syndrome Asperger syndrome describes individuals at the highest-functioning end of the autism spectrum. People with Asperger syndrome generally develop spoken language in the same way as typically developing children, but have issues with social communication that become more pronounced as they get older. Because people with Asperger syndrome are often very intelligent - but "quirky" - the disorder is sometimes nicknamed "geek syndrome" or "little professor syndrome. marked impairment in the use of multiple nonverbal behaviors such as eye-to eye gaze, facial expression, body postures, and gestures to regulate social interaction lack of social or emotional reciprocity stereotyped and repetitive motor mannerisms failure to develop peer relationships appropriate to developmental level Rett Syndrome Rett syndrome almost always affects girls. Caused by MECP2 mutation on the child's X chromosome. Loss of muscle tone is usually the first symptom. Other early symptoms may include problems crawling or walking and diminished eye contact. As the syndrome progresses, girls lose purposeful use of their hands and the ability to speak. Fragile X Syndrome Fragile X syndrome is the most common inherited cause of mental impairment. The majority of males with fragile X syndrome will have a significant intellectual disability. The spectrum ranges from learning disabilities to severe mental retardation and autism. Physical features such as enlarged ears, long face with prominent chin, and large testicles (in post pubertal males) are common. Connective tissue problems may include ear infections, flat feet, double-jointed fingers and a variety of skeletal problems. PDD Not Otherwise Specified Many children have some symptoms of one PDD and some symptoms of another, but not enough of any one of the four specific disorders to receive a diagnosis.

Learning Disabilities a disorder in one or more of the basic psychological processes involved in understanding or in using spoken or written language, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or to do mathematical calculations A learning disability differs from mental retardation in several important ways: A learning disability is very limited in scope. Mental retardation is a condition that encompasses an overall assessment of ones abilities and level of function A learning disability is limited to a very specific area of learning, such as language, mathematics reasoning, or organization. While the effect of the learning disability may be felt in other areas of ones life, the disability itself is not directly related to those other life skills. Secondand most importantlya learning disability does not severely limit ones ability to live independently. Since LD affects only a specific aspect of ones abilities, it does not result in the overall loss of independence associated with mental retardation. Facts about LD: Difficulty with basic reading and language skills are the most common LD. LD may be inherited. LD affects girls as frequently as they do boys. Kids don't outgrow or get cured of LD. With support and intervention, kids with LD can be successful in learning and life. Specific Learning Disabilities Reading disability The most common learning disability. The term dyslexia is often used as a synonym for reading disability; however, many researchers assert that there are different types of reading disabilities, of which dyslexia is one. A reading disability can affect any part of the reading process, including difficulty with accurate and/or fluent word recognition, word decoding, reading rate, prosody (oral reading with expression), and reading comprehension. Common indicators of reading disability include difficulty with phonemic awareness -- the ability to break up words into their component sounds, and difficulty with matching letter combinations to specific sounds (sound-symbol correspondence). Writing Disability Impaired written language ability may include impairments in handwriting, spelling, organization of ideas, and composition. The term dysgraphia is often used as an overarching term for all disorders of written expression. Others, such as the International Dyslexia Association, use the term "dysgraphia" exclusively to refer to difficulties with handwriting. Math Disability Sometimes called dyscalculia, a math disability can cause such difficulties as learning math concepts (such as quantity, place value, and time), difficulty memorizing math facts, difficulty organizing numbers, and understanding how problems are organized on the page. Dyscalculics are often referred to as having poor "number sense".

 Nonverbal Learning Disability Nonverbal learning disabilities often manifest in motor clumsiness, poor visual-spatial skills, problematic social relationships, difficulty with math, and poor organizational skills. These individuals often have specific strengths in the verbal domains, including early speech, large vocabulary, early reading and spelling skills, excellent rote-memory and auditory retention, and eloquent self-expression. Dyspraxia Sometimes called motor planning, dyspraxia refers to a variety of difficulties with motor skills. Dyspraxia can cause difficulty with single step tasks such as combing hair or waving goodbye, multi-step tasks like brushing teeth or getting dressed, or with establishing spatial relationships such as being able to accurately position one object in relation to another. Disorders of speaking and listening Difficulties that often co-occur with learning disabilities include difficulty with memory, social skills and executive functions (such as organizational skills and time management). Auditory Processing Disorder Difficulties processing auditory information include difficulty comprehending more than one task at a time and a relatively stronger ability to learn visually. Attention Deficit Hyperactivity Disorder The three primary characteristics of ADHD are inattention, hyperactivity, and impulsivity The signs and symptoms a child with attention deficit disorder has depends on which characteristics predominate.

Inattentive signs and symptoms of ADHD Doesnt pay attention to details or makes careless mistakes Has trouble staying focused; is easily distracted Appears not to listen when spoken to Has difficulty remembering things and following instructions Has trouble staying organized, planning ahead, and finishing projects Frequently loses or misplaces homework, books, toys, or other items Hyperactive signs and symptoms of ADHD Constantly fidgets and squirms Often leaves his or her seat in situations where sitting quietly is expected Moves around constantly, often running or climbing inappropriately Talks excessively, has difficulty playing quietly Is always on the go, as if driven by a motor Impulsivity signs and symptoms of ADHD Blurts out answers without waiting to be called on hear the whole question Has difficulty waiting for his or her turn Often interrupts others Intrudes on other peoples conversations or games Inability to keep powerful emotions in check, resulting in angry outbursts or temper tantrums

Children with ADD/ADHD are often able to concentrate on activities they enjoy. But no matter how hard they try, they have trouble maintaining focus when the task at hand is boring or repetitive. Children with ADD/ADHD may do their best to be good, but still be unable to sit still, stay quiet, or pay attention. They may appear disobedient, but that doesnt mean theyre acting out on purpose. ADD/ADHD often continues into adulthood, so dont wait for your child to outgrow the problem. Treatment can help your child learn to manage and minimize the symptoms. Medication is often prescribed for Attention Deficit Disorder, but it might not be the best option. Effective treatment for ADD/ADHD also includes education, behavior therapy, support at home and school, exercise, and proper nutrition.

Juvenile Delinquency Juvenile delinquency refers to criminal acts performed by juveniles. Most legal systems prescribe specific procedures for dealing with juveniles, such as juvenile detention centers. A Juvenile Delinquent is one who repeatedly commits crime, however these juvenile delinquents could most likely have mental disorders/behavioral issues such as schizophrenia, post traumatic stress disorder, conduct disorder. Individual psychological or behavioral risk factors that may make offending more likely include intelligence, impulsiveness or the inability to delay gratification, aggression, empathy, and restlessness. Children with low intelligence are likely to do worse in school. This may increase the chances of offending because low educational attainment, a low attachment to school, and low educational aspirations are all risk factors for offending in themselves. Children who perform poorly at school are also more likely to truant which is also linked to offending Family factors which may have an influence on offending include; the level of parental supervision, the way parents discipline a child, parental conflict or separation, criminal parents or siblings, parental abuse or neglect, and the quality of the parent-child relationship Delinquency Prevention is the broad term for all efforts aimed at preventing youth from becoming involved in criminal, or other antisocial, activity. Prevention services include activities such as substance abuse education and treatment, family counseling, youth mentoring, parenting education, educational support, and youth sheltering.