Wednesday, December 25, 2019

Case Study Separation Anxiety Disorder - 3579 Words

Diagnosis and Treatment of Separation Anxiety Disorder CASE STUDY 6 CLIENT DETAILS Diagnosis: Separation Anxiety Disorder. Age: 6 years. Client Gender: Male. Initial Consultation: 20th May 2011. Number of Sessions: 12 sessions. Place of Treatment: The agency. Treatment Approach: Cognitive Behavioural Therapy. Treatment Mode: Weekly one hour sessions. Referral Information The client’s mother referred her son to the agency because he was suffering from anxiety. He was resisting going to go to school and becoming distressed when his parents tried to leave him at home. Presenting Problem The client attended his first assessment session with his mother. He was of average size and weight for his age and was†¦show more content†¦The parents reported that their child’s pre and post natal development was normal without illness or injury. However, as an infant/toddler, he had been difficult to soothe when upset and demanded constant attention which his parents found difficult to manage. Twelve months before attending the agency the client began to demonstrate increasing levels of anxiety. This anxiety commenced with significant difficulties being separated from his mother or father at home, to go to school, stay with family and play with friends. The parents said the client’s behaviours included clinging on to them and chasing after them as they were leaving the house or school. He would also check their location in the house to confirm that they were still there. On occasion his behaviour deteriorated into tantrums, although this only happened at home. The parents also expressed concern that the boy’s teacher noticed he was refusing to eat at school. The parents also reported their child was unable to get to sleep without their presence. He would awaken with nightmares at least three times a week saying he was frightened something bad was happening to them. The parents stated that it was becoming increasingly difficult for them to manage thei r son’s behaviour. The client’s parents reported that there was no known family history of anxiety and depression on either side of their family.Show MoreRelatedChildhood Separation Anxiety Disorder Among Adults With Adult Anxiety Disorders1121 Words   |  5 Pagesâ€Å"Childhood Separation Anxiety Disorder in Patients With Adult Anxiety Disorders† focuses on the prevalence of childhood separation anxiety disorder (CSA) in adults with one or more anxiety disorder, and whether or not there is a correlation between them. The authors clearly included their hypothesis, which states they presume there to be higher rates of childhood separation anxiety disorder among patients with various adult anxiety disorders than in adults with only one adult anxiety disorder. In additionRead MoreLong Term Effects of Childhood Separation Anxiety1230 Words   |  5 PagesChildhood Separation Anxiety Abstract This report delves into the connection between childhood separation anxiety disorder and the long-term implications that it may have. To understand the connections I preformed secondary research through â€Å"Academic Search Complete†. I found that childhood separation anxiety disorder is connected with serious mental disorders, such as anorexia, bulimia, social phobias, depression, and behavior disorders. Many studies have shown that childhood separation anxietyRead MoreSeparation Anxiety Disorders And Children Essay1576 Words   |  7 Pages Separation Anxiety Disorders in Parents and Children Christa Conrad Antelope Valley College Introduction to Psychology - PSY101 Professor Laurel Johnson Monday, November 14, 2016 Abstract The differences between Separation Anxiety Disorder (SAD) and the similar disorder, Attachment Anxiety Disorder, were examined to show that the disorders are alike. The causes of Separation Anxiety Disorder and the symptoms in which a child could be diagnosed were discussed. Following that, theRead MoreAdult Separation Anxiety : A Psychological Condition1513 Words   |  7 Pages Adult Separation Anxiety: A Possible Link to a Missed Step in Development DeAndre Bright Evan Smith-Finney Amber Depew Brandon Eastwood CCBC Catonsville Psychology 103 April 3, 2015 Adult Separation Anxiety Disorder Separation anxiety disorder is â€Å"a psychological condition in which an individual has excessive anxiety regarding separation from places or people to whom the individual has a strong emotional attachment† (anxietypanichealth.com 2008). Individuals with this disorder typicallyRead MoreSeparation Anxiety And Its Effects On Children1560 Words   |  7 Pagesexample of separation anxiety, a developmental phase that most children go through during their early years. Separation anxiety is most likely to occur in child with a family history of anxiety/depression, child who are shy, children who have a lack of appropriate parental interaction, and overprotective parents. Separation anxiety is one of the most common anxiety disorders in children affecting one out of twenty. It is a developmental stage during which the child experiences anxiety when separatedRead MoreFactors Affecting The Development Of Anxiety Disorders1597 Words   |  7 Pagesdo familial factors contribute to the development of anxiety disorders?’ 1.0 Introduction Anxiety disorders are forms of psychiatric illnesses that result from consistent and excessive anxiety, marked by an individual’s emotional and/or physical anguish. Familial factors can heavily contribute to the development of an individual’s anxiety disorder/s, when their genealogy possess a history of traumatic experiences such as childhood abuse. Studies of behavioural epigenetics have shown that when ancestorsRead MoreMovie Review : What About Bob 1504 Words   |  7 PagesNick Freeman PSYC 281 Writing Assignment: Film Review What About Bob? â€Å"What About Bob?† focuses on Bob Wiley, a severely distressed man with a number of easily identifiable symptoms. Wiley’s primary issues are related to anxiety; he has a number of phobias, including agoraphobia and a strong fear of disease and germs. His fear of germs and disease is so strong that he has difficulty touching things; he often uses a cloth to touch objects to avoid skin-to-object contact. Wiley is generally waryRead MoreWhere Does Bad Behavior Do Children Come From?1515 Words   |  7 PagesIn most cases this is true, but sometimes there is an underlying root to this behavior. In order to handle an outraged child, one must consider why he/she is like this. Three of the reasons why a child could be acting out are separation anxiety, the size of the child’s family and birth order, and disorders. Separation anxiety is defined as the troubled reaction of a child when the parent is absent. This anxiety materializes during the second half year in infants. Separation anxiety usually becomesRead MoreAdolescents And Adolescent Multiethnic Populations : Challenges And Opportunities For Enhancing Knowledge And Practice1148 Words   |  5 PagesAnxiety in Children Cooley, M. R., Boyce, C. A. (2004). An introduction to assessing anxiety in child and adolescent multiethnic populations: Challenges and opportunities for enhancing knowledge and practice. Journal of Clinical Child Adolescent Psychology, 33(2), 210-215. doi:10.1207/s15374424jccp3302_1 This article is an introduction to the larger project titled â€Å"Assessing Anxiety in Child and Adolescent Multiethnic Populations†. Cooley and Boyce (2004) present an overview of anxiety symptomsRead MoreThe Case Study of Amanda Anderson Essays2061 Words   |  9 Pagesprimary diagnosis for Amanda Anderson is separation anxiety disorder (SAD) with a co-morbidity of school phobia. Separation anxiety disorder is commonly the precursor to school phobia, which is â€Å"one of the two most common anxiety disorders to occur during childhood, and is found in about 4% to 10% of all children† (Mash Wolfe, 2010, p. 198). Amanda is a seven-year-old girl and her anxiety significantly affects her social life. Based on the case study, Amanda’s father informs the therapist that

Tuesday, December 17, 2019

The Music Of Rap And Hip Hop - 1813 Words

With the release of her single off her second album ‘The Pink Print’ in 2014 Nicki Minaj dropped the anticipated video for her single ‘Anaconda’. The video not only captivated the minds her massive fan base but it also disordered both the hip-hop culture and the community of individuals of feminist political movements. The lack of credit presented to Minaj was overwhelming; many have forgotten the path in which she has caved for many upcoming artists who chose to become rappers. She has proven her ability to be an outspoken woman in the world of rap and hip-hop, an industry that finds itself in constant battle with ideas of women and sexuality. By conquering a genre made up of male figures while exploiting her lyrical skill, Minaj has†¦show more content†¦In only the spam of 24hours, 19.6 million people around the country watched the music video to her single ‘Anaconda’, while generating debates of sexuality and empowerment. It shouldnà ¢â‚¬â„¢t come as a surprise when Nicki is seen parading her body around in a music video, the way in which celebrities are still relevant is through the ability to produce revenue and have people talking. Nicki doesn’t shy away from criticism and stereotypes, in the very first shot of the video she appears from the jungle, calling on the idea of how society places judgement and ideals of a black women being of an â€Å"exotic and animalistic† beast. Her body alone is a statement within itself, not only is she reclaiming the idealistic images of a curvy women but she is also reclaiming it to fit the realism of how females come in different shapes and sizes. There is a perception and ideology among consumers who are exposed to the content in which certain artists choose to demonstrate through their music. It is a simple determinist view to place the notions that entertainment moguls like Nicki Minaj are using their overexposed sexuality to increase sales in all revenues they may be apart of, but there is also a deeper meaning entailed that incorporates an empowering margin of women that is not always shown in the media industry. Nicki Minaj actions may not be those of a traditional approach to feminism,

Monday, December 9, 2019

Essay celta skills assignment free essay sample

Harmer explains that the lead in stage is â€Å"where we engage students with the topic of the reading and we try to activate their schema† or â€Å"pre-existent knowledge of the world† (Harmer, 2007:271) Questions and pictures or visual prompts are two of the best ways to elicit interest and discussion at this stage. This particular reading uses a question as the heading; â€Å"Is beauty in the eye of the beholder? † and is also visually supported by two pictures. Hence I chose to combine the Lead in and Prediction stages into one stage using the heading (question) and two accompanying photos as the prompts for predicting the topic of the reading, creating interest and setting the context. Harmer explains that â€Å"prediction is vitally important if we want students to engage fully with the text† (Harmer, 2007:271) The students will be asked to discuss the question in pairs or in groups of three. I will also remind students that there are no wrong answers at this stage. The resulting group discussions will have the students forming ideas about beauty and attractiveness and whether they are subjective or objective and will act as a transition into the subsequent reading task. This stage may also require a pre-teach vocab for the word â€Å"beholder†. If the students express confusion about the meaning of the phrase, there will be a quick clarification. This will be elicited from students initially and if this proves unfruitful, a brief and simple definition (someone who sees or looks at something or someone) will be given as text written on the WB. This will ensure students are able to discuss and predict in a meaningful way. 1st Reading Task The purpose of the first reading task is to develop the sub skill of reading for gist or skimming. The students will be given the full text and asked to read quickly and choose the most appropriate summary of the text as outlined on the handout sheet. They will be given a five minute limit for reading and to peer check their responses. An enforced time limit ensures they do not read intensively. The reason for this activity is to ensure that the students understand the general argument presented in the text and the author’s conclusion. Reading for gist is described by Harmer as â€Å"top- down processing† and is used most effectively when the students’ â€Å"schemata allow them to have appropriate expectations of what they are going to come across† (Harmer, 2007:270). As adult learners, I believe these students have adequate understanding of the concepts presented in the text and will therefore be able to sufficiently garner meaning even if they don’t understand the entire vocabulary. This is the reason I chose this as the first task. Pre-Teach Vocab The main topic of the article is beauty and its relationship to science and research. The words chosen are key adjectives that are used to describe either scientific terminology, e. g. objective, and composite, or describing attributes related to beauty e. g. appealing, expressive, ideal etc. Understanding these words is vital to getting a deeper comprehension of the specifics and details of the text. Learning this vocabulary will prepare the students for the 2nd reading task, a reading for detail task which will check their understanding and engage them further in the content of the text. This task could potentially be done before the first reading. I chose this order because I believe the students will be more interested to learn the vocab after reading the text. Harmer suggests that â€Å"if we want to give students practice in what it is like to tackle authentic reading and listening texts for general understanding, then getting past words they don’t understand is one of the skills they need to develop†. (Harmer, 2007:272). 2nd Reading Task Harmer explains that typical procedure for text based reading lessons follows a sequence of engaging students in a Type 1 followed by a Type 2 task. (Harmer, 2007: 270). The first reading task (reading for gist) was a Type 1 task and the 2nd reading task is a Type 2 task. It focuses on the sub skill of reading for detail and its purpose is to help students get a better understanding of the text through more searching questions. I chose this task over a reading for specific information (also a Type 2 task) because I believe that a deeper comprehension of the text will stimulate the students to engage and relate to the topic in a more meaningful way. This I believe, will create a better platform for the discussion questions in the post reading task. The true or false statements are organised chronologically (as derived from the text). This is to help the students develop their reading comprehension skills by allowing them to refer to the questions as they are reading and to garner meaning and complete the task efficiently. Post Reading Task This task is designed to develop the productive skill of speaking and is essentially a summary of the text. However it asks the students for their personal opinion on the topic and to share their thoughts with their fellow students. In this manner, the students are able to practice speaking and using the newly learnt vocabulary in a meaningful way. I chose the questions based on Harmer’s methodology. He suggests that â€Å"one of the most important questions we can ever get students to answer is Do you like the text? † (Harmer, 2007: 288). He further explains that â€Å"we are far more likely to provoke ‘the cuddle factor’ (Harmer, 2007: 288) or an â€Å"emotional attachment† to the vocabulary, by engaging the students in a personal discussion, related to their own lives. This increases the likelihood of better absorption and effective acquisition of the new language. (Harmer, 2007:58). Bibliography Harmer J. (2007) The Practice of English Language Teaching, Pearson, Longman Kay and Jones. (2001) Inside Out Upper Intermediate, Macmillan Read the article quickly and then decide and circle the most appropriate summary from the following. 1. Research done on the science of attraction suggests that most people are of average appearance and attractiveness. 2. Research done on the science of attraction suggests that attractiveness can be measured, and although there are some variables, in general, people find the same things attractive. 3. Research done on the science of attraction suggests that Julia Roberts and Tom Cruise are the most attractive people. Answer = 2. Match the adjectives 1-8 with the definitions a-h. AdjectivesDescribing something that is; 1. Objective 2. Composite 3. Expressive 4. Ideal 5. Subtle 6. Appealing 7. Prominent 8. Exaggerated a)very easy to see or notice b)showing or able to show your thoughts and feelings c)made of different parts or materials d)perfect; most suitable e)not influenced by personal feelings or opinions; considering only facts f)attractive or interesting g)not very noticeable or obvious h)increased or made bigger than normal Answer = 1 – e, 2 – c, 3 – b, 4 – d, 5 – g, 6 – f, 7 – a, 8 – h. Read the article again and find out whether, according to the research, the following statements are true or false. a)It is romantic to believe that Beauty is in the eye of the beholder. b)The research suggests that unlike previously thought, a beautiful face is a collection of more attractive features. c)Exaggerated features, such as big eyes and mouths are an indication of attractiveness in women. d)Most film stars and supermodels don’t have ideal features. e)Men are not rated for their attractiveness in the same way women are. f)Most women prefer men with gentle features. g)There is a lot of difference in what is considered to be beautiful by people from different cultures. Answer = a – T, b – T, c – T, d – F, e – F, f – T, g – F. Discuss with your partner or group the following questions. Did you like the reading? Why/Why not? What do you find is the most important attribute of attractiveness in another person? Is it physical or not?

Monday, December 2, 2019

Things They Carried By Tim O`Brien Essays - The Things They Carried

Things They Carried By Tim O`Brien Tim O'Brien's The Things They Carried is not a novel about the Vietnam War. It is a story about the soldiers and their experiences and emotions that are brought about from the war. O'Brien makes several statements about war through these dynamic characters. He shows the violent nature of soldiers under the pressures of war, he makes an effective antiwar statement, and he comments on the reversal of a social deviation into the norm. By skillfully employing the stylistic technique of specific, conscious detail selection and utilizing connotative diction, O'Brien thoroughly and convincingly makes each point. The violent nature that the soldiers acquired during their tour in Vietnam is one of O'Brien's predominant themes in his novel. By consciously selecting very descriptive details that reveal the drastic change in manner within the men, O'Brien creates within the reader an understanding of the effects of war on its participants. One of the soldiers, "Norman Bowler, otherwise a very gentle person, carried a Thumb. . .The Thumb was dark brown, rubbery to touch. . . It had been cut from a VC corpse, a boy of fifteen or sixteen"(13). Bowler had been a very good-natured person in civilian life, yet war makes him into a very hard-mannered, emotionally devoid soldier, carrying about a severed finger as a trophy, proud of his kill. The transformation shown through Bowler is an excellent indicator of the psychological and emotional change that most of the soldiers undergo. To bring an innocent young man from sensitive to apathetic, from caring to hateful, requires a great force; the war provides this force. However, frequently are the changes more drastic. A soldier named "Ted Lavender adopted an orphaned puppy. . .Azar strapped it to a Claymore antipersonnel mine and squeezed the firing device"(39). Azar has become demented; to kill a puppy that someone else has adopted is horrible. However, the infliction of violence has become the norm of behavior for these men; the fleeting moment of compassion shown by one man is instantly erased by another, setting order back within the group. O'Brien here shows a hint of sensitivity among the men to set up a startling contrast between the past and the present for these men. The effect produced on the reader by this contrast is one of horror; therefore fulfilling O'Brien's purpose, to convince the reader of war's severely negative effects. In the buffalo story, "We came across a baby water buffalo. . .After supper Rat Kiley went over and stroked its nose. . .He stepped back and shot it through the right front knee. . .He shot it twice in the flanks. It wasn't to kill, it was to hurt"(85). Rat displays a severe emotional problem here; however, it is still the norm. The startling degree of detached emotion brought on by the war is inherent in O'Brien's detailed accounts of the soldiers' actions concerning the lives of other beings. O'Brien's use of specific and connotative diction enhances the same theme, the loss of sensitivity and increase in violent behavior among the soldiers. The VC from which Bowker took the thumb was just "a boy"(13), giving the image of a young, innocent person who should not have been subjected to the horrors of war. The connotation associated with boy enhances the fact that killing has no emotional effect on the Americans, that they kill for sport and do not care who or what their game may be. Just as perverse as killing boys, though, is the killing of "a baby"(85), the connotation being associated with human infants even though it is used to describe a young water buffalo they torture. The idea of a baby is abstract, and the killing of one is frowned upon in modern society, regardless of species. O'Brien creates an attitude of disgust in the reader with the word, further fulfilling his purpose in condemning violence. Even more drastic in connotation to be killed is the "orphaned puppy"(39). Adding to the present idea of killing babies is the idea of killing orphaned babies, which brings out rage within the reader. The whole concept is metaphoric, based on the connotations of key words; nevertheless, it is extremely effective in conveying O'Brien's theme. O'Brien makes a valid, effective antiwar statement in The Things They Carried. The details he includes give the reader insight into his opinions concerning the Vietnam War and the draft that was used to accumulate soldiers for the war. While thinking of escaping to Canada, he says: "I was drafted to fight a war I hated.