Abuse: How It Effects Cognitive Development Essay

Abstract search indicates that psychic traumatic clawhood experiences, such as squall, gain the risk for contrary cognitive ripening bothers that inwardness percolateing, memory, and consciousness. Statistics show that no star epoch, gender, or ethnic group is excluded. Cognitive culture that is affected includes base, learning disorders, ontogenyal disorders, concomitant disorders and posttraumatic stress disorder. Patterns of accessory affect the quality of information processing end-to-end the respective(prenominal)s life. With this evidence, it is imperative to stick designs available that focus on on prevention for p bents and baberen. There argon outside management courses, substance misapply classes, school based educational programs, required registration of offenders, and background checks. handling strategies for children ar withal important and should include establishing safety, dealing with the trauma, and convinced(p) self-assessment therap y, and rede for functional impairment.IntroductionAbuse increases the risk for suppressed cognitive education. maltreat comes in m all forms natural, cozy, psychological, neglect, and even nuisance from peers. Current studies only focus on subvert from defenders. However, peer abuse exists as and does take up a psychological effect on cognitive ripening (Ambert, 1994). Young children, assuage embedded in the present do non save the big businessman to see themselves a fortune of the bigger picture. The se themselves as the middle of the universe and everything that happens is posely related to their own sensation. Development consists of learning to cut through those experiences and to learn to encounter the present as part of ones personal experience over time. Piaget called this decentration moving from being ones reflexes, movements and sensations to having them. The age at which the abuse occurs jakes allude the learning and victimisation leading to mental d isorders, Post Traumatic Stress perturb (PTSD), and attachment issues.Because of the results, help programs and education need to be in place for advances, abusers and children of abuse. For example, avant-garde Harmelen, deJong, Glashouwer, Spinhoven, Penninx, and Elzinga (2010) did a contain on how childhood abuse affects cognitive disorders. The inexplicit Association Test was apply to evaluate depression and anxiety, although it has been shown to in whatever case impact learning and development and PTSD. Participants were asked questions in order to perplex self-reports in this discipline of depression and anxiety. It was found that childhood abuse leads to a steeper self-depression ad self-anxiety view. From this poll it is clear that abuse affects cognitive function. agree to Feldman (2011), cognitive development is the way that an separate grows and changes and the change in their intellectual capabili draw ins ass regularise ones behavior and learning abilitie s. Different cognitive development happens in different stages throughout an individuals life. These stages include other(a) childhood and toddlerhood (age birth to three years) children learning to sit, crawl, and walk, memory functions begin, visual recognition, and language development are present. During the preschool period (age three to six years) growth and muscular development carry on, neural interconnects grow and develop, memory functions grows, delicately and gross force back acquisitions become much refined so preschoolers can catch, throw, run, use silverware, and tie their shoes. During middle childhood (age six to twelve years) growth of body and promontory function continues still. Gross motor functions develop to include biking, swimming, and skating. Increased fine motor skills include writing, typing, zipping, and neverthelesstoning.During adolescence (twelve years to twenty years), growth of body and neurologic surgical procedure continue and informal characteristics develop. During young adult (age twenty to cardinal years) on that point is a peak in physical capabilities (strength, coordination, and reaction time), foreland function continues to grow, stress can be a health scourge (Feldman, 2011). Depending on the age the abuse occurs can affect each individuals cognitive development to include but not express to disorders the likes of depression, anxiety, learning and memory disorders, PTSD, and attachment disorders. According to the definition presumptuousness by Butcher, Mineka, and Hooley, depression is the emotional state that is characterized by extraordinary sadness. Since 1967, Aaron Beck has furnishd us with a model of his theory on depression. Becks diathesis-stress theory kindles that depression leads back to a nonadaptive formation early on, which left the individual vulnerable to depression if encountered with stressors (Butcher, Mineka, Hooley, 2010).Butcher, Mineka, and Hooly (2010) discuss that accordi ng to Beck the parent or guardian are responsible for providing the child or adolescents schema. These may lie dormant until activated by a critical incident. It then(prenominal) triggers automatic negative thoughts that lead to depression. Reports of child abuse give birth suggested an increase in negative self-worth, negative self-attitudes, and negative self-associations. They tend to get caught up in a negative mood, which leads to depression (van Harmelen, deJong, Glashouwer, Spinhover, Penninx, and Elzing, 2010). A learning disorder is a term that refers to a delayed development. It may be with speech, mathematics, reading, memory, or motor skills. Poor motor function and memory are associated with the force to learn and functioning a school setting.Contributions to exploring the relationship of cognitive development and learning are growing. According to the studies done by Giesbrecht and Merckelbach (2012) some victims of abuse tend to compartmentalize their trauma. Whil e research shows that some learning disabilities are hereditary, other studies have shown the impact that abuse has on the ability to learn and retain information. Learning disabilities are the products of delicate central nervous arrangement impairments. These learning disabilities are the core of immaturity, deficiency, or dysregulation partial to those cognitive skills that are in normal brain functions (Legano, McHough, and Palusci, 2009). In addition, there is a arrogant correlation amongst abuse and cognitive failures from Broadbent, Cooper, Fitzgerald, and Parkess Cognitive Failures Questionnaire that measures frequent lapses and errors.There has been a major change in the way one is diagnosed with Post Traumatic Stress Disorder (PTSD). PTSD is a arch and chronic condition, which is no longitudinal conceptualized as a normal reaction to and abnormal stressor but rather a pathological response to an essential form of stress (Butcher, Mineka, Hooley, 2010). There may be a bidirectional and temporal relationship between Post Traumatic Stress Disorder (PTSD), the hippocampus and neuropsychological functioning in the structural and functional part of the brain. These may either precede the development of PTSD or leave after the onset of PTSD (Gould, Clarke, Heim, Harver, Majer, and Nemeroff, 2012). Those that have been sexually abused have long-term mental and emotional suffering that lingers. They are likely to have feelings of anxiety, depression, anger, and low self-esteem and are much likely to suffer PTSD (Milner and William, 1995).These can impact marriages and other close relationships. seek by DeBellis, Hooper, Woolley, and Shenk (2009) pediatric PTSD symptoms are associated with lower visual memory, developmental trauma, anxiety and can lead to problems with adult PTSD. A cognitive treatment for PTSD is to vividly recount the traumatic event over and over until there is a decrease in the emotional responses. One other important scener y of a childs development is their form of attachment. This begins within the category and with the guardian. According to Ainsworth, there are four classifications of infant attachment that can have an impact on the childs in store(predicate).A safe attachment is where the father is a confident base when she is in functionance. As soon as she leaves the child is obviously upset and immediately goes to her upon return. The avoidant attachment is a style in which the child does not seek tautness to the mother and seems to avoid her upon arrival. The ambivalent attachment is an attachment in which the child shows varied reactions. They cry when she leaves but upon return they kick and hit her. pass away is the disorganized-disoriented attachment. This style shows contradictory behavior. They lead not look at the mother upon arrival. These seem to be the most negatively attached children (Feldman, 2011). Infants, toddlers, children, and adolescents are to a greater extent likel y to develop negative attachments if abused. Separation anxiety seems to be the biggest problem of individuals that have been abused (Barth, 2009). According to Butcher, Mineka, and Hooley (2010), early victims of rejection and abuse have minus effects on a persons worldview.They also suggest that a parent-child relationship is bidirectional. Some children are easier to love than others based on their temperaments while the guardians mental stability affects the attachment relationship. The eccentric person of attachment formed correlates to the type of parenting style. The different parenting styles are authoritative, authoritarian, permissive, or neglectful. According to Butcher, Mineka, and Hooley (2010), the authoritative parent is high on warmth and moderate on control. Research shows that children of authoritative parents tend to be friendly and confident. The Authoritarian parent is low on warmth and high on control Research shows that children of the authoritarian parent c an be conflicted and saturnine. These adolescents usually have more negative outcomes especially with social anc cognitive skills.Next, the permissive parent is high on warmth but low on discipline. Studies indicate that children of permissive parents are impulsive and aggressive. They are often. selfish and demanding. Last, the neglectful parent is low on warmth and low on control. Children of neglectful parents are moody with a low self esteem. They have conduct and peer problems. They also reflect poor academics. Researchers have shown that providing structure and guidance while allowing a sense of control and freedom gives the child a more positive attachment (Butcher, Mineka, and Hooley, 2010). Thus negative parenting styles can have an overwhelming effect on an individuals ability to cope with later challenges. mannerHarmelen, deJong, Glashouwer, Spinhoven, Pennix, and Elzinga (2010) explored the negative cognitive scars of abuse. The discover dated from 2004-2007, which con sisted of participants in the regular ecumenical population and those of mental care institutes at different stages of psychopathology. The ethical go over board of the University Medical Center in Amsterdam approved it. Adults were between ages 18 and 65, had a foregone or present depressive disorder, anxiety disorder, brat disorder, and/or social disorder.There were a total of 2981 participants (age M=41.9, SD=13.0). The DSM-IV was used as the diagnostic measure and past childhood abuse was deliberate by self-report and with the Beck Anxiety Inventory. Childhood abuse was assed by utilizing the Nemesis trauma interview which asks participants whether they and experienced emotional, physical, and/or sexual abuse prior to the age of sixteen. Answers were recorded. Computation came from subtraction of the mean pass judgment of anxiousness from the mean rating of calm on the IAT-stimuli. A written consent was obtained after reviewing the study to the participants.ResultsThe find ings in the study of Harmelen, deJong, Glashouwer, Spinhoven, Pennix, and Elzinga (2010) explain that, when compared to the no abused group, abused individuals have a stronger depression, high anxiety, and a lower self-esteem when compared to non-abused individuals. There was not a difference in age or education. However, females showed a higher effect of negative self-associations although both genders are affected by maltreatment. The study also showed a higher significance in correlation to sexually abused participants versus physically abused participants. Cognitive emotional maltreatment is related to the negative self-associations and development that individuals face. The study suggests that the longer that children are exposed to any form of maltreatment, the more likely they are to develop damaging cognitive schemas which lead to cognitive disorders (Harmelen, deJong, Glashouwer, Spinhoven, Pennix, and Elzinga, 2010.DiscussionAccording to a recent study (Child Maltreatment , 2010) over 3 million children are abused or pretermit in the United States each year. 8.7 million of the nations children or 1 in 7 have been maltreated. This could be mentally, physically, or sexually. Seventy five percent of all perpetrators are between the ages twenty and thirty nine. Studies have also shown that abused children are more likely to abuse substances (Wulczyn, 2009). There are certain reasons that increase the likelihood of abuse. These include family that bring in an annual income of under $15,000, presence of drug or alcohol addiction, the cycle of past abuse or cycle of violence hypothesis, stressful environments, high marital conflict, single parent families, and families that have more than four children. Incest happens in more wealthy families (Feldman, 2011). In addition, children that already have certain risk factors such as learning disabilities, behavior problems, visual or hearing impairments, or other medical problems can increase the possibility of abuse (Child Maltreatment, 2010).The consequence of early abuse may carry on into adolescence and even the early stages of adulthood. The results of this study reserve it clear that the United State needs to make sure that there are prevention programs, community management programs, and counsellor programs all with the correct education and proper training. Wulczyn (2009) shows how prevention programs offer a chance to minimize the effects of maltreatment on the developing child, but many, if not most, jurisdictions lack the infrastructure to do so within the traditionalistic child welfare system. Home visiting programs aim to prevent child abuse by providing knowledge, belief in abusing parenting, empathy, sensitive, responsive parenting, and the ability to provide a safe and stimulating home environments (Wulczyn, 2009).Barth (2009) describes a triple P-Positive parenting program to help parents deal with issues. This includes five levels of intervention 1. A media campaign that informs parents round issues and gets them involved 2. Targets an individual topic at a time such as toilet training or bedtime. Parents would be in direct contact with a trainer. 3. Helps parents concerned with their childs development and attend brief programs to learn how to manage certain behaviors. 4. This is for parents of children with more severe problems like aggression or behavior issues. They are given certain skills along with contact with a primary care physician. Last is level 5. This is for parents of dysfunctional families with behavior problems. They attend eleven 1-hour sessions and practitioners conduct home visits to ensure the skill being thought are being used.The biggest question of how to prevent sexual abuse remains unanswered. There are numerous signs and prior efforts have been useful but new methods still need to be moreover explored and researched. Finklehor (2009) suggest that offender management and school-based programs should be necessary to help regularize sexual abuse. Registering sex offenders, notifying communities about their presence, background checks, controlling where they can live, and longer prison terms. Finklehor (2009) continues to say that one third of the offenders are juveniles which is why there is such a need for school based programs as well. This testament help to teach students the skills necessary to identify dangerous situations. Abused children will demonstrate different behaviors once removed temporarily from the home and laid in a therapeutic environment (Ambert, 1994).In addition to providing services, sometimes a temporary removal needs to be entertained until the family dynamics can be evaluated. Until recently, no study actually showed that participation in a prevention program resulted in reduced rates of sexual abuse for participants (Legano, McHugh, Palusci). It is important for counselors or facilitators of programs to have an infering of screenings, treatment evaluations, and trea tment planning (Milner and Murphy, 1995).There needs to be sufficient legal and clinical instruction and training about child abuse before any assessment is conductive. The American counsel Association has put into place a Code of Ethics for professionals to follow. Individuals need to be careful not to obtain a false positive based on bias in their findings. Working with children of abuse requires special training in order to accomplish the desired outcome. It is the counselors responsibility to practice in the boundaries for which they are qualified to work. In addition, they have a responsibility to read and understand their ethics code (ACA Code of Ethics, 2005).ReferencesACA Code of Ethics (2005) American Counseling Association. Retrieved September 22, 2012 from http//www.counseling.org/Resources/CodeOfEthics/TP/Home Ambert, A. (1994). A qualitative study of peer abuse and its effects Theoretical andempirical implications. ledger of Marriage and Family, 56 (1), 119-130. Retr ieved from http//www.jstor.org/ unchanging/352708 Barth, R. (2009). Preventing child abuse and neglect with parent training Evidence and opportunities. 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