3. What are some things that have a negative effect on a child’s self-esteem? 4. How are children affected by these factors?
Earlier, you learned about the different issues experienced by those affected by a violent crime or homicide. The issues were event recall, fear, grief, loss of control, self-identity, compensation, blame, rage, and meaning of life. For mental health workers, an important part of working with victims of violent crimes like John is being able to understand these psychological issues. Reflecting on the case study, select a poem, song lyric, or picture that you believe accurately represents John’s feelings and emotions. Then write an essay discussing your beliefs.
Answer:
It is not clear exactly how many young people are affected by the death of an immediate family member. Kliman 82 estimates that 5 percent of children in the United States—1.5 million—lose one or both parents by age 15; others suggest that the proportion is substantially higher in lower socioeconomic groups. This chapter discusses the types of bereavements considered to have the most serious implications for medical, psychiatric, and behavioral sequelae in children—namely, death of a parent or sibling. Because more of the literature in this field deals with parental than with sibling loss and because many of the reactions to both types of bereavement overlap, most of the discussion is based on studies of response to the death of a parent.
Explanation:
Individuals continue to grow and develop throughout life, but during no other period beyond childhood and adolescence are specific reactions as likely to be influenced by the level of development. Because the impact of trauma in children depends so heavily on the life stage during which the event occurs, this chapter is informed by a particular emphasis on developmental analysis. This perspective assumes that the repercussions and meanings of major object loss will be colored by the individual child's level of development. Psychiatrists and others have generally been struck by how often major childhood loss seems to result in psychopathology. Studies of adults with various mental disorders, especially depression, frequently reveal childhood bereavement, suggesting that such loss may precipitate or contribute to thedevelopment of a variety of psychiatric disorders and that this experience can render a person emotionally vulnerable for life. This special vulnerability of children is attributed to developmental immaturity and insufficiently developed coping capacities.
development of a variety of psychiatric disorders and that this experience can render a person emotionally vulnerable for life. This special vulnerability of children is attributed to developmental immaturity and insufficiently developed coping capacities.The tendency to impose adult models on children has generally led to a great deal of confusion and misunderstanding about children's grieving. Although sharing some similarities with adults and even with monkeys (see Chapter 7), children's reactions to loss do not look exactly like adults' reactions, either in their specific manifestations or in their duration.
For example, often what seems glib and unemotional in the small child—such as telling every visitor or stranger on the street, "my sister died"—is the child's way of seeking support and observing others to gauge how he or she should feel. Children may be observed playing games in which the death or funeral activities are reenacted in an effort to master the loss. A child may ask the same questions about the death over and over again, not so much for the factual value of the information as for reassurance that the story has not changed. A four- or five-year-old might resume playing following a death as if nothing distressing had happened. Such behavior reflects the cognitive and emotional capacity of the child and does not mean that the death had no impact.
Answer: The sentence "Don't eat too much fried food" is an example of an imperative sentence.
Imperative sentences are used to give commands, make requests, or offer advice. In this case, the sentence is giving advice or a suggestion to the listener, urging them not to eat too much fried food. Imperative sentences often begin with a base form verb (in this case, "eat") and can end with or without an exclamation point, depending on the tone or intensity of the command.
Other examples of imperative sentences include:
- "Clean your room."
- "Please pass the salt."
- "Be careful with that fragile vase."
Imperative sentences are different from other sentence types:
- Assertive sentences make statements or express facts. They provide information rather than giving commands. Example: "I love to eat pizza."
- Exclamatory sentences convey strong emotions or excitement. They often end with an exclamation point. Example: "What a beautiful sunset!"
- Interrogative sentences ask questions. They typically begin with question words (who, what, when, where, why, how) or use a question mark. Example: "Where is the nearest grocery store?"
Explanation: Hope this helps!
The sentence 'Don't eat too much fried food' falls under the category of Imperative sentences. These types of sentences are primarily used to give commands or make requests. Hence, it's giving a command or piece of advice, consequently being imperative.
The sentence 'Don't eat too much fried food' is an example of an Imperative sentence.
An imperative sentence is used to give a command or make a request. It often ends with a period, but it can also end with an exclamation point. Examples of imperative sentences include 'Please take out the trash.' or 'Finish your homework.'
In the case of the sentence 'Don't eat too much fried food', it is giving a command or piece of advice about dietary habits, which makes it imperative.
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B) It is more successful than going “cold turkey.”
C) It will only work for a certain type of smoker.
D) It is considered to be a last-resort method.
smoking cessation Class gives tips for dealing with cravings. These classes give tips and advice on how to deal with smoking and reduce it for better health, etc. Hence Option A is correct for this.
Smoking is bad for health as it affects a wide range of organs, from the lungs to the heart. Tobacco introduces poisonous gases into the body (lungs, blood, etc.) that degrade the human system. As a result, the alveoli in the lungs, which expel gases, do not function properly.
The fluid that may build up in the lungs may lead to lung failure. If the oxygen is not taken into the body, then blood oxygenation cannot happen. Cells can't get enough oxygen for function. If such things continue for too long, then it will end with the death of a person. In these classes, experts teach people about the dangers of smoking and how to live a healthy lifestyle.
Hence, smoking cessation Class gives tips for dealing with smoking cravings. Option A is correct.
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