Identify three things the child’s parents, teacher, or another helping professional could do to mitigate the developmental conce

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Brainstorming Possible Solutions

Chose a developmental theory from Chapter 1, based on the developmental needs emphasized in the theory you chose, identify three things the child's parents, teacher, or another helping professional could do to mitigate the developmental concern(s) that your peer has identified. Explain how your recommendations would impact development according to your theory. You should use the information in your book and/or supplemental materials to provide support for why you think that your professional recommendations would be successful at reducing the developmental concern.

Theories of human development in Chapter 1

Psychoanalytic theory

Behaviorism

Cognitive Theory

Evolutionary Theory

Student A

Middle childhood and adolescence can present many challenges. Teenagers are often caught up in struggling self-esteem issues, self-doubt, anxiety, mental health issues and a powerful desire to fit in with peers.

Weight can present teens with many challenges, specifically eating disorders. Eating disorders are complex illnesses that affect adolescents with increasing frequency. They rank as the third most common chronic illness in adolescent females (Kreipe, 1998). Adolescents sometimes switch from dieting obsessively to overeating and over exercising and back again. This affects mostly girls but can happen in boy too, especially those involved in sports, such as wrestling where weight requirements become part of the participation process (Berger 2019).

Physically, there is evidence that adolescents with eating disorders may lose critical tissue components, such as muscle mass, body fat and bone minerals, during a phase of growth when dramatic increases in these key elements should be taking place in the body (Kreipe, 1998). According to a study done in 1998, researchers looked at teenagers ages 14-18 years old and followed them into adulthood. They discovered that no organ system was spared the effects of eating disorders and although the physical signs and symptoms were primarily related to weight control behaviors, the health care professionals who studies them found that an eating disorder appeared to improve with nutritional rehabilitation and recovery from the eating disorder, but some issues, especially cardiac related, were irreversible. Some of the physical complications included growth retardation, loss of bone mass, and even shrinking of the pre-frontal cortex in the brain (Whitaker, 1992). Medically, there appear to be several signs and symptoms that teenagers will experience if they are suffering from an eating disorder. These include dehydration, electrolyte imbalances, heart problems, low blood pressure, trouble regulating body temperature, damage to the esophagus and acid reflux (Bhandari, 2020).

Cognitively, eating disorder adolescence often have persistent, obsessive thoughts about food, hunger, exercise, and body shape. It is thought that these thoughts “use up” some of their cognitive resources, leaving less ability to plan other decisions and perform other tasks (Weider, 2014). Recent studies have linked eating disorders to impaired cognitive functioning. Evidence points to problems with visuo-spatial reasoning and motor function. More importantly, the functioning of the central executive seems to be impaired in eating disordered teens (Weider, 2014). The central executive is a critical component of the mind, often referred to as the conductor that coordinates thinking. include the initiation of decision making, and planning out tasks are all compromised and impaired by the lack of nutrition and the consequences of over exercising on the

body. In other words, the repercussions are severe, can be lifelong, and if not treated and properly addressed can lead to death (Bhandari, 2020).

As for socio-emotional development, adolescents with eating disorders experience social isolation, low self-esteem, affective disorders, low self-concept, substance abuse, anxiety, and depression. Adolescents will often switch to unhealthy eating habits because of depression and lack of knowledge about effective techniques to lose weight. Teens who are being treated for eating disorders must also be treated for psychiatric illnesses at the same time, if they have any, to prevent long term co-occurring psychiatric concerns (Berger, 2019). There also appears to be certain personality traits that sometimes can lead to eating disorders or give clues that a teen may be at risk for one. They include perfectionism at school and at home, and this can manifest as expressing body image complaints and concerns like being too fat or unable to accept compliments. Also being withdrawn; including changes in attitude and academic performance. Flattened or absent emotions is also a key component as is appearing sad, depressed, anxious, ashamed, embarrassed, or expressing feelings of worthlessness. Changes in thoughts or conversations about food or being uncomfortable or unwilling to share food. There may be incessant talk about weight, shape, exercise, and cooking (Whitaker, 1992).

There are many therapies that have been found to be effective in treating eating disorders. Individual therapy usually involves behavioral and cognitive techniques and group therapy. Family therapy is also common and focuses on supporting the family in nutritional rehabilitation techniques and how to navigate mental health issues. Nutritional therapy or counselling can provide adolescents with nutrition education, meal planning, and goal setting, which helps them cultivate a healthier relationship with food for life-long change going forward (Bhandari, 2020). While it can be a tremendous challenge to overcome, it is not impossible. The key is early intervention, an open and positive dialog, and a strong support system. The consequences of doing nothing or not taking eating disorders seriously can and often does, result in tragic consequences for many teens and their families.

Sources:

Berger, SB. (2019). Invitation to the Life Span (4th. Ed.)

Student B

One developmental challenge that adolescents face during adolescence is bullying. Bullying is defined as an ongoing and deliberate misuse of power in relationships through repeated verbal, physical, and/or social behavior that intends to cause physical, social, or psychological harm. Bullying is known for taking a toll on adolescents, emotionally, physically, ands cognitively.

The physical effects of bullying can be obvious and immediate, such as being injured from a physical attack with a classmate. However, the ongoing stress and trauma of being bullied can also lead to physical problems over time such as sleep disorders, stomachaches, headaches, heart palpitations, dizziness, bedwetting, and chronic pain (Bullying Fact Sheet, 2017). "Bully that occurs when one person spreads insults or rumors about another, by means of social media posts". (pg.340 Kathleen Stassen Berger). Research has also consistently shown that bullying can have a negative impact on how well children and adolescents do in school. Bullying has a negative impact on both grades and standardized test scores starting as early as kindergarten and continuing through high school (Bullying Fact Sheet, 2017). Some of the socio-emotional effects of bullying include depression, anxiety, low self-esteem, self-harming behavior, alcohol and drug use and dependence, aggression, and involvement in violence or crime (Bullying Fact Sheet, 2017).

Bullying Fact Sheet. Stop Bullying. (2017). Retrieved March 25, 2022, from