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Emotions are what help us derive meaning from the world around us. Without them, we would experience life with the vibrancy of reading a technical manual on transmission repair. While our emotions—whether good or bad—provide a lot of the excitement in life, there’s still a lot about them that we don’t know.
According to the National Center for Safe and Supportive Learning Environments, strong emotional development leads to five key skills: self-awareness, social-awareness, emotional regulation, responsible decision making and relationship building. These skills in turn influence success at school, at home, in communities and in society.
On the other hand, those who are not given emotional guidance often struggle emotionally, academically, physically, and behaviorally. If you cannot notice, express and manage your emotions, it is incredibly difficult to focus on school, make friends or work on a team
3 Major emotional stages in childhood development
Noticing emotions: Birth to one
There are a lot of different theories about how emotions develop and function. Some think we are born with only three emotions: happiness, anger and fear. Others believe that babies are capable of feeling a much wider range from birth. It’s impossible to know for sure when they can’t tell us, but through crying and cooing, babies certainly communicate something. At this stage, an infant is discovering the world—good things like cuddles, bad things like full diapers. They are noticing how everything makes them feel
2. Expressing emotions: Two to three
As children develop a vocabulary and more independence, they will experiment with expressing emotion in new ways. Some of it will be productive like drawing and narrating a picture of the scary monster under the bed. Some of it will be more like throwing a tantrum in the grocery store because they can’t get cheese puffs. This can be a very difficult stage for adults as children experience complex emotions but have not yet figured out healthy versus unhealthy expression.
3. Managing emotions: Three to five
At this stage, children are ready to enter preschool. A new social environment and more independence provides a great opportunity for growth but also poses some new challenges. Sharing, listening and playing together can cause friction between children, and since they cannot rely on their parents all the time anymore, they must develop new coping skills to manage on their own. Preschool caregivers play a vital role in this development as they create a safe space and offer guidance.
Self-injurious behaviors (SIBs) are non-normative behaviors performed with the intent of physical self-harm but without the intent to die.Self-injurious behaviors include self-directed repetitive actions such as biting, hitting, head and limb banging, face slapping, hair pulling, and eye poking, which can result in severe injury and represent a troubling problem for patients and caregivers alike.SIBs can occur in two groups of individuals: (i) those with psychopathologic conditions such as depression, borderline personality disorder, and eating disorders, which typically involve nonsuicidal self-injury such as cutting, and (ii) those with neurodevelopmental disorders (NDDs)
NDDs, defined as disorders caused by changes in early brain development resulting in behavioral and cognitive alterations, changes in sensory and motor systems, and speech and language deficits, affect roughly 1% to 2% of the population
General knowledge of commonly used assessments and objective evaluation tools is important for managing patients with SIBs, as it allows for interpretation of the literature, application to practice, choice of therapy, and determinations of therapeutic response. Applied behavior analysis (ABA) is a systematic approach to behavior intervention.36 Functional behavioral assessment (FBA), the most common application of ABA to the assessment of SIBs, helps determine physical and social environmental causes of specific behaviors as well as frequency, duration, and contributing comorbidities and identification of a function-based behavioral treatment.
Today's collab topic by Dr.Ayesha
*THE TRIANGULAR FIBROCARTILAGE COMPLEX* *(TTCC)* *INJURY*
The triangular fibrocartilage complex (TFCC) is formed by the triangular fibrocartilage discus (TFC), the radioulnar ligaments (RULs) and the ulnocarpal ligaments (UCLs)
Origin: Medial border of distal radius
Insertion: Base of ulnar styloid
Vascular Supply: central disc is avascular, peripheral blood vessels penetrate TFCC margins
Function of TFCC: Main stabilizer of distal radioulnar joint (volar portion of TFCC prevents dorsal displacement of ulna and is tight in pronation and dorsal portion of TFCC prevents volar displacement of ulna and is tight in supination). Contributes to ulnocarpal stability
Occurs with compressive load on TFCC during marked ulnar deviation
Commonly associated with positive ulnar variance
Forced ulnar deviance
Degenerative failure pattern of its ulnocarpal axial shock absorber function.
TFCC tear include pain on the outside of the wrist, reduced range of motion, swelling in the wrist, popping or clicking when moving the wrist, or limited ability to grasp objects. While anyone can develop TFCC, athletes, being over 50 and having chronic inflammation are risk factors for developing TFCC.
Radiographs: may reveal avulsion of ulnar styloid, scaphoid fracture, distal radial fracture, volar tilt of lunate or triquetrum; ulnar variance.
Triple Injection Arthrography
Today Collab topic by Ms.Mounica.
learning disability is a reduced intellectual ability and difficulty with everyday activities – for example household tasks, socialising or managing money – which affects someone for their whole life.
Screening is the first step in the process of gathering relevant information about an individual with a suspected learning disability. Screening does not determine whether or not the person has a learning disability. It may include observations,
informal interviews, the use of a written tool, and/or a review of medical, school, or work histories.
An LD diagnosis is a formal assessment that determines the actual presence of a learning disability. LD screening is an informal process that shows whether there is a probability that the person might have an undiagnosed learning disability. Informal screening can be done by an advocate for the person with a suspected learning disability, but formal diagnosis must be done by a qualified professional who can evaluate learning disabilities.
There are a number of screening tools available for advocates to use with the person who may have an undiagnosed learning disability. Some of these tools require special training, while others are available online. Some tools are free; others require training and may have associated training costs.
It is important, however, to choose a screening tool that is designed for the appropriate age group. When conducted and reviewed appropriately, using the right screening tool can be a valuable step in determining the need to seek further advice and evaluation.
Screening tools should also be:
Quick to administer, score, and easy to interpret
Narrow in purpose
Able to provide information in several areas, such as language, motor and social skills.
Observations Formal Interviews plays a greater role in LD screening.
Today collab topic by Ms. Ram Priyanka
DIFFERENCE BETWEEN STUTTERING AND SLURRED SPEECH :
- Stuttering refers to a speech disorder that interrupts the flow of speech.
- Stuttering can have causes that aren't due to underlying disease. Examples include family history of stuttering or nervousness.
- including genetics, language development, environment, as well as brain structure and function.
-Muscle weakness in the face, lips, throat or chest can make speaking very difficult causing dysarthria.
-Dysarthria symptoms are slurred speech,mumbling, or speaking too slowly or too quickly.
A stroke is the usual cause of slurred speach.
Thank you sir/Madam
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