Christmas for Sale

CHRISTMAS FOR SALE

Three hundred fifty –eight days have passed and now the long wait is over. The spirit if Christmas is truly in the air. Different people may have different outlook about this.. Some are excited while others are not. People are getting excited whenever they feel that Christmas is yet to come. They think what foods to prepae, what gifts to give and whom to be with. For people who are fortunate not only in material things but in thers as well may nhave apositive standpoint about this. But how about those people who think Christmas is not for them. Are they belong? Should they be happy or not? Well I’m pertaining to those people who have been a victim of physical, emotional,psychological, spiritual and morl insufficiencies .

HAPPY THOUGHTS

HAPPY THOUGHTS
1.My family and our bonding moments
2.Having time with my friends
3.the happines of those persons whom I really love
4.the blessing that god showered upon me
5.having communication relation in god

HINDRANCES TO MY HAPPINESS
1.problems that im facing
2.schedule and money
3.lack of understanding
4.fear
5.self insufficiencies

PATCHING IT UP

1.God and prayers
2.Be confident
3.Be strong
4.Always wear a smile
5.Stand firm in the faith

SUMMARY OF COMMON PROBLEMS AMONG CHILDREN

Emotional and Behavioral disorders
What is an emotional/behavioral disorder?
The category of emotional and behavioral disorders (ebd) is very broad. Almost everyone, at some point in their lives, could be classified as having an emotional and/or behavioral disorder. However, in terms of how the federal government defines emotional and behavioral disorders for children, there are more specific guidelines.
For purposes of consideration for receiving special services, a child must be classified as "seriously emotionally disturbed" or SED. The way SED is defined by the federal government is vague and can be interpreted in different ways. (see section on laws for more info). However, most states and school districts interpret the law as narrowly as possible. This result in far fewer children in the category being served (for special education) than the actual prevalance of ebd in the population suggests should be served.
General categories of emotional and behavioral disorders
To further complicate things, emotional and behavioral disorders can be defined in different ways. The psychological and medical community frequently uses the DSM-IV to classify ebd. However, this system is rarely used in the education community. Educators frequently classify students based on functional behaviors and interventions. One such classification system (Quay and Peterson, 1987) categorizes students into six categories: conduct disorder, socialized aggression, attention problems-immaturity, anxiety/withdrawal, psychotic behavior, and motor excess. The more I read about them, the more I'm not fond of any of these classification systems, and think that "categorizing" kids in these ways is not useful. Rather, I think it's better to evaluate an individual kid and treat them with mental health counseling based on his/her unique problems. Unfortunately, for purposes of receiving special education assistance or medical care (insurance), the trend is to assign everyone with some sort of code or label.
What to do if your child has an emotional or behavioral disorder
First, get a good evaluation. This should be done by a school psychologist or mental health professional (counselor, psychologist, or psychiatrist). This should NOT be done by a family physician or educator; they are not qualified to make diagnosis. A good evaluation should include interviews with the student, parent, and teachers (and others involved in the students life), and testing. Ideally, this assessment process should occur over more than one time interval...ie, the entire assessment should follow the child's behavior over time, not just a one-hour thing.
Second, work as a team. Parents, students, teachers, counselors, and others should work together to help the student. A treatment plan should be devised and mutually approved of. If teachers and parents disagree, the child will probably end up not doing well.
Third, periodically re-evaluate the child. Is progress being made? If not, adjust the treatment plan.
Fourth, don't sweat it. These days there is little stigma attached to special education, or mental illness, or even to taking medications. Everyone has problems, and most people are understanding and want to work together to help.



Physical Problems:
_ Learning disabilities
_ Delay in Talking
_ Writing symptoms
_ School problems
_ Language problems
_ Reading symptoms
_ Growth failure in children
_ Delayed teeth eruption in children
_ Developmental delay in children
_ Slowed intellectual activity
_ Tallness

If a child between the ages of 3 and 5 shows two or more of these signs for more than a month, a parent would be wise to have that youngster evaluated by a child psychologist

SOCIAL PROBLEM
________________________________________
A social problem is a condition that at least some people in a community view as being undesirable. Everyone would agree about some social problems, such as murders and DWI traffic deaths. Other social problems may be viewed as such by certain groups of people. Teenagers who play loud music in a public park obviously do not view it as a problem, but some other people may consider it an undesirable social condition. Some nonsmokers view smoking as an undesirable social condition that should be banned or restricted in public buildings.
Every newspaper is filled with stories about undesirable social conditions. Examples include crime, violence, drug abuse, and environmental problems. Such social problems can be found at the local, state, national and international levels. You will be focusing in the Public Policy Analyst on social problems in your own community.
Specific community locations
Your own community consists of…
• your school and your school district;
• your village, town or city;
• Your county.
The four examples of social problems above could possibly exist in all of these communities. For example, there could be a problem of increased stealing within your school or throughout the school district. Likewise, local police agencies—village, town, city and county—maintain statistics on crimes such as thefts within their jurisdiction.
When you describe the social problem in step 1, you must specify the geographical setting. Some examples include Lehman High School, the Bronx High School District, the Bronx, New York City, or New York State. As mentioned before, PPA will be used only for local and state social problems.




INTELLECTUAL PROBLEMS
• Achondroplasia ... normal intelligence
• Agenesis of the corpus callosum ... impaired mental development
• Aging ... Slight mental decline
• Agnosia ... Inability to recognize sounds, Inability to recognize people, Inability to recognize objects
• Alcohol abuse ... poor judgement
• Alternating Hemiplegia ... mental impairment
• Alzheimer's Disease ... thinking difficulty, impaired visual skills, inability to function, cognition disintegration, wandering, poor judgment
• Amphetamines ... poor judgement
• Aphasia ... trouble understanding speech
• Arteriovenous Malformation ... neurological problems
• Ataxia Telangiectasia ... Normal intelligence
• Attention Deficit Hyperactivity Disorder ... inability to organize oneself, inability to organize school work, difficulty managing time, difficulty with details, disorganization
• Auditory Processing Disorder ... Difficulty following instructions, Normal intelligence
B
• Barbiturate abuse ... trouble thinking
• Binswanger's Disease ... loss of cognition
• Bipolar disorder ... difficulty thinking
• Borderline Personality Disorder ... unstable relationships, difficulty with relationships
• Brain cancer ... cognitive problems
• Bulimia nervosa ... inappropriate mental attitudes
C
• Cerebral Palsy ... mental impairment, Normal intelligence
• Chiari Malformation ... mental impairment
• Cirrhosis of the liver ... degraded mental function
• Cocaine ... difficulty thinking
• Common migraine ... mental fuzziness
• Corticobasal Degeneration ... cognitive impairment
• Creutzfeldt-Jakob Disease ... impaired thinking, impaired judgment
• Cushing's syndrome ... mental disturbances
D
• Dementia ... cognitive loss, mental decline
• Dementia With Lewy Bodies ... cognition fluctuations, cognition loss
• Depression ... difficulty thinking, relationship difficulty, mental changes, difficulty making decisions
• Depressive disorders ... difficulty thinking, relationship difficulty, mental changes, difficulty making decisions
• Diabetic hypoglycemia ... fuzzy thinking
• Drug abuse ... mental changes
• Dwarfism ... normal intelligence
• Dyslexia ... normal intelligence
• Dysthymia ... difficulty thinking, relationship difficulty, mental changes, difficulty making decisions
E
• Encephalitis ... mental changes, impaired judgement
• Encephaloceles ... normal intelligence
F
• Fetal alcohol syndrome ... intellectual impairment, problem solving difficulty
G
• Gerstmann's Syndrome ... difficulty with math, calculation dysfunction (dyscalculia), inability to distinguish right from left, inability to calculate (acalculia)
• Gulf War syndrome ... cognitive dysfunction
H
• Hangover ... difficulty making decisions
• Hashimoto's Thyroiditis ... mental slowness
• HIV/AIDS ... neurologic problems
• Huntington's Disease ... difficulty making a decision, cognitive difficulty, progressive mental deterioration, difficulty driving, difficulty learning new things, impaired judgement
• Hydranencephaly ... intellectual deficits
• Hydrocephalus ... cognition changes
• Hyperparathyroidism ... impaired thinking
• Hypoglycemia ... fuzzy thinking
• Hypoglycemic attack ... fuzzy thinking
J
• Jet lag ... cognitive difficulty, difficulty making decisions
K
• Kearns-Sayre Syndrome ... cognitive dysfunction
• Klinefelter syndrome ... normal intelligence
L
• Lupus ... trouble thinking, neurological disorders
• Lyme disease ... thinking difficulties
M
• Metachromatic Leukodystrophy ... loss of mental abilities, mental deterioration, mental deterioration, mental deterioration, mental deterioration
• Moyamoya Disease ... cognitive impairments
• Mucopolysaccharidosis I ... progressive mental disability
• Mucopolysaccharidosis II ... mental deterioration
• Mucopolysaccharidosis III ... mental deterioration in childhood
• Mucopolysaccharidosis IV ... normal intelligence
• Mucopolysaccharidosis VII ... Intellectual impairment
• Multi-Infarct Dementia ... difficulty following instructions, getting lost, wandering, problems handling money
• Multiple Sclerosis ... cognitive impairments, judgment difficulties
• Mycoplasma pneumoniae ... neurologic disorders
N
• Niemann-Pick disease ... inability to look up and down
• Noise-Induced Hearing Loss ... difficulty understanding speech
O
• Olivopontocerebellar Atrophy ... cognitive loss
P
• Panic disorder ... difficulty thinking
• Parkinson's Disease ... intellectual symptoms
• Pelizaeus-Merzbacher Disease ... mental deterioration
• Persistent Vegetative State ... preserved non-cognitive function, lost cognitive function
• Pick's Disease ... difficulty thinking, lack of spontaneity
• Postpartum depression ... difficulty making decisions
• Prion diseases ... severe mental impairment
• Progressive Multifocal Leukoencephalopathy ... cognition failure, mental deterioration
R
• Ramsay Hunt Syndrome Type 2 ... cognitive impairment
• Rasmussen's Encephalitis ... mental deterioration
• Rett's syndrome ... physical and neurological problems
• Reye's Syndrome ... progressive mental changes
S
• Sandhoff Disease ... progressive mental deterioration
• Schizencephaly ... normal intelligence
• Schizophrenia ... disordered thinking, Cognitive symptoms
• Septo-Optic Dysplasia ... Intellectual problems, normal intelligence
• Soto's Syndrome ... delayed cognitive development
• Spastic disorders ... mental impairment, Normal intelligence
• Stroke ... trouble understanding speech
• Sturge-Weber Syndrome ... delayed cognitive skills
• Subacute Sclerosing Panencephalitis ... intellectual deterioration
• Syphilis ... mental illness, neurologic problems
T
• Toxic Shock Syndrome ... mental changes
• Transient Ischemic Attack ... difficulty understanding speech
• Traumatic Brain Injury ... cognitive problems
W
• Williams Syndrome ... intellectual disability
• Wilson's Disease ... Various neurological and behavioral symptoms

SAMPLE BEHAVIORAL CHECKLIST

Child's Name: Date: Please rate the severity of each problem listed. (0)none (1)slight (2)moderate (3)major		Your Name: Subject (if teacher): Please add comments below!
Symptom Description	Day 1	Day 2	Day 3	Day 4	Day 5	Day 6	Day 7
Trouble attending to work that child understands well
Trouble attending to work that child understands poorly
Impulsive (trouble waiting turn, blurts out answers)
Hyperactive (fidgity, trouble staying seated)
Disorganized
Homework not handed in
Inconsistent work and effort
Poor sense of time
Does not seem to talk through problems
Over-reacts
Easily overwhelmed
Blows up easily
Trouble switching activities
Hyper-focused at times
Poor handwriting
Certain academic tasks seem difficult (specifiy)
Seems deliberately spiteful, cruel or annoying
Anxious, edgy, stressed or painfully worried
Obsessive thoughts or fears; perseverative rituals
Irritated for hours or days on end (not just frequent, brief blow-ups)
Depressed, sad, or unhappy
Extensive mood swings
Tics: repetitive movements or noises
Poor eye contact
Does not catch on to social cues
Limited range of interests and interactions
Unusual sensitivity to sounds, touch, textures, movement or taste
Coordination difficulties
Other (specify)

If the child is on medication, please answer the following questions:

1. Can you tell when the child is on medication or not?
2. Does the medication work consistently throughout the day?
3. Does the child appear to be on too much or too little medication?

COMMON PROBLEMS EXPERIENCED BY CHILDREN

 

PHYSICAL PROBLEM

     Physical abuse  is abuse involving contact intended to cause feelings of intimidation, pain, injury, or other physical suffering or bodily harm.

Physical abuse includes hitting, slapping, punching, choking, pushing, and other types of contact that result in physical injury to the victim. Physical abuse can also include behaviors such as denying the victim of medical care when needed, depriving the victim of sleep or other functions necessary to live, or forcing the victim to engage in drug/alcohol use against his/her will. It can also include inflicting physical injury onto other targets, such as children or pets, in order to cause psychological harm to the victim.

    Sexual abuse is any situation in which force is used to obtain participation in unwanted sexual activity. Forced sex, even by a spouse or intimate partner with whom consensual sex has occurred, is an act of aggression and violence.

Categories of sexual abuse include:

        1.     Use of physical force to compel a person to engage in a sexual act against his or her will, whether or not the act is completed;

        2.     Attempted or completed sex act involving a person who is unable to understand the nature or condition of the act, unable to decline participation, or unable to communicate unwillingness to engage in the sexual act, e.g., because of underage immaturity, illness, disability, or the influence of alcohol or other drugs, or because of intimidation or pressure.

EMOTIONAL PROBLEM

        Emotional abuse (also called psychological abuse or mental abuse) can include humiliating the victim privately or publicly, controlling what the victim can and cannot do, withholding information from the victim, deliberately doing something to make the victim feel diminished or embarrassed, isolating the victim from friends and family, implicitly blackmailing the victim by harming others when the victim expresses independence or happiness, or denying the victim access to money or other basic resources and necessities.

      Emotional/verbal abuse is defined as any behavior that threatens, intimidates, undermines the victim’s self-worth or self-esteem, or controls the victim’s freedom. This can include threatening the victim with injury or harm, telling the victim that they will be killed if they ever leave the relationship, and public humiliation. Constant criticism, name-calling, and making statements that damage the victim’s self-esteem are also

common forms of emotional abuse. Often perpetrators will use children to engage in emotional abuse by teaching them to harshly criticize the victim as well. Emotional abuse includes conflicting actions or statements which are designed to confuse and create insecurity in the victim. These behaviors also lead the victim to question themselves, causing them to believe that they are making up the abuse or that the abuse is their fault.

Emotional abuse includes forceful efforts to isolate the victim, keeping them from contacting friends or family. This is intended to eliminate those who might try to help the victim leave the relationship and to create a lack of resources for them to rely on if they were to leave. Isolation results in damaging the victim’s sense of internal strength, leaving them feeling helpless and unable to escape from the situation.

People who are being emotionally abused often feel as if they do not own themselves; rather, they may feel that their significant other has nearly total control over them. Women or men undergoing emotional abuse often suffer from depression, which puts them at increased risk for suicide, eating disorders, and drug and alcohol abuse.

Verbal Abuse

      Verbal abuse is a form of abusive behavior involving the use of language. It is a form of profanity that can occur with or without the use of expletives.

Abusers may ignore, ridicule, disrespect, and criticize others consistently; manipulate words; purposefully humiliate; falsely accuse; manipulate people to submit to undesirable behavior; make others feel unwanted and unloved; threaten economically; place the blame and cause of the abuse on others; isolate victims from support systems; harass; demonstrate Jekyll and Hyde behaviors, either in terms of sudden rages or behavioral changes, or where there is a very different "face" shown to the outside world vs. with victim.

While oral communication is the most common form of verbal abuse, it includes abusive words in written form.

SOCIAL PROBLEMS

       Social Anxiety Disorder. The features of social anxiety disorder include an excessive and unreasonable fear of social situations. If forced into a feared situation, the child may become upset and exhibit a temper tantrum. Children with this disorder may be extremely shy around strangers or groups of people and may express their anxiety by crying or be overly clingy with caregivers. The child may not want to go to school and may avoid interactions with peers.

      Separation Anxiety Disorder. Separation anxiety is thought to be a normal part of infant development. It begins when the child is about 8 old and declines after about 15 months of age. During this period the child understands the separation between self and primary caretaker. The child understands that he or she can be separated from the caretaker, but does not comprehend that the caretaker will return, which leads to anxiety. Separation anxiety disorder, on the other hand, is not a normal developmental phase. It is characterized by age-inappropriate fear of being away from home, parents or other family members. A child with separation anxiety disorder may be excessively clingy to family members, may fear going to school, or being alone. He or she may experience frequent physical complaints (i.e., headaches, stomach upset).

BEHAVIORAL PROBLEMS

Attention-deficit/hyperactivity disorder (ADHD)

        Attention-Deficit Disorder can affect a child in many different ways. Most people know that ADHD can cause children to struggle with things like sitting still, being quiet, paying attention, and staying organized. But ADHD also can make it hard for children to make friends.

In a classroom of 30 children, it is likely that at least 2 students are affected by ADHD.¹ Exactly how ADHD adds to social problems is not understood fully, but children with ADHD often have trouble with simple social interactions and struggle to follow social cues. Children with ADHD are half as likely to have many good friends and are less likely to play with a group of friends, compared to children without ADHD.²

Having good friends adds to children's happiness and impacts their mental health and development. In some cases, children with peer problems may be at higher risk for anxiety, behavioral and mood disorders, substance abuse, and delinquency as teenagers.³

       Attention deficit hyperactivity disorder (ADHD or AD/HD or ADD) is a neurobehavioral^[1] developmental disorder.^[2] It is primarily characterized by "the co-existence of attentional problems and hyperactivity, with each behavior occurring infrequently alone" and symptoms starting before seven years of age.^[3]
ADHD is the most commonly studied and diagnosed psychiatric disorder in children, affecting about 3% to 5% of children globally^[4][5] and diagnosed in about 2% to 16% of school aged children.^[6] It is a chronic disorder ^[7] with 30% to 50% of those individuals diagnosed in childhood continuing to have symptoms into adulthood.^[8][9] Adolescents and adults with ADHD tend to develop coping mechanisms to compensate for some or all of their impairments.^[10] 4.7% of American adults are estimated to live with ADHD.^[11]
ADHD is diagnosed two to four times as frequently in boys as in girls,^[12][13] though studies suggest this discrepancy may be due to subjective bias of referring teachers.^[14] ADHD management usually involves some combination of medications, behavior modifications, lifestyle changes, and counseling. Its symptoms can be difficult to differentiate from other disorders, increasing the likelihood that the diagnosis of ADHD will be missed.^[15] Additionally, most clinicians have not received formal training in the assessment and treatment of ADHD, particularly in adult patients.^[15]
ADHD and its diagnosis and treatment have been considered controversial since the 1970s.^[16] The controversies have involved clinicians, teachers, policymakers, parents and the media. Topics include the actuality of the disorder, its causes, and the use of stimulant medications in its treatment.^[17][18][19] Most healthcare providers accept that ADHD is a genuine disorder with debate in the scientific community centering mainly around how it is diagnosed and treated.^[20][21][22] The American Medical Association concluded in 1998 that the diagnostic criteria for ADHD are based on extensive research and, if applied appropriately, lead to the diagnosis with high reliability

INTELLECTUAL PROBLEMS
Mental Retardation
             Mental retardation (MR) is a generalized disorder, characterized by significantly impaired cognitive functioning and deficits in two or more adaptive behaviors that appears before adulthood. It has historically been defined as an Intelligence Quotient score under 70.^[1] Once focused almost entirely on cognition, the definition now includes both a component relating to mental functioning and one relating to individuals' functional skills in their environment. As a result, a person with a below-average intelligence quotient (BAIQ) may not be considered mentally retarded. Syndromic mental retardation is intellectual deficits associated with other medical and behavioral signs and symptoms. Non-syndromic mental retardation is intellectual deficits that appear without other abnormalities.
Mental retardation is a subtype of intellectual disability, and that term is now preferred by most advocates in most English-speaking countries as a euphemism for mental retardation. However, intellectual disability is a broader concept, and includes intellectual deficits that are too mild to properly qualify as mental retardation, too specific (as in specific learning disability), or acquired later in life, through acquired brain injuries or neurodegenerative diseases like dementia. Intellectual disabilities may appear at any age.
Developmental disability is any disability that is due to problems with growth and development. This term encompasses many congenital medical conditions that have no mental or intellectual components, although it, too, is sometimes used as a euphemism for mental retardation.
 Autism
       Autism is a disorder of neural development characterized by impaired social interaction and communication, and by restricted and repetitive behavior. These signs all begin before a child is three years old.^[2] Autism affects information processing in the brain by altering how nerve cells and their synapses connect and organize; how this occurs is not well understood.^[3] It is one of three recognized disorders in the autism spectrum (ASDs), the other two being Asperger syndrome, which lacks delays in cognitive development and language, and Pervasive Developmental Disorder-Not Otherwise Specified (commonly abbreviated as PDD-NOS), which is diagnosed when the full set of criteria for autism or Asperger syndrome are not met.^[4]
Autism has a strong genetic basis, although the genetics of autism are complex and it is unclear whether ASD is explained more by rare mutations, or by rare combinations of common genetic variants.^[5] In rare cases, autism is strongly associated with agents that cause birth defects.^[6] Controversies surround other proposed environmental causes, such as heavy metals, pesticides or childhood vaccines;^[7] the vaccine hypotheses are biologically implausible and lack convincing scientific evidence.^[8] The prevalence of autism is about 1–2 per 1,000 people; the prevalence of ASD is about 6 per 1,000, with about four times as many males as females. The number of people diagnosed with autism has increased dramatically since the 1980s, partly due to changes in diagnostic practice; the question of whether actual prevalence has increased is unresolved.^[9]
Parents usually notice signs in the first two years of their child's life.^[10] The signs usually develop gradually, but some autistic children first develop more normally and then regress.^[11] Although there is no known cure, early behavioral or cognitive intervention can help autistic children gain self-care, social, and communication skills.^[10] Not many children with autism live independently after reaching adulthood, though some become successful.^[12] An autistic culture has developed, with some individuals seeking a cure and others believing autism should be accepted as a difference and not treated as a disorder.^[13]