Child Development Issues and Implications Journal

CHILD 210-03

Kristyn Ann Lloyd

“You see a child play, and it is so close to seeing an artist paint, for in play a child
says things without uttering a word. You can see how he solves his problems.
You can also see what's wrong. Young children, especially, have enormous
creativity, and whatever's in them rises to the surface in free play. “
~Erik Erikson~

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Journal Entry #1: Applying 5 Principles of Development

Child Development 210 Sister Eagar

Select a natural (hereditary, biological, emotional, or personality challenge) and

use the five characteristics of development to chart your progress.

Define: Identify and describe a difficulty that you have been challenged to cope
with and improve. My difficulty is that I had a hard time with reading
comprehension through school.

1. What direction has your difficulty taken? Have you seen improvements,
regression, great progress? Because of the reading difficulty I have never
enjoyed reading, and will do ANYTHING to find another way to complete the
task. But the comprehension inability stemmed from the inability to focus while
looking at words.

2. Can you identify any disciplines that have contributed to improving your
challenge like counseling, education, or medicine? Sure later on in life, on my
mission I was able to read a little better because I could focus on learning
another language along the way. So the discipline that helped me was religion.

3. Did your family environment help or hinder your progress? We would read the
scriptures together as a family which made me more comfortable being able to
read and understand a little better over time. But as I saw my younger sisters
learn to read better and faster than I got even more discouraged when I
compared myself to them.

4. Did your community culture aid in creating solutions for your challenge? Once
I was tested for a reading disability but I was not AS far behind as some other
students so I wasn’t put into a special reading class. Plus my pride kept me from
doing so. Both reading and writing were the same classes in middle school and I
was a good writer so it brought me up.

5. How can you continue to promote positive change or plasticity? I should

positively enforce the idea that reading will help me learn. I will need to be more
patience with myself as I read textbooks for school and reward myself for
finishing a large amount of reading. I should also check with myself along the
way to be able to know I understand what is taught. I will help and encourage my
own children and those I teach of their reading and take extra time to help them
when necessary.

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Journal Entry #2: Family Structure Impacts Children

Child Development 210 Sister Eagar

Please respond to the following questions while listening to BYUI Forum held on January
16th, 2014 with Ryan Anderson. *

1. How does the idea of marriage equality fail? It can’t say what marriage is nor
explain why the government is involved. Marriage needs to be most intense and
most important and emotional union. Not simply “companion”.

2. Marriage equality challenges what three traditional norms of what marriage is

in a legal context?

1. Monogamy
2. Permanency
3. Sexual exclusivity

3. According to philosophy, what are the actions, goods, and norms that make
traditional marriage distinct or different from modern definitions of marriage?

 (Comprehensive) unites hearts, minds, and bodies

 Actions- love making is also life giving,
 Goods- children
 Norms- commitment in sexual union

4. What does marriage do for a community? What does it do for children?

Social institution then later become father and mother. Reproduction requires a
father and mother. Mother will always be there when a child is born. The father
SHOULD be there, but in society may not. Mothering and fathering each provide
different parenting to help children. Each is necessary culturally and biologically
to the development of children. Children learn how to place masculine
aggression appropriately from fathers. Dads show example of love to mother and
scare off bad “boyfriends”. Each parent does unique things for children and
without one of them they are missing out on great blessings.

5. Traditionally, why was the state in the marriage business?

They care about how the parents affect children. They want children to have 2
parents. This affects resources, and criminals, graduates, etc.

6. Prior to the 1960's what percentage of children were born out of wedlock?
>10%

Current percentages? Total? 40% Black? 70% Hispanic? 50%

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7. What are some of the consequences for children now that the laws have
redefined marriage? (Following this forum, on June 26th, 2015, the Supreme
Court did rule that states must allow same sex marriage.)

Laws will teach something (values) that will later impact the people. This
affects:

 What the law teaches about the purpose of marriage.

 How marriage is left out. The 3 norms of marriage will be degraded.
 Direct impact on religious liberty.

It will affect children:

 Two fathers are not equal to two heterosexual parents for rearing children
 It could divide the father’s love and affection among families
 Religious institutions are unlikely to be able to place children with families
with both mothers and fathers.

We will watch this forum in class; but, here is a YouTube link:

tps://www.youtube.com/watch?v=u1wgwgCen7c It is also available on Ilearn.

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Journal Entry #3: Applying Theories to the ADHD Child

Child Development 210 Sister Eagar

1. Describe Attention Deficit Disorder:

Having a difficulty paying attention, impaired impulse control & delay of
gratification

2. Is it a learning Disorder? Yes.

3. Using a Multi-Theoretical approach, how would you approach helping a child

who could be characterized
Psychoanalytic-
1. seek counseling or physician- diagnosis/ medication
2. explore family dynamics
3. Family dynamics
- Family ADHD
- Organization

Behaviorism-
1. Observe the behavior that needs to be changed, determine issue
2. Look at cause or motivation (counteract) Therapeutic stretch band (for legs)
to provide a way to minimize distraction while allowing his "wiggles"
3. Operant conditioning- Encourage them to focus on work by being able to
earn some reward upon finishing. (Reinforcement) create goals and follow
progress
4. Show parents example of doing work- (modeling) so that the child will mimic
the parents behavior and also complete work
5. Keep a family schedule for jobs around the house (classical conditioning)

Cognitive-
1. Research information as parent to find tools and strategies to cope or work
with disability
2. Teach according to learning their learning style
3. Volunteering in the school to be able to see and adjust how things go in the
classroom (to understand teacher perspective)
4. Gather info from child and offer suggestions and strategies accordingly

Sociocultural-
1. Adjust to school- have peer mentor (ex: older sibling)
2. (Less common in other cultures; Peru)
3. Church- smaller groups
4. Home school to be able to control the environment, if this is best for them
5. Evaluate technology use, food, diet, additives, etc.
6. Narrow in on specific distractors in the environment and change those
accordingly to focus

Humanism-

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1. Look at each need category and evaluate how the behavior is impacting
them
2. Look at home life, and how they are treated - parent feelings toward child.
This can affect love and support
3. See Positive behaviors and praise them
4. Often creative and observant- positive/ improve

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Journal Entry #4: Dear Abby: Questions about Heredity

Child Development 210 Sister Eagar

Select one of the following questions and write a 200 word response based on
the concepts identified in Chapter 3 of the Berger text and class discussion.

Dear Abby,
I keep hearing how eating right and exercising will lengthen your life span. But if
that is the case, why did the cigar smoking, alcohol drinking George Burns live to
be 100 years of age? Are we programmed to die at a certain age? What is
relationship between genotype and phenotype?

It could be that George has great genetic ... Where when most people smoke it
will be bad and they can only lengthen their life by healthy eating and exercise.
But if George has genes that allow long life, his poor health choices will not affect
him nearly as much.

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Journal Entry #5: Avoiding Common Teratogens:

Child Development 210 Sister Eagar

Is there a
What are the effects of critical What measures can be taken
Teratogen exposure on the unborn period for to prevent damage?
child? exposure?
Normal, modest use poses Whole Avoid excessive use.
Caffeine Use no problem pregnancy

Malnutrition and brain Whole Rest, fewer activities

High Stress damage pregnancy

Brain damage, cognitive Whole Don’t get a cat/ play in the dirt/
Toxoplasmosis dysfunction, loss of vision pregnancy eat raw meat

May cause fetal alcohol Whole Stop or severely limit alcohol

Alcohol Use syndrome or fetal alcohol pregnancy consumption, never have more
effects. than 3 drinks on one occasion.
May impair brain Whole Immunization of all children and
Chicken Pox functioning pregnancy adults

May cause small brains Whole Sonograms, not X-rays, during

Radiation (microcephaly) and Pregnancy pregnancy, pregnant women
Exposure intellectual disabilities. that work directly with radiation
Background radiation need special protection.
probably harmless.
Causes blindness/ causes Embryotic Immunization before you
Rubella brain damage period/ first become pregnant
two
trimesters

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Journal Entry #6 Dr. Harvey Karp-Baby Calming Techniques

Child Development 210 Sister Eagar

Explain each of the 5 S's of Baby Calming according to Dr. Harvey Karp and reasons behind
each technique.

1. Swaddling: (Describe the steps in the DUDU wrap).

Tight, with the arms down, to feel protected. Use square blanket big enough to wrap and
tuck in. Down up, down up. Down: Pull over shoulder and snug at side. Up: To the other
shoulder and tuck behind (snug it). Down: pull to breastbone Up: pull around like a belt
and tuck.

2. Side/Stomach Position

When baby in on her side or stomach “reverse breast feeding position” or “football hold”
it triggers their reflex to calm down. Always remember to cradle the head.

3. Shushing or White Noise

Loud shushing is similar to the sound in the mother’s uterus. Shush as loud as the baby
is crying. Their eyes get sleepy.

4. Swinging

Allow the head to swing a little while supporting the head and neck. This takes some
practice. However be careful to not shake the baby hard, just a “jiggle movement”.

5. Sucking

Allow the baby to suck on a pacifier, or drink breast milk. Do not dip it in honey or
syrup. Try to push down the pacifier so that it feels like they are going to drop it-
this makes them suck harder. Don’t push pacifier into their face, they need to learn
to suck themselves.
(Sleep could be the 6th s- because this helps them calm, and feel better)

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Journal Entry #7 Notes on Baby Sign and Infant Nutrition

Child Development 210 Sister Eagar

Please take notes on the class presentations on Baby Sign Language and Infant Nutrition. Notes
on both presentations will count as a one-journal entry. Please take at least 100 words of notes.

Nutrition:
Cows milk- after a year because hard to digest
Rice cereal- 3 months
Peanut butter- 2 years "for chewing motion"
Grapes- 6 months but in tiny pieces
Mac and cheese- 10-12 months
Corn- 1 year, not nutritious and choking hazard
Pumpkin seeds- choking hazards- wait until older

Newborns eat every 2-3 hours because of rapid growth. They also need iron for
their blood

4-6 months- introduce solid foods, purée mixed with breast mile and gradually
thicken it. Know when they are ready: interest in eating, moves tongue

6-8- help them drink water along with purée, unsweetened yogurt ok now

8-10 months ready for more solids when they have fine motor skills to pick up
food. Cottage cheese, o shaped cereal, mashed potatoes, finger foods like pasta

10-12 months - try to use utensils, mashed fruits, bite sized veggies,

Be careful of allergies- wait 3 days before switching foods watch for swelling and
allergic reactions like rashes

One year old- baby will stop eating as much- half of calories from fat
Help them eat, but don't fight them. Let them choose what they want, keep a
variety on plate. Be aware they will grab whatever is in front of them. No
seasoning- affects taste buds. Mash and make chewable pieces. "Quartering"
fruits and hotdogs. Child should not be on a bottle at this point- wrecks teeth".

Family mealtime- learn together, communication skills, schedule meals make

time- healthy. Use coupons, plan menses, shop together, no TV during eating,
teach responsibility of dishes, etc.

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Journal Entry #8 What is the timeline for Infant Language Learning?

Child Development 210 Sister Eagar

Age Language Ability

Newborn Crying

0-2 months Different cry sounds, grunting, fuss tired, giggles

4-6 months Smiles, facial expressions, noises as reactions, sing

Babble- repetition of consonant and vowel, goo goo
6-12 Mimic human noises- associate word with sound meaning
months

12-16 Noises for similar reactions, “danyee” like thank you, “yeah” for
months understanding

18 months Human words repeated, attempt to communicate with minimal

words, (naming explosion)
18-24 “Hello” on phone, simple phrases to communicate, “My toys”,
months “that’s mine”…

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Journal Entry #9 Creating Secure Attachment in Infancy

Child Development 210 Sister Eagar

What behaviors between infant and caregiver can create secure attachments? List at least 3
general ideas. Use the ideas from class discussion on predictors of secure attachment. Please
write at least 100 words.

 Needs of the Infant responded to sensitively and promptly.

 Parents had own working model of secure attachment.
 Personality plus parent effort to create synchrony.
 Family function-how much family stress exists marriage, finances, other
children. etc.
 Let child initiate favorite activities. Child allowed to influence pace and direction.

Infants show attachment through seeking closeness to caretakers. This could be

through actual contact or just by coming close to watch the adult.

For the attachment to be secure the infant needs to feel comfortable and
confident. The child needs a way to explore and discover so have a little of their
own space away from the adult but still within sight.

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Journal Entry #10 Creating Secure Attachment in Infancy

Child Development 210 Sister Eagar

Please take notes on the class presentations on Emotional Development in Infancy and the
Influence of Fathers. Notes on both presentations will count as a one journal entry. Please write
at least 100 words.

Emotional development:
 Pleasure and pain
 Colic-immature digestion
 Reflux- immature swallowing, liquid diet (herd- acid that irritates)

Joy:
 Social smile
 Coo noise
 Laughter
 Curiosity
 Enjoy seeing happy faces

Anger:
 Frustration
 Restraint when trying to explore
 Cortisol stress hormone

Sadness:
 Withdrawal
 Stress/depression

Stress:
 Hypothalamus grows slowly when frightened
 Body contact and attention

Guilt/ shame:
 Socially aware
 Temperament
 Natural
 Response to environment
 Personality

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Journal Entry #11 3 Levels of Prevention Applied to Abuse

Child Development 210 Sister Eagar

Define child abuse:

“Children exposed to traumatic or stressful events have an increased probability
of developing major depression, post-traumatic stress disorder, and attention-
deficit/hyperactivity” (Garcia-Sugura, 2209, p.12)

Define and apply the Primary, Secondary and Tertiary Levels of Prevention to
Abuse:

1. Primary Prevention: actions that change conditions to prevent some

unwanted event or circumstances
 Put child down and relax
 Call trusted friend
 Be friendly- set social goals
 Schedule time for self and spouse
 Find ways to increase self esteem keep perspective
 Enron in marriage and parent education courses
 Seek counseling if you have depression or anger management issues
 Avoid isolation- go to activities, seek friendships with other moms, etc.
 (injury, disease, or abuse)

2. Secondary Prevention: actions that avert harm in high-risk situation

 stopping a car before it hits a pedestrian

3. Tertiary Prevention: actions taken after an adverse event

 Foster care
 Kinship care
 Adoption
 immediate and effective medical treatment

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Journal Entry #12

Presentation Notes on Motor Skills and Language Development
Child Development 210 Sister Eagar

Please record presentation notes here and use up to 100 words of notes. Record notes for both
presentations.

I PRESENTED THIS DAY!! (Motor skills)

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Journal Entry #13

Presentation Notes on the Value of Play and Parenting Styles
Child Development 210 Sister Eagar

Please record presentation notes here and use up to 100 words of notes. Record notes for both
presentations.

Parenting styles:
Parents have a sacred duty to rear children
Authoritative Parenting, (agency to child)
 Engagement allows attachment with respect
 Consistency and encouragement, role models, expectations,
 Children learn negotiation, maturity, higher self esteem from firm but
loving environment
Authoritarian Parenting (my way or highway)
 Compliant on short term basis, unhappy, do not desire to do good
because of force
 Don't express emotions, low communication
Permissive Parenting
 Want to be child's best friend, child makes rules, little to no discipline
 Children test limits and lack self control
 Harmful way to parent- absence of agency because
Neglect / Uninvolved Parenting
 Harmful to child, ignore child behavior
 Poor future friendships
 Depression likely to lead to criminal lifestyle
 Parents almost choose to not be parents (could be due to drugs)

Value of Play:
Solitary play (birth until 2 yrs) about exploration
Playing alone
 Natural stage of development
 Creativity
 Freedom of imagination, practice physical and mental skills

Onlooker play (2yrs)

 Just watch another child play

Parallel play
 Aware of other children around them
 Play by themselves but next to each other or with same object

Associative play
 Independent in what they do but they might share
 Start having friends

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 Familiar to playing with others around "watch this"

 Remember and think more while playing- problem solving

Cooperative play
 Use group efforts to meet a goal
 Play by rules
 Friendships built
 Physical benefits

Rough and tumble play (3-4yrs)

 Invite with smile
 Fight without hurting each other
 Strengthen body
 Regulate emotion
 Social skills
 "Patty cake" interactions

Socio- dramatic (preschool)

 Imitate real life experience
 Play "house"
 Creativity/ imagination

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Journal Entry #14

AlternativesTo Spanking: Positive Research Based Discipline
Child Development 210 Sister Eagar

Please list at least 5 researched based discipline strategies that teach emotion regulation and empathy.

Forms of punishment/discipline- (high power to low power)

 Inflicting pain
 Love withdrawal
 Run stairs
 Positive punishment (tie together)
 Removed belongings
 Loss of privilege
 Time out (withdrawal/ isolation)
 Make it right
 Repentance bench- admit own error together
 Emotion coaching
 Promote
 Words

Start with empathy statement and make you look not aren't punishing, like "this is
so sad". Without any sarcasm or laughter. child will begin to feel guilt. Ask them
questions.

Gather information about why they did something before drawing your own
conclusions (maybe trying to help)
1. Gather emotions
2. Connect with child-teach
3. Listen to child
4. Name emotions-vocabulary
5. Find good solutions- explore together

 Catch your children being good positive reinforcement. "Well done" or

"thanks for..."
 Modeling. Set a good example for child. And usually they follow.
 Use induction to resolve conflicts-internalized sense of right and wrong

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Journal Entry #15 Tips for Designing a Room for a Child with Asthma
Child Development 210 Sister Eagar

Incorporate at least 5 allergen free decorating tips discussed in class. Which level of prevention
are we using?

Design bedroom for child with allergies:

1. Get rid of wall to carpet- consider venal or wood

2. Use ceiling fans to circulate air
3. Use decorative humidifier and air purifier
4. Use area rugs (100% cotton/ washable)
5. Use blinds or open windows instead of curtains
6. Reduce the amount of surfaces that can collect dust

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Journal Entry #16

Class Presentation Notes on Obesity and Learning Disabilities
Child Development 210 Sister Eagar

Please write up to 100 words using ideas from class presentations on learning disabilities and
childhood obesity.

Special circumstances:
Disabilities: Significant limitations and intellectual....

ADHD: forgetful, cannot concentrate, impulsive, good at switch tasking, and can
usually grow out of it in adulthood.

Autism: spectrum, overwhelming with noise and lights, need routine

Dyslexia: switched letters, low reading comprehension, focus on achievements,

benefits of being read to out loud, usually a genetic issue

Obesity:
-we are embedded in a culture that promotes obesity
-many treats/ advertisements/ tv- cultural influences

Why food?
 Way to socialize
 Smell
 Cheaper
 Faster
 Reward- emotional eating/ stress
 Eat without monitoring quantity
 Western diet, other cultures
 Addictive
 Respectful to share

Government policy issues:

- Quality of school lunches
- Vending machines
- Availability of parks, sidewalks, and bike paths
- Cost of healthy foods
- Less PE more math
- Heavy marketing

Child advertising facts:

 Billions spent to advertise to children
 Specifically beverages

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 Permission to use character shapes

 Special packaging

What can parents do?

- Make healthy eating fun
- Limit access to fast food and treats
- Make good habits
- Be an example
- Family dinner- monitor portions
- Turn off TV
- 30+ mins of play outside
- Pinterest page of healthy fun foods

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Journal Entry #17 Clues to your Multiple Intelligences

Child Development 210 Sister Eagar

Clues to your "Multiple Intelligences"

What leisure activities do you do on a regular basis?

- Crafting, painting, sewing, running, and write my blog

What is your major?

-Family and Consumer Science Education

In general, which courses do you receive the highest grades? Lowest

grades?

-Highest in my sewing and cooking classes, and lowest in history and

science

What talents or skills would your mother or caregiver say that you possess?

-Sewing, photography, crafts, and writing

Do you find socializing energizing or draining?

-I find that I need a little bit of social activities in my life or I’ll go crazy, but
often I am most comfortable alone.

What is your dream job?

-teaching sewing in high School!

Because of my responses I would assign myself with these Multiple

intelligences:

1. Spatial
2. Bodily- kinesthetic
3. Linguistic

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Journal Entry #18 The Hidden Curriculum

Child Development 210 Sister Eagar

Please view the following video of a primary school classroom in Japan and answer the following
questions: https://www.youtube.com/watch?v=jd7YWx7idfE (Cut and paste the link in a browser
if necessary.)

 Contrast several differences between your 4th grade classroom and this classroom in
Japan.
 Do these differences reveal a "hidden curriculum" or an unspoken priority in this
Japanese classroom?
 Do these differences reveal a "hidden curriculum" in your own 4th grade classroom?

Japanese classroom:
What is valued?
 Playing in mud "blowing off steam"
 Building and problem solving together
 Take responsibility/ be respectful
 Defending each other- challenging authority
 Teamwork/ class discussion/ collective decision
 Well/ clear speaking
 Apologetic/ grateful
 Public shame
 Induction based

US classroom:
What is valued?
 Respect teacher
 One on one problem solving outside of class time
 Authoritarian teacher
 Indoor Classroom learning
 Respectful is quiet
 Individually compassionate

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Journal Entry #19

What factors help children cope with significant adversity?
Child Development 210 Sister Eagar

“Spiritual convictions and restoring religious routines (like prayer and attendance
to church services) also help children cope if they provide hope and healing.”

The book teaches that prayer teaches:

 Resilience
 Changes thinking to be more positive
 Better attitude
 Emotional support

The child’s interpretation of events determines how they will respond. Often they
will mimic adult behavior when they do not understand what is happening.
 Children need daily routines for stability
 Children need order within the family
 If family remains calm and are prepared, the child will also be calm

Children don’t understand or know their circumstance unless it is explained, like

how a child can grow up poor but happy. If there is a natural disaster they may
not perceive it out of the norm unless adults act irrationally.

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Journal Entry #20

Presentation Notes: Developing Friendships and Bullying Prevention
Child Development 210 Sister Eagar

Please write up to 100 words using ideas from class presentations on developing
friendships and bullying prevention.

Culture of children and friendships:

 Peers are important because they teach you in ways that adults can't
 Keep secrets from adults
 Learning independence so learn to defy authority figures
 Friendships- let friends sit together so they can devolve social skills
 Older children choose friends that are similar to them
 Older children tend to have more intimate relationships
 Popularity from likability or friendly some seek attention
 Unpopularity from withdrawn timid anxious type from aggressive
confrontational type
 Act quickly to improve behavior
 Bullying can happen: physically, verbally, peer pressure/ relational, cyber
bullying
 May come from insecure relationships with parents and peers
 Help the school community be aware of bullying and have positive self
esteem
 Moral reasoning- pre conventional, conventional, post conventional.
 Morality influenced by peers, parents, and culture
 Moral imperatives: protect friends, don't tell parents, conform to peers
 Rather than punishment change to fix the problem- restitution rather than
retribution

Bullying:
 Makes you feel: gross, powerless, exhausted, helpless, hopeless,
unwanted, powerless, angry, isolating
 Victims are often bullies later on to take out aggression later on others
 As a parent be a good example to children, volunteer in the classroom or
recess to view children, create anti-bullying habits, make sure they
understand what bullying is and ask them about it and their situation,...
 Ask bully to stop first then turn to authority figures, and if it worsens save
screenshots and get law enforcement involved.
 Don't become a bully- teach to love one another
 Understand that everyone is different and that is wonderful, also you never
know what others have been through

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Journal Entry #21 Adolescent Sexual Behaviors

Child Development 210 Sister Eagar

Who is at higher risk for having sex too soon?

Factors that influence sexual behaviors

- Fantasizing flirting, hand holding

- Touch, display
- Gender

Who is at risk?
Teens going through puberty, and exploring their own bodies, curiosity, and little-
to-no parental involvement.

Faith programs are more powerful than education programs.

Gospel suggestions:
1. Family communication with openness and warmth
2. Teach the doctrine of the church regarding morality
3. Teach how to make wise choices
4. Help build strong testimonies of the gospel
5. Create a happy environmental home, which includes being emotionally
available

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Journal Entry #22

Presentation Notes: Drug Use and Abuse and Eating Disorders
Child Development 210 Sister Eagar

Please write up to 100 words using ideas from class presentations on drug use
and abuse and eating disorders in adolescence.

Drug use and abuse

Why do children do drugs?
Immaturity, lack of control, low self-esteem, experimentation, peer pressure. etc.
 Brain and body are immature and drugs interfere with prefrontal cortex
 Trending that marijuana is accepted because of legalization
 Everyone is at risk but lower income and teens are at highest risk
 Internal organs are harmed by cigarettes
 Drugs also cause lack of motivation and tiredness, often will drop out of
school
 Inhalants cause brain damage
 Addiction to prescription drugs are equally as bad
 Adolescent men are more likely to do drugs than women
 Women will more likely do drugs when they have low communication with
parents, and if they have a low body image, or low academic motivation.
This could be dieting drugs to loose weight.
 Common risks: social pressure, regular users, communication with
parents, underlying problems
 How to prevent this: have good peer groups, educate about risks, ...
 National decline lately, because of ads and awareness
 For those with current addictions there is a 12 step program by the church
 For church members: energy drinks, caffeine, prescription drugs
 Church members are better at hiding addictions because they know it is
morally wrong
 Routes for recovery: rehab, etc...

Eating disorders:
 Body image distorted by media
 Relationships and puberty affect self
 In romantic relationships women usually diet
 Body image has changed through the time
 It is all fake through plastic surgery and Photoshop
 Anorexia- stop eating to loose weight, high exercise, voluntary under eat
and over exercise. (17 or lower BMI) muscle loss, hair loss
 Bulimia- eat lots of food then purge by vomiting, warning signs; missing
food, trips to the bathroom, too much exercise, discoloration of teeth
 Tell yourself that you love your body from God. Something that your brain
won't dismiss so quickly.
 Infertility from anorexia
 Binge eating, large amount of food, overeating, sugary foods, privately
and consistent. Leads to drugs, depression, and weight gain. Listen to

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your body when full. Feed feelings in other ways than food.
 Solutions: Ed programs, encourage self love, family based therapy...

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Journal Entry #23 Designing Learning Environments in Middle School

Child Development 210 Sister Eagar

How do we use what we know about adolescent psychology to design learning

environments?

1. What is the impact of class size?

2. Do extracurricular activities impact learning?
3. How does student safety impact learning?
4. How do relationships with parents change?
5. How do relationships change with teachers?
6. Does the educational system value egocentric, intuitive thought?
7. How so students justify poor academic performance?

Why do grades decline in beginning of secondary education? (Middle school)

 Social concerns
 Boring topics- lecture style
 More students to less teacher ratio
 Tight time regulations
 Transitions are difficult
 Puberty

How do schools and teachers better engage learners?

 Teach to their learning styles, and switch up classroom learning activities.
Make things fun.

How do we use what we know about adolescent psychology to design learning

environments?

1. What is the impact of class size? P.496-499 keeping secondary schools

small, while decreasing number of school changes.
2. Do extra curricular activities impact learning? P.496-499 Encourage extra
curricular activities.
3. How does student safety impact learning? P.466 Reduce harassment.
4. How do relationships with parents change? P.456-7 parents continue to
monitor and support academic progress.
5. How do relationships with teachers change? P.456-7 increases
connections with teachers.
6. Does the education system value egocentric, intuitive thought? P.457-8
education system devalues egocentric thought. Seek constructive ways to
provide acclaim.
7. How do students justify poor academic performance? P.458-459 promotes
incremental approach to intelligence vs. entity approach.

Journal Entry #24

Presentation Notes: Impact of Technology on Adolescents

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Child Development 210 Sister Eagar

Please write up to 100 words using ideas from class presentations on the impact
of technology on adolescents.

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Child Development
Issues and Implications
Journal

CHILD 210-03

Kristyn Ann Lloyd

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