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Deputy Director, Baylor College of Medicine
It is recommended that the assessment of cognition in young children with hearing loss include some type of performance-based (language free) measures cholesterol levels guide uk purchase crestor 20mg line, such as: · A test that allows language items to be separated from items related to cognition · Play-based assessments [D2] Social assessment 5 cholesterol guidelines 2015 chart buy 10 mg crestor with mastercard. Because young children with hearing loss may have associated vestibular dysfunction, it is particularly important to assess balance during the motor assessment. When performing a motor assessment of a child with hearing loss, it is important to be aware of the location and type of amplification device or sensory aid worn by the child. During some parts of the assessment (such as assessing asymmetry in tone and posture), it is recommended that the device be removed. Topics include: Informing the Family About the Diagnosis of Hearing Loss Assessing the Resources, Priorities, and Concerns of the Family Basis for the recommendations in this section the recommendations in this section on considerations for working with the family are based primarily on consensus panel opinion. These recommendations address topics for which scientific literature was not specifically reviewed as a focus of this guideline. Many of the recommendations are based on findings from review articles that were specific to issues related to family assessment, but a comprehensive literature review to identify scientific studies was not performed for this topic. The first professional who informs a family about hearing loss may have tremendous impact and will leave a lasting impression on a family. There are many factors that may influence how a family responds when information about a diagnosis is communicated. It is important to understand that adjusting to the diagnosis of hearing loss is a process that may take time as the family goes through various phases of understanding and acceptance. The initial concerns/questions are often: · What caused the hearing loss/why does the child have hearing loss? It is important to recognize that when parents are first told that their child may have a hearing loss, they may experience a variety of feelings. The first professional who informs a family about hearing loss has tremendous impact and will leave a lasting impression on a family. It is important to provide parents with fair and balanced information about hearing loss and to assist them in establishing a plan and setting goals for the next steps after confirmation of a hearing loss. It is important to: · Repeat information as needed, provide it in writing, and provide opportunities for follow-up · Provide parents with the opportunity to ask questions related to hearing loss and interventions (medical and developmental) · Have referral information available, including information about parent support groups, social support, and counseling options · Inform parents who have no prior experience with hearing loss that it may take time to adjust to parenting a child with hearing loss [D2] 5. It is important for parents to receive information about possible genetic causes of hearing loss. It is important to offer a referral to a specialist in genetics to investigate the possibility of hereditary hearing loss and/or associated genetic conditions. It is important that parents have opportunities to ask questions and talk with a health care professional (who is not hurried or rushed) after learning that their child has or is suspected of having a hearing loss. It is important to understand that adjusting to the diagnosis may take time, and as family members go through various phases of understanding and acceptance, their need for information and support may increase. It is important to recognize that not all families will have the same need for information and assistance. However, the reaction of the parents or their need for support cannot be assumed based on the hearing status of the parents. Intervention services are most effective if they are matched to the strengths and needs of the individual family, as well as to the strengths and needs of the child. Family interaction patterns There are various factors that may influence family interaction patterns. For example: the style of the parent-child interaction (for example, encouraging, affectively warm, appropriately structured, nonintrusive, discourse-based, and developmentally sensitive patterns of caregiver-child interactions). The extent to which the family provides the child with diverse and appropriate experiences within the surrounding cultural, social, and physical environment (for example, the frequency and quality of contacts with different adults, the variety of experiences, and the stimulation value of the general environment). The extent to which stressors actually affect the family depends on the magnitude of the stressors and the characteristics of the family. Families with adequate coping resources tend to be less likely to regard potential stressors as stressful (Knussen 1992). Methods for a family assessment include: Informal discussions with families using sensitive and focused interviewing techniques Questionnaires and other assessment tools to help families identify, clarify, and communicate their goals and needs to relevant professionals While some parents may find a family assessment helpful, others may be uncomfortable about participating in a family assessment. In family-oriented assessment, the task for professionals is to objectively and sensitively help parents to articulate the needs and goals of the family (Krauss 1997). Recommendations (Assessing the Concerns, Priorities, and Resources of the Family) Importance of the family assessment 1. It is recommended that the family of a child with hearing loss be encouraged to participate in a family assessment process. This is important because the information gathered through this process can assist in planning effective intervention strategies and goals/objectives.
They are no longer interested in toys high cholesterol foods to avoid discount crestor 10mg overnight delivery, and they avoid products that they perceive as being marketed to children cholesterol test results uk order cheapest crestor. Their strong desire to conform to the standards of their clique and subculture makes them extremely brand conscious. And they are especially interested in products and media that have a social function and that express their identity, including music, social media, games, books and magazines, sports apparel, movies, concerts, dancing, and partying. Sexuality does not suddenly emerge with the onset of puberty, but puberty does mark the first time that young people are both physically able to reproduce and cognitively advanced enough to think about it. Unlike sexuality in childhood, sexuality in puberty is closely associated with self-consciousness ("What if he rejects me? For most early adolescents, sexuality is closely associated with falling in love and romance. In these first "puppy love" relationships (typically around twelve or thirteen years of age), sexuality plays little or no role. They particularly seem to seek out television and movie content that features sexual scenes or sexual innuendo. Moreover, relationships and sexuality figure prominently in most drama series and movies (Gossip Girls, Glee, the Vampire Diaries). In fact, a look at the most popular teen programs as of the 1970s shows that sexuality has long been a key ingredient of such programs. In fact, a sizable number of teens regularly use the Internet to obtain advice about sex or to discuss moral, emotional, and social issues related to sex. For example, our work in the Netherlands has shown that almost 50 percent of thirteenyear-old boys and nearly 20 percent of thirteen-year-old girls report deliberately searching for sex and porn online. For these groups, online communication can serve as a relatively safe way of exploring sensitive issues such as homosexuality, bisexuality, or transsexuality-sexual identities that are often still subject to taboos. The Internet provides these minority groups with the chance to experiment and prepare for the process of coming out publicly. The physical changes continue, but they are less noticeable, and their impact on self-concept and self-esteem is milder than during early adolescence. While early and late adolescents share many preferences, they also differ in several important ways. One important cognitive change in late adolescence is the rapid improvement of so-called executive functions, which refer to the cognitive functions needed for effective, efficient, socially adapted behavior. Executive-functioning skills are present during the preschool years, but they continue to improve during late adolescence. In comparison to early adolescents, late adolescents are better able to control their impulses, allowing them to focus and concentrate on tasks longer. Another important change in late adolescents is their improved ability to grasp the broader context of a problem or decision. Whereas early adolescents struggle to see the bigger picture as they argue and weigh alternatives, late adolescents have less trouble identifying the important facts about a situation and the effects of that situation on other things. Furthermore, along with advancements in executive function, late adolescents develop intuition-something many experts consider necessary for making good decisions. As a result, they are less inclined than their younger counterparts to pursue immediate, dopamine-fueled rewards, and are more likely to start thinking about the future and possible careers. While they still share many of the same preferences of early adolescents, they also share many of the preferences of young adults. For example, they continue to feel attracted to fast-paced media and still show some interest in television and music targeting teenagers (although this starts to fade). No longer are their cognitive development and social-emotional development the main predictors of their appreciation of humor; other factors, such as educational level and cultural background, come to play an important role. By the end of adolescence, teens are primarily reading magazines, watching television programs, and buying products meant for adults. Therefore, the best way to reach late adolescents is to address them as the mature people that they are soon becoming. Too Old for Conflicts, Too Old for Facebook While peers remain crucial during late adolescence, the relationship between teens and their parents often improves during this time. While early adolescents also try to secure a more powerful role for themselves in the family, their attempts are often awkward and unsuccessful.
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Teaching Emotions Thus far high cholesterol foods chart order crestor on line, this chapter has taken the stance that media entertainment can evoke powerful emotions from its audiences and that cholesterol test houston buy generic crestor canada, paradoxically, these emotions, even the negative ones, serve reciprocally as a strong motive for the use of media entertainment. What our discussion has omitted, however, is the recognition that media can teach (young) audiences emotions as well as evoke them. Consider a scene from the American version of Sesame Street featuring Jon Hamm (Don Draper in Mad Men) and the monster Murray: Murray, how are you? It is hard to imagine a scene such as this one not influencing how its young viewers understand and express emotions. Although research on whether and how youth may learn emotions from media is relatively limited, the existing work suggests that educational media can help children understand their feelings and how to express them. Parasocial relationships are the illusory, onesided, emotionally tinged relationships that youth and adults develop with such characters or personalities. First, they are most likely to start if media users share specific attributes with the character or personality, such as age, gender, and certain preferences. Second, they are, just like traditional interpersonal relationships, used to fulfill certain fundamental human needs, such as the need for attachment and the need for companionship. For example, in an experiment by Alexis Lauricella and colleagues, toddlers viewed two characters who separately taught them a seriation task (in this case, nesting cups). One of the characters, Elmo, is iconic in American culture and very popular among this age group. But after children were given Dodo toys to play with, their ability to learn from Dodo improved. Parasocial relationships offer teens valuable information for developing gender role identities and emerging sexual and romantic scripts. The one-sidedness of such relationships may provide adolescents with idealized figures with whom they can identify without the risk of rejection. For example, the development of a crush on a boy band like One Direction may give teenage girls the opportunity to develop their sexual identity in a safe environment that they can control. For example, when one of the members of One Direction, Zayn Malik, left the band in 2015, millions of teenage girls around the world united through social media to share their sadness and sorrow. The inevitable lack of knowledge about some aspects and traits of the media character or personality may stimulate teens to superimpose idealized attributes onto the character or personality that especially cater to their own developmental needs. The detailed customization of avatars combined with the threedimensional and virtual-reality possibilities of games can make players feel as though they are truly in the game. Yet at present, it remains unclear how this highly realistic gameplay may influence emotional experiences. If Paul Harris is right that we use the reality status of a media production as a means of dampening our emotional experiences, twenty-first-century games may induce incredibly deep emotional experiences among their users, both young and old. It is no surprise that researchers are now asking more questions about our emotional responses to mediated entities other than television characters. These questions concern emotional responses to avatars in games, responses to the interactive technology we may use in our phones. Paro has been brightening the lives of elderly dementia patients and autistic children for many years. A growing body of research suggests that it is not only elderly patients or autistic children who respond to social robots as if they were real. Rather, such responses reflect a universal human tendency to treat computers and robots like people, for example, by being polite and cooperative and by ascribing humor, aggression, gender, and other personal traits to them. Byron Reeves and Clifford Nass described this tendency in the 1990s in their media equation theory. These responses and interactions are automatic and inevitable, and they take place despite our being aware that computers are nothing more than cables and processors. A striking depiction of this human tendency is found in the movie Her (2014), in which the lonely Theodore Twombly (Joaquin Phoenix) falls in love with Samantha (Scarlett Johansson), an intelligent computer operating system personified by a female voice. If the media equation theory is valid for computers and new media, it is very likely that we also ascribe human traits to social robots, which are three-dimensional and tangible. In one study, young adults were given ten minutes to play with Pleo, a small (50 Ч 20 cm) rubber dinosaur robot (see figure 8.
Reviewed literature suggested that work-family concerns play a critical role in the development of intention to leave the military cholesterol test results chart uk purchase crestor once a day. It is believed that ideal cholesterol hdl ratio purchase crestor amex, work-family concerns influence turnover intentions through their effects on job satisfaction and continuance commitment, but not necessarily affective commitment. In the framework proposed by Dowden, a distinction between affective and continuance commitment is not made. Yet, it is expected that affective commitment would be relatively more resistant to conditions of employment. Hence, it is not expected to mediate the effects of quality of life factors/concerns on turnover intentions. Early turnover research was directed at identifying correlates of turnover within the framework of simple models relating turnover directly to job attitudes like satisfaction and commitment. These initial models were followed by increasingly complex models focusing on the decision-making processes involved in employee withdrawal. In the following parts of this section, relevant literature regarding three attitudinal variables, namely job satisfaction, organizational commitment, and organizational identification, are presented. In the last part of this section, the interplay between job-related attitudes within military turnover process is discussed. Although dissatisfied employees are more likely to quit their jobs than are satisfied employees, the correlation between satisfaction and turnover is moderate at best (. In most models of turnover, job satisfaction is treated as the major variable in the decision making process concerning whether or not to leave the organization, and it is assumed to influence turnover behavior not directly, but through turnover thoughts and intentions. Furthermore, personal and work characteristics are assumed to influence turnover intentions (and hence, turnover itself) through their effects on job satisfaction. Most turnover models have been developed for and are more applicable to civilian situations and, to the knowledge of the author of this chapter, there exists no comprehensive framework capturing military turnover, perhaps except for an attempt by Knapp, McCloy, and DiFazio (1993), who examined satisfaction, re-enlistment intentions, and performance as predictors of military attrition. Nevertheless, some of the metaanalytic reviews of turnover include organizational type (military vs. These meta-analytic findings as well as more theoretical arguments suggest that because of contractual obligations, satisfaction is likely to have a weaker (yet still significant) influence on withdrawal cognitions and actual turnover for military samples than for civilian samples. The decision making process in the military seems to be more planned and programmed; individuals are expected to choose between re-enlistment and separation much before the end of their current tour of duty (Steel and Ovalle, 1984). As stated by Hom, Caranikas-Walker, Prussia, and Griffeth (1992), unlike civilians, when they make an enlistment decision, military personnel irreversibly commit themselves to multiyear membership. That is, military people are likely to form planned decisions (to stay in or to leave) relatively early, often at the time of entry. Consistently, quit decisions are expected to predict military turnover more accurately than civilian turnover. Supporting this argument, in an earlier attempt to understand the process of military turnover, Knapp et al. Empirical evidence provides clear support for the assertion that the relationship between job satisfaction and turnover is weaker for military samples. For example, as discussed above, Farkas and Tetrick (1989) found that satisfaction with the Navy 20 21 months after entry had no direct effect on re-enlistment intentions. In response to the closer correspondence between intention to quit and actual withdrawal for the enlisted personnel, the authors concluded "decision to withdraw from the military develop relatively early and remain stable" (p. Empirical evidence also indicates that quit decisions, which are more predictive of military turnover behavior, are quite resistant to morale boosting organizational interventions. In a recent meta-analysis, Griffeth, Hom, and Gaertner (2000) reported that organizational commitment predicted turnover (average corrected correlation coefficient = . Sjoberg and Sverke (2000) reported that together with job involvement, commitment affected actual turnover behavior of emergency nurses through their effects on behavioral intentions. Among the antecedents of commitment are personal characteristics (age, sex, organizational tenure, perceived personal competence, salary, work values, and job level), job characteristics (skill variety, challenge, and job scope), leader-member/group relations (group cohesiveness, task interdependence, leadership style, leader communication), and role states (role ambiguity, role conflict, and role overload) (Mathieu and Zajac, 1990). Meyer and Allen (1991, 1997) conceptualized commitment as a three-component structure, and the three dimensions of commitment proposed by these authors have received considerable research attention.