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|Eileen McGinley||Karnac Books||ePub|
“A soul in bondage”: the treatment of an abused latency-age boy
Recent work in the field of neuroscience, when linked to psychoanalytic and developmental research, has helped us to develop a better understanding of the impact of trauma upon both the mind and the brain of the developing child. In the previous chapter, Trowell has described some of the effects that traumatic experiences in childhood can have upon development, but in this chapter, I want to focus not so much on the impact of trauma per se, but more specifically on the ways in which a child's traumatic experience enters the consulting room, often in a state “far beyond words” (Lanyado, 2009).
At least since Freud's Beyond the Pleasure Principle, psychoanalysts have understood the powerful link between trauma and the “compulsion to repeat”, and the way in which victims of trauma attempt to master the overwhelming experience by actively re-playing the experience, whether in the form of dreams, flashbacks—or re-enactments in the analytic setting. In the consulting room, post-traumatic states of hyper-arousal or dissociation—both of which may be highly adaptive to an environment that is chaotic, unpredictable, and dangerous—can quickly be triggered by apparently minor stressors, leading the patient to respond in a way that appears quite out of proportion to the current situation. As Parsons and Dermen (1999) have pointed out, for such traumatised children in psychoanalytic treatment, “all manner of objectively harmless or even friendly overtures are [experienced as] deadly provocations” (p. 329).See All Chapters
|Helen Feddema||O'Reilly Media|
Chapter 12: Users Collection and User Object
Updates the members of the Users collection to reflect the current situation. You can use this method if you are working in a multiuser environment where another user might modify group or user accounts.
User Object Properties
The name of a user. Like a group name, a user name can be up to 20 characters in length. It is a read-write property until the user is appended and read-only after appending.
The example code lists the names of the users in the current workspace:
Private Sub cmdName_Click()
Dim wks As Workspace
Dim usr As User
Set wks = DBEngine.Workspaces(0)
Debug.Print wks.Name & " groups:" & vbCrLf
For Each usr In wks.Users
Debug.Print "User: " & usr.Name
The Password property of a User account can be up to 14 characters long and can include any characters except ASCII 0 (null). Passwords are case-sensitive. The
This is the Title of the Book, eMatter EditionSee All Chapters
|Sue Blake||Karnac Books||ePub|
Health visitors and general practitioners are usually the first port of call for parents who are worried about their child’s health. However, child mental health problems cannot be solved within the duration of an appointment that a busy GP can offer, while referral to a specialist child mental health service may be more than a parent wants, the child needs, or those services can adequately respond to. Some 80% of children with mental health problems do not reach the specialist services, and neither of the primary nor secondary services presently responds comprehensively to the needs of young children and their parents. In this chapter I describe a collaborative project that was set up between health visitors, GPs, and a local child and family consultation service, in order to provide early intervention for children under five and their parents where there were emotional and behavioural difficulties. Money was provided for one year for the project, which was also intended to develop the mental health role of health visitors in the local community. The aims of the project were:See All Chapters
|Anthony Muhammad||Solution Tree Press||ePub|
School culture is a complex web of history, psychology, sociology, economics, and political science. To effectively diagnose and eliminate toxic school culture, we must take an honest look at the internal and external factors that create the conditions that make cultural transformation difficult.
The accountability movement, and No Child Left Behind in particular, did not create the cultural issues confronting today’s school system. But this new era has brought some deeply rooted belief systems and practices to the forefront for examination, including issues such as how we analyze, staff, and fund schools. An examination of the current environment and conditions in our schools can help us understand the myriad of paradigms that exist within the walls of our public schools and therefore help us strategize to transform the environment into a healthy one.
No Child Left Behind mandates the school as the responsible party when it comes to effectiveness. This is very different from the traditional belief that students and their families were primarily responsible for the effectiveness of education; educators were the experts, and schools provided students with the opportunity to learn. Students were expected to comply with their educators’ demands to acquire knowledge. Schools believed that if parents supported the expert guidance of the teacher and encouraged their children to follow that guidance, students would succeed in school. It was not surprising, then, that all students were not academically successful, because levels of support for education were different in every household. Additionally, success or failure in school was determined solely by educators in the form of completely subjective grading scales and procedures controlled exclusively by education professionals. Parents and students had very little recourse if they felt that the system was unfair or was not an accurate appraisal of proficiency or potential.See All Chapters
|J Michael Parrish||Indiana University Press||ePub|
7.1. Tyler Keillor’s flesh model of Jane.
My goal in creating a flesh reconstruction of an extinct animal is to provide the museum visitor with a sense of what the real live animal was all about. I don’t want to give the exhibit viewer a cliché, a toy, a Hollywood prop, or something that’s been seen in every kid’s dinosaur book. I want the observer to see a restoration that is unique, that shows a creature, frozen in time, that endured various life processes, and that might challenge preconceived notions about the animal and elicit questions or thought. A reconstruction requires not just artistry and imagination but also the input of the latest scientific opinions and comparative observations of extant animals. A life reconstruction is, by nature, highly speculative, and being so is of less value scientifically than artistically (as an exhibit piece for the layperson). Nevertheless, a rigorously executed reconstruction may, through its very creation, yield new insight into paleontological questions and so can be a working model and an aid to scientific understanding. I’ll let the task of bringing the Burpee Museum’s juvenile tyrannosaur “Jane”(BMR P2002.4.1) back to “life” provide a glimpse into the behind-the-scenes aspects of paleoart (the depiction of ancient beasts; see Fig. 7.1). In this reconstruction, in particular, observations of extant reptiles yielded new insights into the external appearance of Jane’s oral margin.See All Chapters
Business & Economics