Individuals generally exhibit one of two main types of
coping strategies—problem-focused or emotion-focused. A problem-focused coping
strategy involves changing your behavior, the behavior of others, or the source
of the stress; whereas, an emotion-focused coping strategy involves relieving
emotional distress (Folkman & Lazarus, 1980). Children and adolescents tend
to use more emotion-focused strategies such as releasing the emotions or distracting
themselves while adults tend to use more problem-focused strategies by directly
addressing the problem. Consider the coping strategies of a parent and a child
with a health issue and the differences in their behaviors. How might these
different coping strategies affect how parents and children deal with a child’s
health issue?
With these thoughts in mind:
Post by Day 4 a brief explanation of how a parent/guardian’s
coping strategies may affect how a child might cope with a health issue. Then,
explain how a child’s coping strategies may influence the parent/guardian’s
coping. Provide specific examples. Support your response with the Learning
Resources and other current literature.
Be sure to support your postings and responses with specific
references to the Learning Resources.
Read a selection of your colleagues’ postings.
Respond by Day 6 to at least one of your colleagues’
postings in one or more of the following ways:
Expand upon a colleague’s strategy.
Ask a probing question.
Share an insight from having read your colleague’s posting.
Offer and support an opinion.
Return to this Discussion in a few days to read the
responses to your initial posting. Note what you have learned and/or any
insights you have gained as a result of the comments your colleagues made.
Week 2 discussion
In 2011, the International Study of Asthma and Allergies in
Childhood (ISAAC), a global epidemiological research program established to
investigate asthma in children, released The Global Asthma Report 2011 in
conjunction with the International Union Against Tuberculosis and Lung Disease.
ISAAC conducted a 20-year global study on childhood asthma and discovered that
the overall percentage of children and adolescents reported to have ever had
asthma increased significantly, which might be the result of more community
awareness about asthma and advances in medical practices and diagnoses. Yet,
the study also found there were multiple variations in the triggers for asthma
(The Global Asthma Report, 2011).
Environmental triggers for asthma include dust mites, mold
and mildew, wood burning stoves, and the ozone (Cabana, Slish, Lewis, Brown,
Nan, Lin, & Clark, 2004). While there may be a number of triggers to
exacerbate symptoms and cause an asthma attack, researchers have been unable to
identify a single environmental factor as the cause of asthma. Reflecting on
the prevalence of asthma cases in children and adolescents, do you consider
increases to be a result of environmental factors or advances in medical
practices and diagnoses?
With these thoughts in mind:
Post by Day 4 your position on whether the increased
prevalence of asthma is due to environmental factors or advances in medical
practices and diagnoses and explain why. Support your position with the
Learning Resources and other current literature. Then, explain how you might
educate parents/guardians on this subject and provide two examples to support
your response.
Be sure to support your postings and responses with specific
references to the Learning Resources.
Read a selection of your colleagues’ postings.
Respond by Day 6 to at least one of your colleagues who has
an opposing position in one or more of the following ways:
Share an insight from having read your colleague’s posting.
Offer and support an opinion.
Validate an idea with your own experience.
Return to this Discussion in a few days to read the
responses to your initial posting. Note what you have learned and/or any
insights you have gained as a result of the comments your colleagues made.
Week 3 discussion
Diabetes is a metabolic disease that affects how the body
uses blood sugar, or glucose, for energy. Adolescents with diabetes should try
to control their blood sugar, because blood sugar levels that are high or very
low can be dangerous to an individual’s health. Managing diabetes can be
difficult for adolescents, as they cannot produce or respond to insulin, which
is often used to manage diabetes. Managing diabetes also is difficult for
adolescents because they may be encountering many new experiences and learning
to juggle many adult responsibilities.
There have been many advances and scientific breakthroughs, such as oral
medications and insulin pens; yet, treatment still can be overwhelming (Hood,
Huestis, Maher, Butler, Volkening, & Laffel, 2006; Schreiner, Brow, &
Phillips, 2000). While families may try to help adolescents manage their
diabetes, there often is a need for independence at this age. How do you determine
the appropriate age for an adolescent to self-manage his or her diabetes? How
might families assist in the self-management of diabetes?
With these thoughts in mind:
Post by Day 4 a brief description of the age in which you
consider it appropriate for adolescents to begin self-management of their
diabetes and explain why. Then, explain two potential barriers to adolescents
managing their diabetes. Finally, describe one behavioral strategy a family may
use to promote the self-management of diabetes in an adolescent and explain why
it might be effective. Support your responses with the Learning Resources and
other literature.
Be sure to support your postings and responses with specific
references to the Learning Resources.
Read a selection of your colleagues’ postings.
Respond by Day 6 to at least one of your colleagues who has
an opposing position on the appropriate age for adolescents to begin
self-management of their diabetes. Share insights from having read your
colleague’s posting. Then explain if you would change position based on their
posting and why.
Return to this Discussion in a few days to read the
responses to your initial posting. Note what you have learned and/or any
insights you have gained as a result of the comments your colleagues made.
Week 4 discussion
Cancer is the leading cause of death by disease in the
United States for children and adolescents, but survival rates have
significantly increased over the past 20 years. This increase is due to
advancements in medical treatment and technology, which have resulted in cures
and long-term remission rates for children and adolescents (St. Jude Children’s
Research Hospital and Washington University School of Medicine in St. Louis,
2012). Yet, children and adolescents diagnosed with pediatric cancer still
experience significant lifestyle changes, which can affect many aspects of
their educational experience. For example, students may be likely to miss more
than a month of school due to hospitalization and treatment plans (Katz,
Kellerman, & Siegal, 1980).
In order to combat the effects of cancer treatment and
student absenteeism, schools, hospitals, and cancer treatment centers provide
creative options for students to continue school during treatment. For example,
the MD Anderson Children’s Cancer Hospital provides education programs for
students to stay at grade level while they are in the hospital (The University
of Texas MD Anderson Cancer Center, 2012).
For this Discussion, consider impacts of pediatric cancer on
the educational experience of children and adolescents.
With these thoughts in mind:
Post by Day 4 an explanation of the potential impacts of
having pediatric cancer on an individual’s education and academic success.
Then, explain two ways in which pediatric cancer might impact peer
relationships within the academic environment. Finally, explain one strategy
that a school might use to effectively support a student who is experiencing
these issues. Support your response using the Learning Resources and other
current literature.
Be sure to support your postings and responses with specific
references to the Learning Resources.
Read a selection of your colleagues’ postings.
Respond by Day 6 to at least one of your colleagues’
postings in one or more of the following ways:
Share an insight from having read your colleague’s posting.
Offer and support an opinion.
Expand on your colleague’s posting.
Return to this Discussion in a few days to read the responses
to your initial posting. Note what you have learned and/or any insights you
have gained as a result of the comments your colleagues made.
Week 5 discussion
Discussion – Week 5
COLLAPSE
Cystic fibrosis is a chronic genetic disease of the mucus
glands that affects respiratory and digestive systems. For those afflicted with
the disease, their bodies have difficulty moving salt and water in and out of
cells, which results in thick mucus that interferes with breathing and growth
patterns. Children and adolescents with cystic fibrosis may exhibit coughing,
frequent lung and sinus infections, and poor growth and weight gain even with a
normal appetite. Most doctors are able to diagnose people at birth with cystic
fibrosis based on a typical set of symptoms. Historically, cystic fibrosis was
a fatal disease for children and adolescents; however, medical advances have
increased their life expectancy (Abbot, Webb, & Dodd, 1996). Due to
technology, such as the cystic fibrosis vest, the average life expectancy has
increased to the mid-thirties which is much longer than just a generation ago
(Cystic Fibrosis Foundation, 2011). Although there have been significant
advances, consider how cystic fibrosis may affect the quality life for children
and adolescents. Consider how families may support children and adolescents
with cystic fibrosis.
With these thoughts in mind:
Post by Day 4 a brief explanation of how cystic fibrosis may
impact the quality of life for children or adolescents diagnosed with this
disease. Provide two examples to support your response. Then, explain two
approaches a family might take to support children or adolescents with cystic
fibrosis to enhance their quality of life. Support your response with the
Learning Resources or current literature.
Be sure to support your postings and responses with specific
references to the Learning Resources.
Read a selection of your colleagues’ postings.
Respond by Day 6 to at least one of your colleagues’
postings about the recommended approaches for the family. Expand on your
colleague’s posting and support your response with the Learning Resources or
current literature.
Return to this Discussion in a few days to read the responses
to your initial posting. Note what you have learned and/or any insights you
have gained as a result of the comments your colleagues made.
Week 6 discussion
DQ1
Think back to the last commercial or advertisement you saw
for a headache reliever. Who was suffering from the headache? Most likely, that
person was neither a child nor an adolescent. Often the media portrays adults
with headaches, such as a mother struggling through her daily activities or a
businessman working in the office late at night. Yet, headaches afflict
children and adolescents at a high rate. Children and adolescents may
experience many types of headaches, such as tension, migraine, mixed (tension
and migraine), cluster, and sinus headaches. Some possible causes of these
types of headaches include illness, lack of sleep, and watching television for
long periods of time. Although children and adolescents experience headaches,
adolescents tend to experience greater impacts. For many illnesses that affect
adolescents, a non-medical treatment may be preferred. Psychologists and
clinicians continue to search for non-medical treatments for adolescents that experience
headaches.
For this Discussion, select a type of headache common to
adolescents. Think about how that type of headache might impact various areas
of an adolescent’s life and consider non-medical treatments that may be
effective.
With these thoughts in mind:
Post by Day 3 a brief description of the type of headache
you selected. Then explain possible impacts of this type of headache on
adolescents’ educational experience, social functioning, and families. Finally,
describe one type of non-medical treatment that might be recommended for
adolescents experiencing the type of headache you selected and explain why that
treatment might be effective. Support your responses with the Learning
Resources and current literature.
Be sure to support your postings and responses with specific
references to the Learning Resources.
Read a selection of your colleagues’ postings.
Respond by Day 5 to at least one of your colleagues who
selected a different type of headache than you selected. Then, offer an
alternative non-medical treatment than the one in the original post. Briefly
explain why the treatment you recommended may be effective for the headache
that your colleague selected.
Return to this Discussion in a few days to read the
responses to your initial posting. Note what you have learned and/or any
insights you have gained as a result of the comments your colleagues made.
Return to this Discussion in a few days to read the
responses to your initial posting. Note what you have learned and/or any
insights you have gained as a result of the comments your colleagues made.
Click on the Reply button below to reveal the textbox for
entering your message. Then click on the Submit button to post your message.
DQ2
Discussion 2 – Week 6
COLLAPSE
Children and adolescents are diagnosed with epilepsy after
experiencing two or more seizures that are not attributed to high fever or low
blood sugar. There are several types of seizures that children and adolescents
may have, and some types are extremely difficult to recognize. During
generalized seizures, children and adolescents may be convulsing, involving
muscle spasms, and/or jerking movements. However, if children and adolescents
experience non-convulsive or petit mal seizures, they may stare blankly with
little awareness of surroundings. Non-epileptic seizures are different from
epileptic seizures in that while they look like seizures, they do not have any
abnormal brain activity (National Institutes of Health, 2004).
It would be ideal if children and adolescents with epilepsy
or non-epileptic seizures could take medications to control their seizures
without experiencing side effects. Unfortunately, there is no magic pill that
delivers perfect results. While dozens of medications may be effective in
controlling seizures, most patients experience side effects, such as fatigue,
dizziness, and impaired cognitive function (Schachter, 2006). For some children
and adolescents, these side effects are minimal, but for others, they can have
a more significant impact. The side effects from the medication and the
symptoms of the seizures can interfere with children and adolescents’ social
acceptance and self-esteem levels. It is imperative for parents and guardians,
health care providers, and children and adolescents to find the right balance
in medication dosage levels; however, it can be difficult (Epilepsy Foundation
Western/Central Pennsylvania, 2003). Often, as part of their developing
autonomy, adolescents want to participate in the decision-making process
regarding their medications.
For this Discussion, students whose last names begin with
A–M should review Scenario #1 (Bobby).
Students whose last names begin with N–Z should review Scenario #2
(Jake). Consider strategies and
interventions that might be most effective in your assigned scenario.
Scenario 1 – Bobby is an eighth grader in middle school.
During lunch, he drops his tray, falls to the ground, and has a grand mal
seizure. Many students in the cafeteria surround him. Some were afraid while
others laughed. Bobby was taken to the hospital by ambulance. He did not return
to school the next day because he was embarrassed by his seizure. When he
returned two days later, some students were concerned about his health, but
mostly he was greeted by jokes and teasing. Because of the seizure, Bobby was
no longer allowed to play football for the rest of the season.
Scenario 2 – Jake is a 16-year-old junior in high school and
is experiencing side effects from his seizure medication, including poor
attention, decreased motor skills, lack of motivation, low energy levels, and
decreased mood. Because these impairments have affected his academic success
and kept him from obtaining a driver’s license, he would like to stop taking
his medications so that he can feel “normal.” As Jake is only 16, he needs
parent or guardian approval to discontinue medication use.
With these thoughts in mind:
Scenario 1 – Post by Day 4 a description of an intervention
you might suggest to the school and to the family to support Bobby with his
epilepsy. Then, explain why the intervention you selected might be effective to
support Bobby in dealing with embarrassment, bullying, and his removal from the
football team. Justify your response with the Learning Resources and current
literature.
Scenario 2 – Post by Day 4 whether you would advocate for
Jake stopping his medication and explain why. Then explain strategies the
family might employ to include Jake in the decision-making process. Support
your response with the Learning Resources and current literature.
Be sure to support your postings and responses with specific
references to the Learning Resources.
Read a selection of your colleagues’ postings.
Respond by Day 7 to at least one of your colleagues that was
assigned the alternate scenario. Provide an alternative strategy for Scenario
#1 or an alternative intervention for Scenario #2. Briefly describe why your
recommendation might that be effective.
Return to this Discussion in a few days to read the responses
to your initial posting. Note what you have learned and/or any insights you
have gained as a result of the comments your colleagues made.
Week 7 discussion
Experimentation with drugs and alcohol is common among
adolescents. While many stop before using drugs becomes a problem, others
cannot ignore the attraction and may develop a dependency. Generally, these
adolescents have certain risk factors that make them more susceptible for drug
problems, including those who have a family history of addiction, are
depressed, have low self-esteem, or feel like an outsider (American Academy of
Child and Adolescent Psychiatry, 2011). These are the adolescents that may use
drugs and alcohol to cope with their daily stressors, pains, and traumas, also
known as self-medicating.
In 2009, 8 percent of children and adolescents ages 12-17
had major depression, and twice as many females in this age range were
diagnosed with depression than males (Substance Abuse and Mental Health
Services Administration, 2010). Researchers have been studying the relationship
between substance abuse and mood disorders for years. For example, some have
said that adolescent cigarette smoking is associated with depression
(Audrain-McGovern, Rodriguez, & Kassel, 2009). Do you think mood disorders
lead to the substance abuse, or does the substance abuse lead to the mood
disorder?
For this Discussion, select depression, anxiety, bipolar
disorder, or Attention Deficit Hyperactivity Disorder (ADHD). Consider the
relationship between substance abuse in adolescents and the disorder you
selected.
With these thoughts in mind:
Post by Day 4 the disorder you selected. Explain the
relationship between the disorder and the potential for adolescent substance
use. Then provide an example of when an adolescent with the disorder might use
substances to self-medicate and explain why. Finally, provide one suggestion
for how families might support adolescents in refraining from using substances
to self-medicate. Support your responses with the Learning Resources and
current literature.
Be sure to support your postings and responses with specific
references to the Learning Resources.
Read a selection of your colleagues’ postings.
Respond by Day 6 to at least one of your colleagues who
selected a disorder that is different from the one you selected. Then, offer an
alternate suggestion for families to support adolescents in refraining from
self-medicating.
Return to this Discussion in a few days to read the
responses to your initial posting. Note what you have learned and/or any
insights you have gained as a result of the comments your colleagues made.
Week 8 discussion
Obesity rates tripled in children ages 2–19 living in the
United States from the 1960s to the 1990s (Ogden, Flegal, Carroll, &
Johnson, 2002). Who or what do you think is the cause of these rising rates?
Some people blame schools for removing gym class from their curriculums. Yet,
others say that while schools play a role, it is ultimately the responsibility
of the families. Schools and families can either positively promote healthy
lifestyles to children and adolescents or negatively expose them to habits that
lead to obesity
The United States federal government recognized that obesity
was becoming a public health issue for children and adolescents. In 2012, the
government instituted federal guidelines mandating that schools supply
healthier food and drink selections (Department of Agriculture, Food and
Nutrition Service, 2012). For example, schools changed drinks in soda machines
to juices; however, juices still offer students additional calories (Martin,
2007).
The family environment can be influential as well in
decreasing the rates of overweight and obese children and adolescents. Although
the federal government cannot make laws forcing families to change, programs
such as the Let’s Move campaign and ChooseMyPlate.gov were created to educate
families about healthier lifestyles. For example, lifestyle changes such as
eating meals at home have significantly decreased obesity in children and
adolescents (Epstein, Valoski, Rena, & McCurley, 1994). However, families
that continue to eat fast food on a regular basis may be promoting obesity in
children and adolescents.
For this Discussion, consider whether the school or the
family environment has a greater negative impact on a child or adolescent’s
diet and exercise. Then think about strategies that you might use to promote
diet and exercise in those environments.
With these thoughts in mind:
Post by Day 4 your position on whether the school environment
or the family environment has a greater negative impact on a child or
adolescent’s diet and exercise and explain why. Then, describe two strategies
you might use to promote diet and exercise in that environment and explain why
each might be effective. Support your responses with the Learning Resources and
current literature.
Be sure to support your postings and responses with specific
references to the Learning Resources.
Read a selection of your colleagues’ postings.
Respond by Day 6 to at least one of your colleagues who has
an opposing position. Explain how a child or adolescent may be able to expand
upon a strategy that your colleague suggested within your chosen environment.
Return to this Discussion in a few days to read the
responses to your initial posting. Note what you have learned and/or any
insights you have gained as a result of the comments your colleagues made.
Week 9 discussion
Although less commonly discussed, males also suffer from
eating disorders, and the disorders are clinically similar to those of females.
It is estimated that approximately 10–15% of people with anorexia nervosa or
bulimia are male, but they are less likely to seek treatment because of the
perception that eating disorders are female diseases (National Association of
Anorexia Nervosa and Associated Disorders, Inc., n.d.). Eating disorders are
universal diseases that know no boundaries of age, race, or religion. They are
psychological disorders that create disturbances to proper diets, causing
people to eat very small amounts of food or excessively overeat. Eating
disorders include anorexia nervosa, bulimia, and a binge-eating disorder. A
binge-eating disorder is in a category defined as eating disorders not
otherwise specified (EDNOS). EDNOS involve disturbances in behavior such as
restricting diet, excessive exercising, using diet pills or laxatives, and
vomiting (U.S. Department of Health and Human Services, 2011).
With these thoughts in mind:
Post by Day 4 your position on which disorder (anorexia,
bulimia, or a binge-eating disorder) is more likely to occur in adolescent
males. Justify your position using the Learning Resources and current
literature. Then explain how media, peer pressure, or sports participation
might increase the risk of developing an eating disorder in adolescent males.
Finally, suggest one strategy a family or school may use to support an
adolescent male with an eating disorder to improve his overall health.
Be sure to support your postings and responses with specific
references to the Learning Resources.
Read a selection of your colleagues’ postings.
Respond by Day 6 to at least one of your colleagues who has
a differing position in one or more of the following ways:
Share an insight from having read your colleague’s posting.
Offer and support an opinion.
Validate an idea with your own experience.
Return to this Discussion in a few days to read the
responses to your initial posting. Note what you have learned and/or any
insights you have gained as a result of the comments your colleagues made.
Week 10 discussion
DQ1
Children and adolescents may experience long-term
psychological effects from experiencing traumatic events, which is known as
childhood post-traumatic stress disorder (PTSD). Childhood PTSD can be found
within every area of the world, and many studies have found that children who
have been exposed to armed conflict or refugee camps have high rates of PTSD.
For example, 20 percent of 56 children living in a Sudanese refugee camp had
chronic PTSD (Moss et al., 2006). As a potential health psychology
professional, you may work with a child or an adolescent that has has
experienced trauma or has PTSD. While children, adolescents, and adults may all
experience PTSD, children often exhibit symptoms that require unique
interventions.
For this Discussion, review the media located in this week’s
Learning Resources on child and adolescent trauma. Then, select a type of
trauma discussed in the media or another trauma of interest to you. Consider
the PTSD symptoms that a child may display and possible interventions to reduce
those symptoms.
Disclaimer: Please be aware that any trauma-focused work,
even including coursework specific to crisis, disaster, and other
trauma-causing events, may elicit painful emotions and reactions. Further, it
is possible that you may be a survivor of the events discussed or similar
events. It is important that you be self-aware and monitor any potential
emotional reactions to work in this course, specifically when a Discussion or
Assignment Assignment has you reflect and discuss personal experiences
associated with trauma. If you find a need to work through unresolved trauma
response, you may access mental health services through the Student Assistance
Program. For more information, visit the Walden University website at
http://www.waldenu.edu/experience/support-services
With these thoughts in mind:
Post by Day 3 a brief description of the type of trauma you
selected. Describe three potential PTSD symptoms children experience with this
type of trauma. Then describe one intervention that may be effective in
reducing one of the symptoms and explain why it might be effective. Finally,
explain how the timing of a PTSD intervention may influence the success rate of
reducing PTSD symptoms in children. Support your responses with the Learning
Resources and current literature.
Be sure to support your postings and responses with specific
references to the Learning Resources.
Read a selection of your colleagues’ postings.
Respond by Day 5 to at least one of your colleagues’
postings in one or more of the following ways:
Share an insight from having read your colleague’s posting.
Offer and support an opinion.
Validate an idea with your own experience.
Return to this Discussion in a few days to read the
responses to your initial posting. Note what you have learned and/or any
insights you have gained as a result of the comments your colleagues made.
DQ2
What defines culture? Culture is not limited to race or
ethnicity. It may include your religion, political values, personal values, and
your community. Culture, ultimately, is how you define yourself. Many
adolescents strive to gain their own personal identity, one that may or may not
be defined by their parents or guardians. Identity formation is one of the most
important tasks for adolescents within their development. Adolescents form
their identities by exploring many roles and may feel pushed to succeed in many
aspects of their lives, which can lead to stress. Culture may affect how well
adolescents manage stress, as well as the amount of family support or pressure
they receive.
For this Discussion, select a culture of interest to you.
Think about a type of stress adolescents may experience within that culture.
Then consider culturally sensitive interventions that may address that type of
stress. Finally, think about how personal biases can affect an intervention.
With these thoughts in mind:
Post by Day 4 a brief description of the culture you
selected and a type of stress adolescents within that culture are likely to
experience. Then, describe one stress-related intervention for that type of
stress. Explain why that intervention might be effective for adolescents in the
culture you described. Finally, explain one way personal biases may influence
the cultural sensitivity of interventions. Support your responses with the
Learning Resources and current literature.
Be sure to support your postings and responses with specific
references to the Learning Resources.
Read a selection of your colleagues’ postings.
Respond by Day 7 to at least one of your colleagues who
selected a different culture. Discuss whether you believe the recommended
intervention would be beneficial to adolescents within the selected culture.
Then provide one additional stress-related intervention for adolescents within
that culture.
Return to this Discussion in a few days to read the
responses to your initial posting. Note what you have learned and/or any
insights you have gained as a result of the comments your colleagues made.
Week 11
discussion
Ethics are moral principles that may be used as guidelines
for your personal or professional life. You may have ethics for how to live,
ethics for how to conduct business, and a professional code of ethics that sets
standards for your industry. For example, the American Psychology Association
(APA) has an ethics code for psychologists, which is formally known as the
Ethical Principles of Psychologists and Code of Conduct.
In 2006, APA Ethics Director Dr. Stephen Behnke used
metaphors for psychologists to gain a deeper understanding and appreciation of
the Ethics Code. For example, the Ethics Code is a stop light because it tells you
when you must come to a full stop, when you may proceed with caution, and when
you may continue with your interventi
