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The questionnaire is quite brief with 25 questions and, depending on the version, a few questions about how the child is affected by the difficulties in their everyday life. [1] Versions of it are available for use for no fee. The combination of its brevity and noncommercial distribution have made it popular among clinicians and researchers.
Julia Kristeva considered that language could be used by the developing child as a counterphobic object, [14] [clarification needed] protecting against anxiety and loss. [ 15 ] Ego psychology points out that through the ambiguities of language, the concrete meanings of words may break down the counterphobic attitude and return the child to a ...
Self-destructive behavior is often considered to be synonymous with self-harm, but this is not accurate. Self-harm is an extreme form of self-destructive behavior, but it may appear in many other guises. Just as personal experience can affect how extreme one's self-destructive behavior is, self-harm reflects this. [7]
In general usage, the action performed is destructive to self or to others. The term is used in this way in sexual addiction treatment, psychotherapy, criminology and parenting. In contrast, the opposite attitude or behaviour of bearing and managing the impulse to perform one's impulse is called acting in.
For preschool children, family is the main consideration for the context of intervention and treatment. The interaction between children and parents or caregivers, parenting skills, social support, and socioeconomic status would be the factors. [20] For school-aged children, the school context also needs to be considered. [20]
This behavior works in the exact opposite direction of the survival instinct and could be considered a highly altruistic behavior evolved from a cooperative group. Self-destructive behavior is not the same as risk-taking behavior (see below in Social implications), although risk-taking behavior could turn into destructive behavior.
Self-envy is produced by 'child part self-objects', self representations from early development that remain split off from the self and harbor destructive and envious feelings toward the creative aspects of the self and results from direct aggressive attacks by these childhood self-objects against the part of the self identified with a ...
Children learn through observational learning and social learning. Therefore, observations of models have a direct impact and greatly influence children's behaviors and decision-making processes. Children often learn through modeling behavior. Modeling can act as a powerful tool to modify children's cognition and behaviors. [28]