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Since brain circuits are vulnerable in early childhood, early stressors may impact the development of necessary brain connections. [4] Therefore, the theory of toxic stress is that stress might alter or impair brain circuit formation and essentially result in a small brain size in young children. [ 4 ]
Disruptive mood dysregulation disorder (DMDD) is a mental disorder in children and adolescents characterized by a persistently irritable or angry mood and frequent temper outbursts that are disproportionate to the situation and significantly more severe than the typical reaction of same-aged peers.
A brain in development has different needs in order to function how it is intended, and psychiatric medicine can disrupt and alter that development and lead to more issues or complications. Psychiatric medication has a vast quantity of side effects including but not limited to : Drowsiness, fatigue, weight gain, changes in appetite, sleep ...
Aims of cognitive therapy include various steps of patient learning. During cognitive behavioral therapy, children and adolescents with depression work with therapists to learn about their diagnosis, how to identify and reshape negative thought patterns, and how to increase engagement in enjoyable activities. [51]
Many stress management techniques cope with stresses one may find themselves withstanding. Some of the following ways reduce a higher than usual stress level temporarily, to compensate the biological issues involved; others face the stressors at a higher level of abstraction:
Children acquire gender stereotypic behaviors early in the preschool period through social learning, then organize these behaviors into beliefs about themselves, forming a basic gender identity. By the end of the preschool period, children acquire gender constancy , an understanding of the biological basis of sex and its consistency over time.
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Development of IDELA began in 2011 based on four early childhood development domains, drawn from existing standards for early childhood education: physical, language/literacy, numeracy/cognitive and social-emotional. Over 65 items were considered at first, but these were reduced to 33 during qualitative review.