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Child abuse can cause developmental delays
Child abuse can cause developmental delays
Order ID 53003233773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Child abuse can cause developmental delays
Domestic violence is a prevalent issue that can have a profound impact on all members of a family, including children. In particular, research has shown that children who witness abuse may be at an increased risk of becoming abusers themselves later in life. This is a complex issue that is influenced by a variety of factors, including genetic predisposition, environmental factors, and the presence of other risk factors such as substance abuse or mental health issues. In this essay, I will explore the research on this topic and discuss the potential reasons why children who witness abuse may become abusers.
First, it is important to define what is meant by “witnessing abuse.” Witnessing abuse can include a range of experiences, from seeing or hearing physical violence to being exposed to emotional abuse and manipulation. Children who witness abuse may also be exposed to other forms of trauma, such as neglect or sexual abuse, which can compound the negative effects of witnessing abuse. The impact of witnessing abuse on children can vary depending on the frequency and severity of the abuse, as well as the age of the child.
Research has consistently shown that children who witness abuse are at an increased risk of developing a range of negative outcomes, including depression, anxiety, PTSD, and behavioral problems. Additionally, research has shown that witnessing abuse can have long-term effects on a child’s physical and mental health, increasing their risk of chronic health problems later in life. However, it is important to note that not all children who witness abuse will go on to become abusers themselves. The relationship between witnessing abuse and becoming an abuser is complex and multifaceted, and is influenced by a variety of factors.
One potential explanation for why children who witness abuse may become abusers themselves is that they may learn from the behavior modeled by their parents or caregivers. Children who witness abuse may internalize the belief that violence is an acceptable way to resolve conflicts, or that it is acceptable to exert power and control over others. Additionally, children who witness abuse may learn to be aggressive or violent as a means of self-defense or as a coping mechanism to deal with the stress and trauma of the abuse.
Another potential explanation for why children who witness abuse may become abusers is that they may be more likely to experience other risk factors that can contribute to aggressive or violent behavior. For example, children who witness abuse may be more likely to experience poverty, social isolation, or substance abuse, all of which can increase their risk of engaging in violent or aggressive behavior later in life. Additionally, children who witness abuse may be more likely to experience mental health problems, such as depression or anxiety, which can also increase their risk of engaging in violent or aggressive behavior.
There is also evidence to suggest that there may be a genetic component to the link between witnessing abuse and becoming an abuser. Some research has suggested that certain genetic factors may increase an individual’s risk of developing aggressive or violent behavior in response to stress or trauma. However, it is important to note that genetic factors are only one piece of the puzzle, and that environmental factors, such as exposure to abuse and other risk factors, are also important.
It is important to note that while children who witness abuse may be at an increased risk of becoming abusers themselves, not all individuals who engage in abusive behavior have experienced abuse as children. There are a variety of risk factors that can contribute to the development of aggressive or violent behavior, and it is important to address these risk factors in order to prevent future incidents of abuse.
Preventing children who witness abuse from becoming abusers themselves requires a multifaceted approach that addresses the complex factors that contribute to this risk. Interventions may include counseling and therapy for children who have witnessed abuse, as well as interventions to address other risk factors such as poverty, substance abuse, and mental health problems. Additionally, addressing the
Child abuse can cause developmental delays
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. 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The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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