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Prevention programs can reduce the risk of abuse
Prevention programs can reduce the risk of abuse
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
Prevention programs can reduce the risk of abuse
Child abuse is a serious problem that can have long-lasting negative effects on the development and well-being of children. According to the World Health Organization, child abuse refers to any act of commission or omission by a parent, caregiver, or another adult that results in harm, potential harm, or threat of harm to a child. Child abuse can take many forms, including physical, emotional, sexual, and neglect, and it can occur in any social, economic, or cultural setting.
One of the most common and detrimental effects of child abuse is developmental delays. Developmental delays are a significant deviation from what is considered typical or normal development in a child’s physical, cognitive, or socio-emotional domains. Developmental delays can have a profound impact on a child’s future success and can result in long-term difficulties in school, work, and personal relationships. This paper will explore how child abuse can cause developmental delays and discuss the various types of developmental delays that can result from child abuse.
Physical Abuse
Physical abuse is one of the most visible forms of child abuse and can cause significant physical and psychological harm to a child. Physical abuse includes any non-accidental injury to a child, such as hitting, slapping, shaking, or burning. Physical abuse can cause a range of physical and emotional symptoms, including bruises, broken bones, anxiety, depression, and post-traumatic stress disorder (PTSD). Physical abuse can also cause developmental delays in a child’s physical and cognitive domains.
Physical abuse can cause developmental delays in a child’s physical development by impairing their motor skills and coordination. Children who have experienced physical abuse may have difficulty with gross and fine motor skills, such as running, jumping, and holding a pencil. They may also have delayed or abnormal physical growth, such as a smaller head circumference, which can lead to developmental delays in other domains.
Physical abuse can also cause developmental delays in a child’s cognitive development by impairing their ability to learn, concentrate, and process information. Children who have experienced physical abuse may have difficulty with language and communication skills, memory, and attention. They may also have lower IQ scores and reduced academic performance, which can impact their future success in school and beyond.
Emotional Abuse
Emotional abuse is a form of child abuse that can be just as damaging as physical abuse, but it is often more difficult to recognize and report. Emotional abuse includes any pattern of behavior that harms a child’s emotional well-being, such as belittling, humiliating, or threatening a child. Emotional abuse can cause a range of emotional symptoms, including anxiety, depression, low self-esteem, and social withdrawal. Emotional abuse can also cause developmental delays in a child’s socio-emotional development.
Emotional abuse can cause developmental delays in a child’s socio-emotional development by impairing their ability to form secure attachments and regulate their emotions. Children who have experienced emotional abuse may have difficulty forming positive relationships with others and may be less trusting of others. They may also have difficulty regulating their emotions, which can lead to behavior problems, such as aggression, withdrawal, or self-harm.
Sexual Abuse
Sexual abuse is a form of child abuse that involves any sexual activity with a child, including touching, penetration, or exposure to sexual content. Sexual abuse can cause significant physical and psychological harm to a child and can result in long-term difficulties with intimacy, trust, and self-esteem. Sexual abuse can also cause developmental delays in a child’s socio-emotional and cognitive domains.
Sexual abuse can cause developmental delays in a child’s socio-emotional development by impairing their ability to form healthy relationships and trust others. Children who have experienced sexual abuse may have difficulty forming intimate relationships and may be more likely to engage in risky sexual behavior. They may also have difficulty trusting others and may be more likely to experience anxiety,
Prevention programs can reduce the risk of abuse
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. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. 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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