Topic
Child Lying
About: Child Lying is a research topic. Over the lifetime, 3 publications have been published within this topic receiving 16 citations.
Papers
Journal Article•
TL;DR: Intensive play was developed to break through the barriers of unawareness, fearfulness, and unresponsiveness and is used for building affective behavior as discussed by the authors. But it is not suitable for children with developmental disabilities.
Abstract: A behavioral definition of profoundly mentally retarded young children states that unawareness, fearfulness, and unresponsiveness are general characteristics of these children. "Intensive Play" is the building, through close body contact and physical stimulation, of positive responses to normally pleasurable experiences. Intensive play was developed to break through the barriers of unawareness, fearfulness, and unresponsiveness and is used for building affective behavior. Affective Behavior opportunities to explore and test his feelings and reactions to adults, peers, and his Affective behavior is the emotional conseenvironment. quence of an act. It is the feelings and reacThe profoundly mentally retarded child, tions of individuals toward other individuals who is severely impaired, organically or and their environment. These feelings (reacgenetically, has even less opportunity. Since tions) may be pleasant or unpleasant. Affeche is considered unable to function in any tive behavior is an essential part of developcapacity by many individuals, both profes ment and is learned, just as other behaviors sional and laymen. Therefore, the child is are learned, by the integration of past expeusually labeled, assigned to custodial care, riences with present experiences. and left with no stimulation. Zuk (1962) suggested that the emphasis put on love owed to children in our child oriented culture is restricted to the whole A Definition of Profoundly Mentally child and that the problems of instituRetarded Children tionalized children are intensified by the The BKR Experimental Project at Sunland lack of interpersonal relationships. MoreTraining Center, Miami, has spent more than over, handicapped children who are kept at three years in observing and working with home are not treated in the same manner as profoundly mentally retarded children who their normal siblings. Whether because of had been rejected by the community and the restriction or overprotection, the handiinstitution as unreachable and unteachable. capped child is frequently not allowed the The authors found that precise and consis The BKR Experimental Project, funded under the Handicapped Children's Early Education Assistance Act (P.L. 91-230), is housed at Sunland Training Center in Miami, Dr. Arnold D. Cortazzo is Superintendent. 8 I Education and Training of the Mentally Retarded This content downloaded from 157.55.39.211 on Tue, 09 Aug 2016 05:15:31 UTC All use subject to http://about.jstor.org/terms tent observations of these children in strucIntensive Play tured and unstructured settings enabled them to behaviorly define profound mental Rationale retardation. Simply stated, the profoundly mentally retarded child is generally: How to break through these barriers of una 1. Unaware of himself, of others, and of wareness, fearfulness, and unresponsiveness? his environment, How to reach through and into the child? A 2. Fearful of physical contact and movetechnique found after much trial and error; ment, and research and experimentation, was formal 3. Unresponsive to and/or unable to ized into Intensive Play and introduced into cope with visual, tactile, and auditory the BKR Project classrooms. stimuli. Intensive Play is the building through Although these children, like all other close body contact and physical stimulation, children, have intrapersonal, interpersonal of positive responses to normally pleasurable differences, this behavioral definition proved experiences. The child's body language more meaningful than scores (or the absence (tenseness, softness, a hand reaching tenta of scores) obtained from standardized intellitively toward, the body moving away from) gence instruments. Such instruments have no provide the clues for the rate of adult impo significance at this level. The children who sition. categorically fit into this definition of pro found mental retardation have such impaired A Ciassroom Technique affective behaviors that they are incapable of functioning except at the most primitive Music is paralleled with rocking, holding, levels. stroking, bouncing, and other activities to Intensive Play | 9 /, This content downloaded from 157.55.39.211 on Tue, 09 Aug 2016 05:15:31 UTC All use subject to http://about.jstor.org/terms Adult pats body of child in rhythm. Adult assists child to pat adult body in rhythm. Adult strokes child's head in time of rhythm. Adult pulls child's toes in rhythm. Adult imitates child's feet banging. Adult imitates child's head banging with fist. Adult bangs child's head (gently) with fist. Adult imitates child's sounds (crying, scream). Adult imitates child's playing "boo". Adult says "boo" after removing hands. Adult places own hands over child's eyes "boo". Adult rocks toward child's face—singing/ rocks back. Adult lies close to child, adult moves head away from and close to child. Adult strokes child's hands; manipulates into close body contact (adult), set the mood and pace. Adult awareness of Adult places child's hands around neck, the child's body language is essential to the on head, on face, fostering of meaningful and appropriate Adult places child's hands on face, nose interpersonal relationships. Therefore, the and mouth. personality and attitude of the adult who is Adult in lying or sitting position for the paired with a child is carefully considered. above activities. The Project's class day begins with a Adult lifts child in air, adult hands firmly 30-minute session of Intensive Play in which placed around child's waist, brings children and staff participate. Since each child down and rocks gently close to child is different the Intensive Play activities adult's body, are determined by the behaviors of the child. Each child is initially placed in a one-to-one Intensive Play session with a chosen adult. Smiles, eye contact, relaxation, reaction to tickling, movement to sound, touching adult, and vocalizations are some of the indi vidual responses that the adult is asked to encourage in the child. Depending upon the child's tolerance and reactions, the child may remain with the same adult for many weeks. Specific Hierarchy of Intensive Play Acti vities for One Child Following is an example of Intensive Play activities that were developed for a parti cular child who rejected people, was attracted to sounds, and exhibited head banging behavior: 10 I Education and Training of the Mentally Retarded This content downloaded from 157.55.39.211 on Tue, 09 Aug 2016 05:15:31 UTC All use subject to http://about.jstor.org/terms Child lying down, adult pulls from one Generalization side to the other. Child sitting, adult pulls from side to After rapport has been established with one side. adult and it is decided that the child is Child standing, adult pulls from side to ready, another adult is gradually introduced. side holding both of child's hands. The second adult uses similar Intensive Play Adult in a kneeling position for the above activities and enlarges upon them; thereby activities. increasing the child's experiences. Adult places child on adult knees, rocks Following the above pattern, other adults child on knees. Brings child's face and are slowly involved in the child's Intensive body forward to adult's face then Play activities until he is able to generalize to moves backward from adult's face. all participating adults. When affective Adult crosses feet, places child on feet behaviors are ongoing and consistent with (either lying or sitting). adults, a purposeful exposure of one child to Adult moves feet up and down. another child is initiated under adult control Adult lies on back for above activities. and structure. This child-to-child-to-children Adult holds child firmly at ankles, swings rapport is more difficult to obtain that that child from side to side. of child to adult(s), and is one of the goals Adult holds child firmly at ankles, swings of Intensive Play for all children. Many child back and forth. instances of growth in affective behaviors in Adult holds child firmly by ankles, moves these children can now be cited by the Pro child up and down, so that hands and ject through observations by the staff and head touch floor. through the assessments administered by a Adult in standing position for the above consulting psychologist. The PAR (Doll's activities. Pre-School Attainment Record) and the
11 citations
Journal Article•
TL;DR: In this article, a photograph of a 3-year-old boy lying dead on a beach in Turkey brought this crisis to a personal level, and the photograph of Alan Kurdi resonated with people throughout the world.
Abstract: Story is rooted in the need of every one of us: children and adults, readers and writers, Indonesians and Americans and Chinese and New Zealanders, the whole of the family. (Wrightson, 1996, p. 161)HOW MIGHT WE understand the experiences of the millions of displaced children around the world on a personal rather than impersonal level? How might we understand in a way that is immediate rather than abstract? The relevance of these questions becomes clear in the context of the civil war in Syria. According to a senior advisor to the United Nations High Commissioner for Refugees, the Syrian conflict has created "a children's refugee crisis" (Mosbergen, 2013, para. 5). This observation is supported by the fact that in September 2013, the number of Syrian children forced to flee their homeland exceeded 1 million. Nearly 750,000 of these children were under 11 years of age, and over 3,500 were unaccompanied minors. An additional 2 million children were displaced within the country. By March 2015, over half of the Syrian population, 7.6 million people, were internally displaced, and 3.9 million had fled to other countries (United Nations Population Fund, n.d.). Recounting these numbers does not convey the impact of this crisis on individual lives; numbers this large become impersonal.Yet, the photograph of a 3-year-old boy lying dead on a beach in Turkey brought this crisis to a personal level. Taken in September 2015, the photograph of Alan Kurdi resonated with people throughout the world and created a public outcry. It did not depict a graphic image of a maimed body, nor did it depict a devastated war zone; it simply depicted a child lying utterly alone and dead on a beach. The Independent published the image because of "the telling nature of it" (Gunter, 2015, para. 23). This photograph brought the Syrian crisis to a personal level because of the story it tells. Syria represents but one humanitarian crisis in the world today; there are many, many others, and children caught up in these crises often become displaced youths with their own stories.Displaced children tell "stories of home, of survival, exile and journeys to safety, stories of loss and separation and arrival in a place so far from home" (Deveci, 2012, p. 378). Internally displaced and refugee children are particularly vulnerable to child labor, early marriage, gender-based violence, sexual exploitation, and forced conscription and trafficking; many suffer psychosocial trauma because of the horrors they have witnessed and endured (Mosbergen, 2013; Thompson & Walsh, 2010). In addition to the trauma that children experience in their countries of origin and during their often dangerous emigration experiences, they are likely to experience institutional racism, prejudice, and xenophobia as immigrants upon relocation. For these children, telling their stories is a necessary precursor to healing and to regaining a sense of power and agency in their lives (Block & Leseho, 2005; Mahy, 1996; Thompson & Walsh, 2010).The experiences of displaced child characters in global children's literature mirror the experiences of children in our embodied world, and stories are important in the lives of both literary characters and real children. Like Alan's photograph, the stories of literary characters make the impersonal personal and the abstract immediate. These stories "arise out of human need" (Wrightson, 1996, p. 157), as do the stories of actual displaced children, as do the stories of their families, as do all of our stories. We are connected when we tell our own stories and when we hear and bear witness to others' stories (Cottle, 2013; Deveci, 2012; Thompson & Walsh, 2010). It is through storytelling in all its guises that we come to truly know and understand one another. There is a double layer of story in the books included in this study: the narrative of the novel and the stories told within it. Children in the United States might come to know displaced children around the world through global children's literature, and they might see parallels in the role that storytelling plays in all of our lives. …
10 citations
Dissertation•
1 Apr 2015
TL;DR: In this article, the authors investigate the nature of lying in parent-child relationships and present an ideology of lying to the end of the relationship, including perceptions and beliefs of the parent and the child.
Abstract: 1 Acknowledgements 2 Introduction: Why study lying in parent-child relationships anyways?......... 4 The Lies that Lie in the Literature 6 Nature of Lying 6 Lying Relationally 8 Lying Beliefs and Perceptions 11 Lying in Parent-Child Relationships 12 To Justify the Lie 15 Literature Review Conclusion 17 Methods: From telling lies to being told them 17 Findings: My oh my we lie 21 An Ideology of Lying: Encompassing perceptions and beliefs 21 Lying in Practice: Parent and child deceit 24 Parental Deceit 24 Child Lying 27 Life Stage Lies 28 Navigating the Parent-Child Relationship to Avoid Lying 30 Justifying the Lie 32 Concluding Findings 35 Conclusion: Lying to the End 36 References 38 Appendices 42
1 citations
Related Topics (5)
Performance Metrics
| Year | Papers |
|---|---|
| 2016 | 1 |
| 2015 | 1 |
| 1972 | 1 |