DNews
Originally published on Oct 31, 2014
Cyberbullying is a serious issue, and the effects it can have on a person can last a lifetime. Join Trace as he discusses the extent of the negative effects.
The three-minute segment is video worth watching. It includes issues related to kids as well as adults.
Showing posts with label Children. Show all posts
Showing posts with label Children. Show all posts
Saturday, November 29, 2014
Is parenthood morally respectable?
By Thomas Rodham Wells
The Philosopher's Beard
Originally published November 5, 2014
Parents' private choices to procreate impose public costs without public accountability. Society is presented with expensive obligations to ensure every child a decent quality of life and their development into successful adults and citizens, and that means massive tax-subsidies for their health, education, parental income, and so forth. In addition, children have a demographic impact on public goods like the environment which creates additional costs for society and perhaps humanity as a whole.
So, is parenthood an irresponsible and selfish lifestyle choice?
The entire article is here.
The Philosopher's Beard
Originally published November 5, 2014
Parents' private choices to procreate impose public costs without public accountability. Society is presented with expensive obligations to ensure every child a decent quality of life and their development into successful adults and citizens, and that means massive tax-subsidies for their health, education, parental income, and so forth. In addition, children have a demographic impact on public goods like the environment which creates additional costs for society and perhaps humanity as a whole.
So, is parenthood an irresponsible and selfish lifestyle choice?
The entire article is here.
Thursday, November 20, 2014
Teaching Moral Values
Panellists: Michael Portillo, Anne McElvoy, Claire Fox and Giles Fraser
Witnesses: Adrian Bishop, Dr. Sandra Cooke, Professor Jesse Prinz and Dr. Ralph Levinson
Teaching your children a set of moral values to live their lives by is arguably one of the most important aspects of being a parent - and for some, one of the most neglected. In Japan that job could soon be handed to teachers and become part of the school curriculum. The Central Council for Education is making preparations to introduce moral education as an official school subject, on a par with traditional subjects like Japanese, mathematics and science. In a report the council says that since moral education plays an important role not only in helping children realise a better life for themselves but also in ensuring sustainable development of the Japanese state and society, so it should to taught more formally and the subject codified. The prospect of the state defining a set of approved values to be taught raises some obvious questions, but is it very far away from what we already accept? School websites often talk of their "moral ethos". The much quoted aphorism "give me the child until he is seven and I'll give you the man" is attributed to the Jesuits and why are church schools so popular if it's not for their faith based ethos? Moral philosophy is an enormously diverse subject, but why not use it to give children a broad set of tools and questions to ask, to help them make sense of a complex and contradictory world? If we try and make classrooms morally neutral zones are we just encouraging moral relativism? Our society is becoming increasingly secular and finding it hard to define a set of common values. As another disputed epigram puts it "When men stop believing in God, they don't believe in nothing. They believe in anything."
Could moral education fill the moral vacuum?
Moral Maze - Presented by Michael Buerk
The audio file can be accessed here.
Witnesses: Adrian Bishop, Dr. Sandra Cooke, Professor Jesse Prinz and Dr. Ralph Levinson
Teaching your children a set of moral values to live their lives by is arguably one of the most important aspects of being a parent - and for some, one of the most neglected. In Japan that job could soon be handed to teachers and become part of the school curriculum. The Central Council for Education is making preparations to introduce moral education as an official school subject, on a par with traditional subjects like Japanese, mathematics and science. In a report the council says that since moral education plays an important role not only in helping children realise a better life for themselves but also in ensuring sustainable development of the Japanese state and society, so it should to taught more formally and the subject codified. The prospect of the state defining a set of approved values to be taught raises some obvious questions, but is it very far away from what we already accept? School websites often talk of their "moral ethos". The much quoted aphorism "give me the child until he is seven and I'll give you the man" is attributed to the Jesuits and why are church schools so popular if it's not for their faith based ethos? Moral philosophy is an enormously diverse subject, but why not use it to give children a broad set of tools and questions to ask, to help them make sense of a complex and contradictory world? If we try and make classrooms morally neutral zones are we just encouraging moral relativism? Our society is becoming increasingly secular and finding it hard to define a set of common values. As another disputed epigram puts it "When men stop believing in God, they don't believe in nothing. They believe in anything."
Could moral education fill the moral vacuum?
Moral Maze - Presented by Michael Buerk
The audio file can be accessed here.
Monday, September 8, 2014
Can You Call a 9-Year-Old a Psychopath?
By Jennifer Kahn
The New York Times
Originally published May 11, 2012
Here is an excerpt:
For the past 10 years, Waschbusch has been studying “callous-unemotional” children — those who exhibit a distinctive lack of affect, remorse or empathy — and who are considered at risk of becoming psychopaths as adults. To evaluate Michael, Waschbusch used a combination of psychological exams and teacher- and family-rating scales, including the Inventory of Callous-Unemotional Traits, the Child Psychopathy Scale and a modified version of the Antisocial Process Screening Device — all tools designed to measure the cold, predatory conduct most closely associated with adult psychopathy. (The terms “sociopath” and “psychopath” are essentially identical.) A research assistant interviewed Michael’s parents and teachers about his behavior at home and in school. When all the exams and reports were tabulated, Michael was almost two standard deviations outside the normal range for callous-unemotional behavior, which placed him on the severe end of the spectrum.
Currently, there is no standard test for psychopathy in children, but a growing number of psychologists believe that psychopathy, like autism, is a distinct neurological condition — one that can be identified in children as young as 5. Crucial to this diagnosis are callous-unemotional traits, which most researchers now believe distinguish “fledgling psychopaths” from children with ordinary conduct disorder, who are also impulsive and hard to control and exhibit hostile or violent behavior.
The entire article is here.
The New York Times
Originally published May 11, 2012
Here is an excerpt:
For the past 10 years, Waschbusch has been studying “callous-unemotional” children — those who exhibit a distinctive lack of affect, remorse or empathy — and who are considered at risk of becoming psychopaths as adults. To evaluate Michael, Waschbusch used a combination of psychological exams and teacher- and family-rating scales, including the Inventory of Callous-Unemotional Traits, the Child Psychopathy Scale and a modified version of the Antisocial Process Screening Device — all tools designed to measure the cold, predatory conduct most closely associated with adult psychopathy. (The terms “sociopath” and “psychopath” are essentially identical.) A research assistant interviewed Michael’s parents and teachers about his behavior at home and in school. When all the exams and reports were tabulated, Michael was almost two standard deviations outside the normal range for callous-unemotional behavior, which placed him on the severe end of the spectrum.
Currently, there is no standard test for psychopathy in children, but a growing number of psychologists believe that psychopathy, like autism, is a distinct neurological condition — one that can be identified in children as young as 5. Crucial to this diagnosis are callous-unemotional traits, which most researchers now believe distinguish “fledgling psychopaths” from children with ordinary conduct disorder, who are also impulsive and hard to control and exhibit hostile or violent behavior.
The entire article is here.
Wednesday, July 2, 2014
What Do We Owe to Child Migrants?
By Rachel Fabi and Mohini Banerjee
Bioethics Forum
Originally posted June 26, 2014
From October 1, 2013, through June 15, 2014, more than 52,000 child migrants crossed the U.S.-Mexico border in South Texas, overwhelming the U.S. Customs and Border Patrol and the Department of Homeland Security (DHS). The Obama administration has declared this an “urgent humanitarian situation” and has authorized DHS to establish a Unified Coordinating Group led by the Federal Emergency Management Agency (FEMA) to provide for the children’s humanitarian needs. While the recent upsurge, and the myths circulating among migrants that there is a window of opportunity for children seeking asylum (or for women with young children), have caught the attention of policy-makers and the media, a May 2014 report by the United Nations High Commissioner for Refugees (UNHCR) concludes that this pattern of “mixed” migration, which includes children fleeing violent home countries, in addition to more typical economic migrants, began in 2009.
What do we owe these children? What is an appropriate ethical and legal framework for exploring and articulating our obligations, both in terms of immediate humanitarian aid and beyond?
The entire article is here.
Bioethics Forum
Originally posted June 26, 2014
From October 1, 2013, through June 15, 2014, more than 52,000 child migrants crossed the U.S.-Mexico border in South Texas, overwhelming the U.S. Customs and Border Patrol and the Department of Homeland Security (DHS). The Obama administration has declared this an “urgent humanitarian situation” and has authorized DHS to establish a Unified Coordinating Group led by the Federal Emergency Management Agency (FEMA) to provide for the children’s humanitarian needs. While the recent upsurge, and the myths circulating among migrants that there is a window of opportunity for children seeking asylum (or for women with young children), have caught the attention of policy-makers and the media, a May 2014 report by the United Nations High Commissioner for Refugees (UNHCR) concludes that this pattern of “mixed” migration, which includes children fleeing violent home countries, in addition to more typical economic migrants, began in 2009.
What do we owe these children? What is an appropriate ethical and legal framework for exploring and articulating our obligations, both in terms of immediate humanitarian aid and beyond?
The entire article is here.
Thursday, May 9, 2013
Most Docs Don't Follow ADHD Treatment Guidelines for Preschoolers: Study
By Robert Preidt
MedicineNet.com
Originally published on May 4, 2013
About 90 percent of pediatric specialists who diagnose and manage attention-deficit/hyperactivity disorder (ADHD) in preschool children do not follow treatment guidelines published recently by the American Academy of Pediatrics, according to a new study.
Some prescribe medications too soon, while others do not give the young patients drugs even as a second-line treatment, according to study author Dr. Andrew Adesman, chief of developmental and behavioral pediatrics at Cohen Children's Medical Center in New Hyde Park, N.Y., and colleagues.
The American Academy of Pediatrics (AAP) guidelines recommend that behavior therapy be the first treatment approach for preschoolers with ADHD, and that treatment with medication should be used only when behavior-management counseling is unsuccessful. (Emphasis added)
The entire story is here.
Click here to review the guidelines.
A similar story can be found in Time.
MedicineNet.com
Originally published on May 4, 2013
About 90 percent of pediatric specialists who diagnose and manage attention-deficit/hyperactivity disorder (ADHD) in preschool children do not follow treatment guidelines published recently by the American Academy of Pediatrics, according to a new study.
Some prescribe medications too soon, while others do not give the young patients drugs even as a second-line treatment, according to study author Dr. Andrew Adesman, chief of developmental and behavioral pediatrics at Cohen Children's Medical Center in New Hyde Park, N.Y., and colleagues.
The American Academy of Pediatrics (AAP) guidelines recommend that behavior therapy be the first treatment approach for preschoolers with ADHD, and that treatment with medication should be used only when behavior-management counseling is unsuccessful. (Emphasis added)
The entire story is here.
Click here to review the guidelines.
A similar story can be found in Time.
Monday, March 25, 2013
Antipsychotic Use Skyrockets in America's Poorest Children
By Fran Lowry
Medscape Today News
Originally published March 12, 2013
Antipsychotic use among Medicaid-insured children from low- or very-low-income families skyrocketed in just under a decade, new research shows.
Investigators from the University of Maryland in Baltimore found that from 1997 to 2006, use of antipsychotic medications in this population increased 7- to 12-fold, with most of the increased use associated with treatment for behavioral problems.
"Awareness of the expanding use of antipsychotic medications in the emotional and behavioral treatment of children has been noted in several studies of community-based pediatric populations," lead author Julie Magno Zito, PhD, from the University of Maryland, told Medscape Medical News.
"But," she added, "additional information is needed on trends in our neediest youth, namely according to how antipsychotic users differ in terms of their eligibility for Medicaid insurance coverage and the reasons for use. Such information would help to characterize the 'who' and 'why' of expanded antipsychotic use."
The study is published in the March issue of Psychiatric Services.
The entire article is here.
Medscape Today News
Originally published March 12, 2013
Antipsychotic use among Medicaid-insured children from low- or very-low-income families skyrocketed in just under a decade, new research shows.
Investigators from the University of Maryland in Baltimore found that from 1997 to 2006, use of antipsychotic medications in this population increased 7- to 12-fold, with most of the increased use associated with treatment for behavioral problems.
"Awareness of the expanding use of antipsychotic medications in the emotional and behavioral treatment of children has been noted in several studies of community-based pediatric populations," lead author Julie Magno Zito, PhD, from the University of Maryland, told Medscape Medical News.
"But," she added, "additional information is needed on trends in our neediest youth, namely according to how antipsychotic users differ in terms of their eligibility for Medicaid insurance coverage and the reasons for use. Such information would help to characterize the 'who' and 'why' of expanded antipsychotic use."
The study is published in the March issue of Psychiatric Services.
The entire article is here.
Friday, June 22, 2012
Rates of Nonsuicidal Self-Injury in Youth: Age, Sex, and Behavioral Methods in a Community Sample
AUTHORS:
The goal was to assess the rate and behavioral methods of nonsuicidal self-injury (NSSI) in a community sample of youth and examine effects of age and sex.
Andrea L. Barrocas, MA, Benjamin L. Hankin, PhD, Jami F. Young, PhD, and John R. Z. Abela, PhD
OBJECTIVE: 
The goal was to assess the rate and behavioral methods of nonsuicidal self-injury (NSSI) in a community sample of youth and examine effects of age and sex.METHODS:
Youth in the third, sixth, and ninth grades (ages 7–16) at schools in the community were invited to participate in a laboratory study. A total of 665 youth (of 1108 contacted; 60% participation rate) were interviewed about NSSI over their lifetime via the Self-Injurious Thoughts and Behaviors Interview.
RESULTS:
Overall, 53 (8.0%) of the 665 youth reported engaging in NSSI; 9.0% of girls and 6.7% of boys reported NSSI engagement; 7.6% of third graders, 4.0% of sixth-graders, and 12.7% of ninth-graders reported NSSI engagement. There was a significant grade by gender interaction; girls in the ninth grade (19%) reported significantly greater rates of NSSI than ninth-grade boys (5%). Behavioral methods of NSSI differed by gender. Girls reported cutting and carving skin most often, whereas boys reported hitting themselves most often. Finally, 1.5% of youth met some criteria for the proposed fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) diagnosis of NSSI.
CONCLUSIONS:
Children and adolescents engage in NSSI. Ninth-grade girls seem most at risk, as they engage in NSSI at 3 times the rate of boys. Behavioral methods of NSSI also vary by grade and gender. As possible inclusion of an NSSI diagnosis in the fifth edition of the DSM-5 draws near, it is essential to better understand NSSI engagement across development and gender.
Pediatrics 2012;130:39–45
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