Assessment and Treatment
Milestones can play a significant role in a child’s growth phases. When a child learns to recognize sounds, settings, and motor abilities, caregivers experience a surge of pleasure. However, if there are inefficiencies, a sensation of fear tends to emerge, making caregivers apprehensive about any delays in the developmental cycle. Early childhood assessments are essential for obtaining data and providing crucial data to caregivers and instructors about the development cycle. Indeed, evaluations and treatments for diagnoses in early childhood have been demonstrated to be highly effective in healing and learning to manage. Delays or deficiencies in growth domains are only a part of the important protocol required to validate the possibility of problems. Human service workers can build successful diagnostic therapies via routine inspections and accurate documentation.
Accurate assessments and effective therapeutic methods are required to build an environment suitable to meeting the client’s objectives. To manage a client appropriately, a specialist must first examine the issue in order to detect indicators and identify the intensity of the actions. As a result, accurate assessment serves as the cornerstone for therapy strategies, taking into account any underlying stress or etiologies. Earlier assessments can also play a significant role in avoiding the likelihood of comorbidities, which are linked to death, enjoyment of existence, and medical care costs. Assessments and therapy methods also aid in reducing the chance of incorrect diagnoses in individuals. Signs can sometimes be identical amongst illnesses, causing misunderstanding and leading to incorrect therapies and diagnoses. As a result, it is critical to consult with the child’s physician and educate oneself on the symptoms of illnesses (Early Recognition of Child Development Problems / Educational Video, 2009). There is no single diagnostic technique that can offer all of the responses to diagnostic concerns.
Misdiagnosis might result in the administration of incorrect medications. This may cause the youngster more harm than if the treatment had not been started in the first place. Assessments that induce the youngster to feel confused and anxious are another way that the youngster can be harmed further. Professor Johanna Darragh Ernst stated in a short movie I viewed, “that people regard the assessments as anything that people can complete if they have the opportunity to accomplish it.” The assessment should be included in the syllabus so that they may monitor and analyze the children and understand where they require to develop.” Educators in the regional educational system are required to assess learners at minimum twice a year. This will enable the educators to identify any concerns the kid may possess, devise a remedial plan of action, and discuss with the caregivers the possibility of treatment with a health care provider.
Implications that contribute to certain myths include the belief that one evaluation may offer the resolution for whatever one needs to understand regarding the child or that evaluations can misdiagnose and result in categorization. There are assessments in existence to identify, prognosis, and treat individuals who may be showing indicators of developmental difficulties. As a result, the involvement of educators and caregivers is required to assist reduce the likelihood of the emergence of developmental disorders that can become permanent. Stigmas linked with examinations and therapies emerge as a result of a lack of knowledge and discriminatory restrictions. Stigmas are likely to have an impact on the burden or quality of treatment for both the provider and the patients. People, for instance, become concerned about seeking therapies for worry of being labeled; or having a tag that they will never be capable of getting rid of.
This fear results in a forming habit that impacts the entire household structure and may progress to other behavioural or psychological illnesses. According to Mukolo, Heflinger, and Wallston (2010), “stigmatization is a vast cycle that begins with labeling and unfavorable preconceptions and progresses to devaluing and, ultimately, prejudice.” As a result, stigmas affect actions and beliefs, becoming more detrimental than beneficial. Inadequate knowledge might also result in incorrect diagnoses on behalf of the practitioner. A frequent fallacy that hinders practitioners’ capacity to assess appropriately is the belief that all children learn at a similar ability and at a similar rate (PSY 314 Child Assessment Common Misunderstandings CC, 2017). Since every child is different and has various levels of academic ability, it is impossible to evaluate every child’s growth on a single scale. As a result, each expert should assess and manage patients depending on individual qualities rather than collective assessments.
References
Abraham Mukolo, Kenneth A Wallston, & Craig Anne Heflinger. (February). The stigma of childhood mental disorders: a conceptual framework. PubMed. https://pubmed.ncbi.nlm.nih.gov/20215931/
Early Recognition Of Child Development Problems / Educational Video [Video file]. (2009, February 11). Retrieved from https://www.youtube.com/watch? v=KrUNBfyjlBk&feature=youtu.be
PSY 314 Child Assessment Common Misunderstandings CC [Video file]. (2017, March 29). Retrieved from https://www.youtube.com/watch?v=z6rUCi47Fgc
Leave a Reply