The holistic view of middle childhood children definitely should include assessing their cognitive growth. As an educational administrator, cognitive growth is an area that I feel needs to be closely looked at.
Because anxiety disorder in childhood it can be chronic and lead to substantial social, emotional, and educational impairment. And it is the most common disorder in children. This area is central in driving developmental milestones. And because strong language and thinking skills, and emotional a stability are critical for survival in society today (Mor & Meijers, 2009).
In Israel, they are examining the scientific basis of cognitive behavioral therapy that is used for treating children with anxiety issues. They are proving information on the components that include psycho-education, coping skills and exposure and the role of the parents in the therapy process (Mor & Meijers, 2009).
The method that they used is the assessment is the evidence-based assessment model. This particular model gathers information or data which leads to case conceptualization. Case conceptualization plays a large part in assisting treatment planning, treatment evaluation, monitoring of treatment progress, diagnosing existing anxiety, or potential cases, the cause or nature of the issue, and understanding patients, assessing cost and treatment effectiveness, the satisfaction of clients, monitoring changes during therapy, and treatment evaluation (Mor & Meijers, 2009).
In addition, as an administrator, it is a great idea to make assumptions and preplan for disorders of any type. Leaders must become proactive and schedule interviews with parents and children and probe for information that may reveal signs and symptoms of any anxiety disorders.
Mor, N., PhD., & Meijers, J., PhD. (2009).
Cognitive behavioral therapy in childhood anxiety. The Israel
Journal of Psychiatry and Related Sciences, 46(4),
282-9. Retrieved from
http://search.proquest.com/docview/
I agree that testing is necessary, but I disagree that it is the only method used in making a final determination of the weaknessess and/or problems that a child may be experiencing. It could be due to a particular stressor or the child may simply be experiencing some difficulties during the testing period. It is also wise to preplan and prepare, but I do not think we should make assumptions until all else has been attempted to help the child deal with and/or work on the causes of the anxieties.
ReplyDeleteThe National Education Organization had a good article about the fatalities of making assumption about children, diversity, disorders, and learning abilities. http://www.nea.org/article/34699.htm
Tabitha
I feel that assessing children is the only way to find out what they know. How do you think they would implement that information about the children?
ReplyDeleteI would like to send a well-earned thank you to my colleague Vinston Boyd. Thanks for your support and for sharing your ideas and research with us. I’m wishing you the best luck while here at Walden University.
ReplyDeleteRhonda Gordon