Sentences with phrase «symptom of sexual abuse»

I've heard that this is a symptom of sexual abuse?

Depression is the most commonly reported symptom of sexual abuse.

Not exact matches

We stressed that although any one of these symptoms may not, in itself, indicate sexual abuse, all do show that the child is experiencing some kind of physical, emotional or psychological discomfort, and should be checked out.

Much of her clinical management in the perinatal period has focused on the following: 1) women with a history of childhood sexual abuse and its effects on childbearing; 2) methods to alleviate clinical symptoms of pregnancy such as premature labor, hyperemesis gravidarum, bleeding; and the psychological issues of anxiety and depression; 3) attachment disorders; 4) helping women through events of traumatic birth and loss; 5) postpartum mood disorders; and 6) methods of pain relief in labor with self - hypnosis.

Child sexual abuse images and videos are nearly always a symptom of abuse.

One of the children would come home to the wife and display symptoms of sexual molestation or abuse by the husband

He identifies relationships with concerning components such as lack of sexual or emotional intimacy, frequent arguing, parenting issues, infidelity, or substance abuse as symptoms that warrant counseling.

Counseling Skills for Working With Trauma: Healing From Child Sexual Abuse, Sexual Violence and Domestic Abuse Sanderson (2013) View Abstract Provides a comprehensive introductory guide to understanding complex trauma and offers practical advice on counseling survivors of domestic violence and helping them learn practical skills to restore control over trauma symptoms in order to aid healing and posttraumatic growth.

The Role of Depression and Dissociation in the Link Between Childhood Sexual Abuse and Later Parental Practices Collin - Vezina, Cyr, Pauze, & McDuff Journal of Trauma and Dissociation, 6 (1), 2005 View Abstract Explores the link between child sexual abuse and maternal parenting, while taking into account mothers» childhood physical and emotional traumas and current depressive and dissociative symSexual Abuse and Later Parental Practices Collin - Vezina, Cyr, Pauze, & McDuff Journal of Trauma and Dissociation, 6 (1), 2005 View Abstract Explores the link between child sexual abuse and maternal parenting, while taking into account mothers» childhood physical and emotional traumas and current depressive and dissociative sympAbuse and Later Parental Practices Collin - Vezina, Cyr, Pauze, & McDuff Journal of Trauma and Dissociation, 6 (1), 2005 View Abstract Explores the link between child sexual abuse and maternal parenting, while taking into account mothers» childhood physical and emotional traumas and current depressive and dissociative symsexual abuse and maternal parenting, while taking into account mothers» childhood physical and emotional traumas and current depressive and dissociative sympabuse and maternal parenting, while taking into account mothers» childhood physical and emotional traumas and current depressive and dissociative symptoms.

Sticks, Stones, and Hurtful Words: Relative Effects of Various Forms of Childhood Maltreatment Teicher, Samson, Polcari, & McGreenery American Journal of Psychiatry, 163 (6), 2006 Examines the impact of parental verbal aggression, witnessing domestic violence, physical abuse, and sexual abuse, by themselves and in combination, on psychiatric symptoms.

The 3 adequate and relevant studies failed to find an association between the severity of eating disorder symptoms and childhood sexual abuse.

Elevated rates of academic and conduct problems, substance abuse, 9,10 previous forced sexual contact, 11 and a greater number of sexual partners12 have been reported among teenage fathers, which may be symptoms of childhood exposure to abuse and domestic violence.9, 10 However, because the prevalence of exposure to childhood abuse among teenage fathers has not been previously investigated, no conclusions about the potential relevance of childhood abuse to teen paternity can be drawn.

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risk youth / Successful careers / Suicidal behaviour in GLB youth / Suicide (1) / Suicide (2) / Suicide attempts / Suicide risk / Suitability for practice / Supervision (1) / Supervision (2) / Supervision (3) / Supervision (4) / Supervision (5) / Supervision (6) / Supervision (7) / Supervision (8) / Supervision (9) / Supervision and ethics / Supervision and practice / Supervision and teaching / Supervision formats / Supervision: Parallel process / Supervision wish list / Supervisor insecurity / Support for self - harm / Support for self - harm / Symbolic communication / Symptom tolerance guaranteed / Systemic thinking / Systems (1) / Systems (2) / Systems (3) / Systems and spheres of influence / Systems thinking / Systems vs developmental vSexual abuse / Sexual abuse in an institutional setting / Sexual abuse recovery work / Shaping modifying environments / Sharing and bearing with a child / Showing that life can be enjoyable / Significant adults / Significant learning / Silence / Silent voices / Single cause / Size of residential settings / Sleep / Small group living / Small groups / Social brain (The) / Social care in Ireland / Social care — the field / Social change / Social competence (1) / Social competence (2) / Social Competencies: Affect / Social networks in restricted settings / Social Pedagogy / Social policy / Social skills training (1) / Social skills training (2) / Social skills training (3) / Social skills training (4) / Social skills training (5) / Socratic questioning / Solution - focused principles / Some unanswered questions / Space and place / Space under threat / Spaces / Spatial arrangements / Special considerations in the development process / Spiritual connection / Spiritual well - being / Spirituality / St. John Bosco / Staff and sexual orientation / Staff induction / Staff integrity / Staff meeting / Staff morale / Staff morale in children's homes / Staff retention / Staff selection / Staff support / Staff training groups in institutions / Staff turnover / Staff values and discipline / Staffing / Statement of Purpose / Status of care workers / Stealing / Steering a middle course / Stigma / Story, time, motion, place / Story unfolding / Storybook reading / Street children (1) / Street children (2) / Street children (3) / Street children (4) / Street children (5) / Street children (6) / Street children and self - determination / Street corner / Street kids / Street youth and prostitution / Streetsmart kids / Stress / Stress in child care work / Strengths (1) / Strengths (2) / Strengths (3) / Structure of activities / Structured storying / Structuring the relationship / Stuck clients / Students / Students, self and practice / Succeeding with at - risk youth / Successful careers / Suicidal behaviour in GLB youth / Suicide (1) / Suicide (2) / Suicide attempts / Suicide risk / Suitability for practice / Supervision (1) / Supervision (2) / Supervision (3) / Supervision (4) / Supervision (5) / Supervision (6) / Supervision (7) / Supervision (8) / Supervision (9) / Supervision and ethics / Supervision and practice / Supervision and teaching / Supervision formats / Supervision: Parallel process / Supervision wish list / Supervisor insecurity / Support for self - harm / Support for self - harm / Symbolic communication / Symptom tolerance guaranteed / Systemic thinking / Systems (1) / Systems (2) / Systems (3) / Systems and spheres of influence / Systems thinking / Systems vs developmental vSexual abuse in an institutional setting / Sexual abuse recovery work / Shaping modifying environments / Sharing and bearing with a child / Showing that life can be enjoyable / Significant adults / Significant learning / Silence / Silent voices / Single cause / Size of residential settings / Sleep / Small group living / Small groups / Social brain (The) / Social care in Ireland / Social care — the field / Social change / Social competence (1) / Social competence (2) / Social Competencies: Affect / Social networks in restricted settings / Social Pedagogy / Social policy / Social skills training (1) / Social skills training (2) / Social skills training (3) / Social skills training (4) / Social skills training (5) / Socratic questioning / Solution - focused principles / Some unanswered questions / Space and place / Space under threat / Spaces / Spatial arrangements / Special considerations in the development process / Spiritual connection / Spiritual well - being / Spirituality / St. John Bosco / Staff and sexual orientation / Staff induction / Staff integrity / Staff meeting / Staff morale / Staff morale in children's homes / Staff retention / Staff selection / Staff support / Staff training groups in institutions / Staff turnover / Staff values and discipline / Staffing / Statement of Purpose / Status of care workers / Stealing / Steering a middle course / Stigma / Story, time, motion, place / Story unfolding / Storybook reading / Street children (1) / Street children (2) / Street children (3) / Street children (4) / Street children (5) / Street children (6) / Street children and self - determination / Street corner / Street kids / Street youth and prostitution / Streetsmart kids / Stress / Stress in child care work / Strengths (1) / Strengths (2) / Strengths (3) / Structure of activities / Structured storying / Structuring the relationship / Stuck clients / Students / Students, self and practice / Succeeding with at - risk youth / Successful careers / Suicidal behaviour in GLB youth / Suicide (1) / Suicide (2) / Suicide attempts / Suicide risk / Suitability for practice / Supervision (1) / Supervision (2) / Supervision (3) / Supervision (4) / Supervision (5) / Supervision (6) / Supervision (7) / Supervision (8) / Supervision (9) / Supervision and ethics / Supervision and practice / Supervision and teaching / Supervision formats / Supervision: Parallel process / Supervision wish list / Supervisor insecurity / Support for self - harm / Support for self - harm / Symbolic communication / Symptom tolerance guaranteed / Systemic thinking / Systems (1) / Systems (2) / Systems (3) / Systems and spheres of influence / Systems thinking / Systems vs developmental vSexual abuse recovery work / Shaping modifying environments / Sharing and bearing with a child / Showing that life can be enjoyable / Significant adults / Significant learning / Silence / Silent voices / Single cause / Size of residential settings / Sleep / Small group living / Small groups / Social brain (The) / Social care in Ireland / Social care — the field / Social change / Social competence (1) / Social competence (2) / Social Competencies: Affect / Social networks in restricted settings / Social Pedagogy / Social policy / Social skills training (1) / Social skills training (2) / Social skills training (3) / Social skills training (4) / Social skills training (5) / Socratic questioning / Solution - focused principles / Some unanswered questions / Space and place / Space under threat / Spaces / Spatial arrangements / Special considerations in the development process / Spiritual connection / Spiritual well - being / Spirituality / St. John Bosco / Staff and sexual orientation / Staff induction / Staff integrity / Staff meeting / Staff morale / Staff morale in children's homes / Staff retention / Staff selection / Staff support / Staff training groups in institutions / Staff turnover / Staff values and discipline / Staffing / Statement of Purpose / Status of care workers / Stealing / Steering a middle course / Stigma / Story, time, motion, place / Story unfolding / Storybook reading / Street children (1) / Street children (2) / Street children (3) / Street children (4) / Street children (5) / Street children (6) / Street children and self - determination / Street corner / Street kids / Street youth and prostitution / Streetsmart kids / Stress / Stress in child care work / Strengths (1) / Strengths (2) / Strengths (3) / Structure of activities / Structured storying / Structuring the relationship / Stuck clients / Students / Students, self and practice / Succeeding with at - risk youth / Successful careers / Suicidal behaviour in GLB youth / Suicide (1) / Suicide (2) / Suicide attempts / Suicide risk / Suitability for practice / Supervision (1) / Supervision (2) / Supervision (3) / Supervision (4) / Supervision (5) / Supervision (6) / Supervision (7) / Supervision (8) / Supervision (9) / Supervision and ethics / Supervision and practice / Supervision and teaching / Supervision formats / Supervision: Parallel process / Supervision wish list / Supervisor insecurity / Support for self - harm / Support for self - harm / Symbolic communication / Symptom tolerance guaranteed / Systemic thinking / Systems (1) / Systems (2) / Systems (3) / Systems and spheres of influence / Systems thinking / Systems vs developmental vsexual orientation / Staff induction / Staff integrity / Staff meeting / Staff morale / Staff morale in children's homes / Staff retention / Staff selection / Staff support / Staff training groups in institutions / Staff turnover / Staff values and discipline / Staffing / Statement of Purpose / Status of care workers / Stealing / Steering a middle course / Stigma / Story, time, motion, place / Story unfolding / Storybook reading / Street children (1) / Street children (2) / Street children (3) / Street children (4) / Street children (5) / Street children (6) / Street children and self - determination / Street corner / Street kids / Street youth and prostitution / Streetsmart kids / Stress / Stress in child care work / Strengths (1) / Strengths (2) / Strengths (3) / Structure of activities / Structured storying / Structuring the relationship / Stuck clients / Students / Students, self and practice / Succeeding with at - risk youth / Successful careers / Suicidal behaviour in GLB youth / Suicide (1) / Suicide (2) / Suicide attempts / Suicide risk / Suitability for practice / Supervision (1) / Supervision (2) / Supervision (3) / Supervision (4) / Supervision (5) / Supervision (6) / Supervision (7) / Supervision (8) / Supervision (9) / Supervision and ethics / Supervision and practice / Supervision and teaching / Supervision formats / Supervision: Parallel process / Supervision wish list / Supervisor insecurity / Support for self - harm / Support for self - harm / Symbolic communication / Symptom tolerance guaranteed / Systemic thinking / Systems (1) / Systems (2) / Systems (3) / Systems and spheres of influence / Systems thinking / Systems vs developmental views /

Other risk factors significantly associated with a history of attempted suicide by both boys and girls after controlling for other factors in the models were somatic symptoms, such as headaches and stomach problems, a history of sexual or physical abuse, having a family member attempt or complete suicide, having health concerns, frequent alcohol or marijuana use, or ever using any other drugs.

Victims have been shown to experience more post-traumatic stress and dissociation symptoms than non-abused children, 8 as well as more depression and conduct problems.9 They engage more often in at - risk sexual behaviours.10 Victims are also more prone to abusing substances, 11 and to suicide attempts.12 These mental health problems are likely to continue into adulthood.13 CSA victims are also more at risk than non-CSA youth to experience violence in their early romantic relationships; 14 women exposed to CSA have a two to three-fold risk of being sexually revictimized in adulthood compared with women without a history of CSA exposure.15

Recognize how to identify cognitive, physical and emotional irregularities in art that may indicate symptoms of anxiety and mood disorders and identify potential issues of physical and sexual abuse.

A Follow - up Study of a Multisite, Randomized, Controlled Trial for Children With Sexual Abuse - Related PTSD Symptoms Journal of the American Academy of Child & Adolescent Psychiatry: December 2006 - Volume 45 - Issue 12 - pp 1474 - 1484

Evaluating the effects of childhood sexual abuse with the Trauma Symptom Checklists.

For example, in the 1 % or 2 % of the cases in which the child's allegation of sexual abuse incest against a parent is induced and elicited by the pathogenic parenting practices of a narcissistic / borderline parent, in those 1 % — 2 % of cases the likelihood that the child's symptoms were induced or elicited by the pathogenic parenting practices of a narcissistic / borderline parent is 100 % — in those cases.

Sexual abuse, family environment, and psychological symptoms: On the validity of statistical control.

Mental health and law enforcement professionals: trauma history, psychological symptoms, and impact of providing services to child sexual abuse survivors.

Coping with daily life activities Sexual Abuse history getting in the way of your relationship Discomfort with sex Difficulty setting limits and boundaries Flashbacks and PTSD symptoms Panic Attacks Body Memories3

Studying the long - term effects of sexual abuse: The Trauma Symptom Checklist (TSC) scales.

An investigation of the relationship between chronic pelvic pain in adult women and child sexual abuse utilizing the Trauma Symptom Checklist — 40.

Reactions to disclosure of childhood sexual abuse: the effect on adult symptoms.

They also explore and develop strategies for supporting their child in treatment and beyond.Parents are also involved in dyad sessions with their child to strengthen attachment, enable them to bear witness to their child's experiences and to promote dialogue between them which is healthy and supports recovery.Family therapy work also occurs between the child, parents and other significant family members to address issues of family dynamics that exacerbate the symptoms of child sexual abuse.

A follow - up study of a multi-site, randomized controlled trial for children with sexual abuse - related PTSD symptoms.

Safe and Timely Interstate Placement of Foster Children Act of 2006 Safety assessment School - based services Screening Search and reunion Secondary trauma Second - parent adoption Self - sufficiency Service improvement Sexual abuse Shaken baby syndrome Shared family care Sibling abuse Siblings Signs and symptoms of child abuse and neglect Single parents Social marketing Social supports Special needs Standards Standby guardianship State child welfare agencies

Gender Differences in the Associations Among Sexual Abuse, Posttraumatic Stress Symptoms, and Delinquent Behaviors in a Sample of Detained Adolescents.

We found that experiences of cyber dating abuse were most significantly correlated with being female, committing a greater variety of delinquent behaviors, having had sexual activity in one's lifetime, having higher levels of depressive symptoms, and having higher levels of anger / hostility.

When one sees another constellation of symptoms of alienation — e.g., symptoms of physical abuse, emotional abuse, sexual abuse, and neglect — one usually sees other reasons having little, if anything, to do with PAS programming.