Burn victims not only endure the physical effects of their injuries, but they also experience long -
term psychological challenges.
Not exact matches
Over the course of the 20th century, some of the most persistent
challenges in public education — from the dropout problem in the 1950s, to educational disadvantage in the 1960s, to school discipline in recent years — have been reframed in
psychological terms.
According to the model proposed by Hurtes & Allen (2001), it is possible to mark out a typical resilient profile characterized by specific
psychological dimensions: the «insight», that is the ability to understand people, situations and their communication; the «independence», consisting in the attitude to care for others while remaining true to own self; the «creativity» that allows to cope daily
challenges through the generation of alternative solutions; the «sense of humor», referring to ability to poke fun themselves and to find joy in own context; the «initiative», that is, a desire to pursue proactively own life; the «supportive relationships», in
terms of the ability to establish positive relationships with the others; and, finally, the «values orientation» that allows to identify the morally right and appropriate behavior.
Problems with communication, specifically non-verbal cognitive ability, are a strong predictor of externalising behaviour problems.3 Children with ASD exhibit more severe internalising and externalising behaviours than non-ASD children, as well as a high prevalence of aggressive behaviour.3 These behavioural
challenges can often cause caregivers more distress and mental health problems than the core ASD symptoms.4, 5 Increased child behaviour problems and parental (especially maternal)
psychological distress compared with children without autism is established early in life — by the time that children are aged 5 years.6 These co-occurring, behaviour problems are of concern in early childhood because of the importance of these early years for longer
term child developmental outcomes.7