A paper "Children with Traumatic Brain Injury" outlines that TBI refers to brain injuries that are caused by external physical forces and not brain injuries that result during childbirth. TBI may occur in several ways for instance when the head hits an object…
TBI refers to brain injuries that are caused by external physical forces and not brain injuries that result during childbirth or those that are congenital and degenerative (Ponsford, Draper &Schonberger, 2008). In actual fact, TBI may occur in several ways for instance when the head hits an object, when the head comes into contact with force or when there is movement inside the skull. This results in the development of two types of TBI first being the closed head injury (CHI) which refers to brain damage that is not caused by exterior force and the damages are not visible. The other is open head injury (OHI) which is caused by the impact of external force resulting in the development of visible head injuries for instance swelling. Unfortunately, a child that sustains a brain injury may look fine at the moment but later in life, especially in the adolescent stage exhibit intense behavioral and cognitive problems. This implies that TBI causes children to have lifelong disabilities including cognitive, perceptual, memory, abstract thinking, psychosocial behavior, speech, language, attention, judgment, information processing, sensory, physical functions and problem-solving impairments (Saatman, Duhaime & Workshop Scientific Team and Advisory Panel Members, 2008). These disabilities are manifested in an array of characteristics depending on the location and extent of brain injury. They may also be permanent or temporary in nature where they can either cause total or partial psychosocial adjustment or functional disabilities. For instance, students with cognitive impairments suffer from long or short-term memory deficits thus remembering things and facts become quite difficult. Such students also suffer from impaired concentration and limited attention span. Therefore, they cannot engage in any activity for a long period of time even concentrating in class becomes difficult. Moreover, these students suffer from impaired perception where sequencing, judgment, and planning pose a serious problem. In addition, such children gravely suffer from communication problems which inhibit both their writing and reading skills. This is as a result of damage that occurs in the frontal lobes of the brain (Aimaretti & Ghigo, 2007). TBI also manifests behavioral and emotional characteristics which include mood swings, lowered self-esteem, self-centeredness, fatigue, anxiety, depression, restlessness and nosedived motivation. They are also unable to control their emotions as at times they may excessively cry or laugh. As a result, they can neither self-monitor nor relate well with others. This arises because of damage that occurs in the limbic system in the brain. On the other hand, the physical impairment characteristics include sensory impairments as well as vision, speech and hearing problems. Conversely, the students may suffer from constant headaches, paralysis or paresis of either or both sides, lack of proper balance, gait impairments, spasticity of muscles and seizure disorders. They also lack effective coordination especially the fine motor coordination. These physical characteristics arise due to an imbalance that affects the brain equilibrium. This is because of the development of the midline shift syndrome which further affects the weight, posture and drift posture of patients with TBI. As a result, the patients do not see a straight horizon or wall they see them as tilted (Parikh, Koch & Narayan, 2007). ...
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(“Children with Traumatic Brain Injury Term Paper”, n.d.)
Retrieved from https://studentshare.net/nursing/36873-children-with-tramatic-brain-injury
(Children With Traumatic Brain Injury Term Paper)
“Children With Traumatic Brain Injury Term Paper”, n.d. https://studentshare.net/nursing/36873-children-with-tramatic-brain-injury.
The author states that TBI may occur in several ways for instance when the head hits an object, when the head comes into contact with force or when there is movement inside the skull. This results into development of two types of TBI first being the closed head injury (CHI) and open head injury (OHI) which is caused by the impact of external force.
In resolving this case, the Court took into account precedents on psychiatric damage such as Alcock v Chief Constable of South Yorkshire Police,2 a case that also stemmed from the same incident, and Page v Smith.3 The application, however, of the legal dicta involved in these precedents to the White case potentially caused confusion that the House of Lords was prompted to call the law on psychiatric injury as illogical that only Parliament can find a solution to it.
As of January of 2011, more than thirty thousand American troops have been wounded in combat in or around Iraq alone. Those injuries which took place in or around Afghanistan add nearly another ten thousand to this number of wounded troops (Iraq Coalition Casualty Count, n.p.).
This paper will also try to understand why sexual deviance is a social problem and what causes people to behave in sexually deviant way. Finally, the paper will also provide an insight into how sexual deviance and psychodynamic theory of personality are related and how the theory can be used to get deep insight into the causes and preventive measures of sexual deviance.
A week later, John’s brother, the only family member he had left, committed suicide and died. In addition to these traumatic events in John’s life, he has a history of child neglect. John’s father was absent from their lives and they never knew him because his mother was a single parent having separated with the husband when the boys were still very young.
The case study fundamentally exemplifies the effects and diagnosis of Traumatic Brain Injury. It shows how a TBI affects a patient physically, socially, emotionally and medically. The case also entails some of the steps followed in the treatment of a TBI.
Domestic violence may take place in different form and /or types and in different stages of family development as the basic unit of the society, with forms such as emotional abuse; to the opposite sex through control and intimidation, psychological and emotional to the children perceived as a long term development of fear due to mistreatment, control and negligence, and criminal coercion, kidnapping or harassment to the neighbors conducted domestically, that is, by interfering with the domestic welfare of another family within the neighborhood.