Schools, peers, and the media can impact a child’s development. In schools, teachers play a role in encouraging academic success and student involvement. The characteristics of the school itself also can influence student involvement. For example, larger schools increase the sense of anonymity in students, and teachers are often hard-pressed to provide individualized instruction.

Peers aid in socialization, often through the act of play. Even young children begin to prefer to play with other children rather than play by themselves or with adults. Children often model their behaviors based on their peers. Peers can reinforce behaviors (which may be desirable or undesirable by caregivers or teachers), encourage socially appropriate behavior and attitudes, establish age-related values, and help children learn how to interact with others.

Although television and electronic media impact a child’s development, keep in mind that they only provide the medium for delivery of the message. The medium itself is neither inherently good nor bad. However, the harmful effects of television content (e.g., violence can increase aggressive behavior in viewers; stereotyped portrayals of ethnic and minority groups can leave viewers with inaccurate beliefs about these groups) are more readily recalled than the beneficial influences of some content (e.g., programs such as Sesame Street teach basic cognitive and pro-social skills to their young viewers).

For this Discussion, you will examine social-development theories as they relate to the impact of schools, peers, and media.

To prepare for this Discussion:

• Review this week’s Learning Resources and consider social-emotional development theories as they relate to the impact of schools, peers, and media.
• Select a current event or news item about a child/children in which the impact of schools, peers, or media was integral.

By Day 4

Post a brief description of the event or news item you selected. Then conceptualize and explain this event within the framework of social-emotional development theories. Be sure to include references to the impact of schools, peers, and/or media specific to the event or item. Provide a reference to the current event or news item and a link, if possible. Use proper APA format and citations.

readings for this week, only view whichever you want to answer question

Berk, L. E. (2014). Development through the lifespan (6th ed.). Upper Saddle River, NJ: Pearson Education.
Chapter 8, “Emotional and Social Development in Early Childhood” (pp. 254–286)
Chapter 10, “Emotional and Social Development in Middle Childhood” (pp. 328–358)

Deaton, S. (2015). Social learning theory in the age of social media: Implication for educational practitioners. Journal of Educational Technology, 12(1), 1–6.
Note: You will access this article from the Walden Library databases.

Green, L., & Brady, D. (2014). Do Australian children trust their parents more than peers when seeking support for online activities? Continuum: Journal of Media & Cultural Studies, 28(1), 112–122. doi:10.1080/10304312.2013.854866
Note: You will access this article from the Walden Library databases.

Martins, N., & Wilson, B. J. (2012). Mean on the screen: Social aggression in programs popular with children. Journal of Communication, 62(6), 991–1009. doi:10.1111/j.1460-2466.2012.01599.x
Note: You will access this article from the Walden Library databases.

Required Media

Laureate Education. (Producer). (2010b). How does media influence childhood behavior and beliefs? [Video file]. Baltimore, MD: Author.

Note:  The approximate length of this media piece is 3 minutes.

Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript

Optional Resources

Denham, S. A. (2007). Dealing with feelings: How children negotiate the worlds of emotions and social relationships. Cognition Brain Behavior, 11(1), 1–48.

Holmes, R. M. (2012). The outdoor recess activities of children at an urban school: Longitudinal and intraperiod patterns. American Journal of Play, 4(3), 327–351.

Zichermann, G. (Producer). (2011). How games make kids smarter [Video file]. Retrieved August 26, 2016, from http://www.ted.com/talks/gabe_zichermann_how_games_make_kids_smarter

Note: The approximate length of this media piece is 16 minutes.

Discussion: Schools, Peers, and Media Inf

Integrated Treatment for Substance Use Disorders  Research studies indicate that most adolescents with substance abuse (SA) disorders also qualify for diagnosis of one or more mental illnesses, including mood disorders, behavioral disorders, eating disorders, and psychosis (Shrier, Harris, Kurland, & Knight, 2003). Professionals refer to the co-occurrence of SA disorders and mental illness as comorbidity (i.e., dual diagnosis).  Prior to the 1970s, SA treatment was provided in mental health institutions. Since that time, treatment for SA has become increasingly separate from the mental health system. The treatment is usually provided at SA treatment centers or through the alcoholics anonymous (AA) twelve-step programs.  This separation has been a problem for people with dual diagnosis. When an individual presents with both SA disorder and mental illness, SA treatment facilities tend to refer the individual to mental health providers. Likewise, psychological services are not well equipped to handle substance-related issues and tend to refer those individuals back to SA treatment facilities. In other words, treatment providers do not address both issues at the same time. Most psychological service providers require individuals to resolve their addictions before beginning mental health treatment, and most SA treatment providers require the individuals to be psychiatrically stable before beginning SA recovery treatment.  In recent years, however, there has been a movement toward integrated treatment of SA disorders and mental illnesses or the treatment of both at the same time by the same service provider (Riggs, 2003; Sterling, Chi, & Hinman, 2011).  For this assignment, drawing upon the week’s information and ancillary research, address the following:  Discuss the integrated treatment for adolescents who have both SA disorder and mental illness. Do you support the existing model of treating one disorder first, then treating the other, or do you support the newer model of treating both at the same time? Provide at least three reasons for your position and support your argument using information from at least two academic sources and cite those sources using APA format. Create a description of a fictional adolescent struggling with both types of disorders (SA and a mental illness). Be specific in your identification of which substance-related disorder and which mental illness diagnosis the adolescent has been given; provide details about the adolescent’s symptoms; and make a recommendation for the adolescent’s treatment. Describe your recommendation, specifically mentioning whether it should be integrated or not. Provide a fictional description of the progress the adolescent makes in that treatment as a way to illustrate how and why the chosen method of treatment is effective. References:  Riggs, P. D. (2003). Treating adolescents for substance abuse and comorbid psychiatric disorders. Science and Practice Perspectives, 2(1), 18–29. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2851046/ pdf/spp-02-1-18.pdf Shrier, L. A., Harris, S. K., Kurland, M., & Knight, J. R. (2003). Substance use problems and associated psychiatric symptoms among adolescents in primary care. Pediatrics, 111(6), e699–e705. Retrieved from http:// www.pediatricsdigest.mobi/content/111/6/e699.full.pdf+html Sterling, S., Chi, F., & Hinman, A. (2011). Integrating care for people with co-occurring alcohol and other drug, medical, and mental health conditions. Alcohol Research and Health, 33(4), 338–349.

chapter covered:

• Elimination Disorders Substance Use Disorders Feeding and Eating Disorders
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• Fanti, K. A. (2007). Trajectories of pure and co-occurring internalizing and externalizing problems from age 2 to age 12: Findings from the NICHD study of early child care. Available from ProQuest Dissertations and Theses database. (Order No. 3260558) Jensen, C. D., Cushing, C. C., Aylward, B. S., Craig, J. T., Sorell, D. M., & Steele, R. G. (2011). Effectiveness of motivational interviewing interventions for adolescent substance use behavior change: A meta-analytic review. Journal of Consulting and Clinical Psychology, 79(4), 433–440. Younis, M. S., & Ali, L. D. (2012). Adolescent male with anorexia nervosa: A case report from Iraq. Child & Adolescent Psychiatry & Mental Health, 6(5) 1–5.
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• this is the text book I’m using, please add the reference also. Mash, E. & Wolfe, D. (2015). Abnormal Child Psychology (6th Ed.). Cengage Learning. (IBSN: 9781305105423)