Mental health issues such as depression

home can affect them mentally and physically and emotionally leading them to be either withdrawn or aggressive towards other children and adults affecting their learning.

Emotional Abuse

Constant belittling, shaming, and humiliating a child. Calling names and making negative comparisons to others. Telling a child he or she is “no good," "worthless," "bad," or "a mistake. " Frequent yelling, threatening, or bullying. Ignoring or rejecting a child as punishment, giving him or her silent treatment. Limited physical contact with the child—no hugs, kisses, or other signs of affection.

Exposing the child to violence or the abuse of others, whether it be the abuse of a parent, a sibling, or even a pet. Child neglect a very common type of child abuse—is a pattern of failing to provide for a child's basic needs, whether it be adequate food, clothing, hygiene, or supervision. Child neglect is not always easy to spot. Sometimes, a parent might become physically or mentally unable to care for a child, such as with a serious injury, untreated depression, or anxiety. Other times, alcohol or drug abuse may seriously impair judgment and the ability to keep a child safe. Older children might not show outward signs of neglect, becoming used to presenting a competent face to the outside world, and even taking on the role of the parent.

But at the end of the day, neglected children are not getting their physical and emotional needs met. Physical child abuse involves physical harm or injury to the child. It may be the result of a deliberate attempt to hurt the child, but not always. It can also result from severe discipline, such as using a belt on a

child, or physical punishment that is inappropriate to the child’s age or physical condition. Many physically abusive parents and caregivers insist that their actions are simply forms of discipline—ways to make children learn to behave. But there is a big difference between using physical punishment to discipline and physical abuse.

The point of disciplining children is to teach them right from wrong, not to make them live in fear.

• Explain how psychological and psychiatric disorders affecting children and young people may impact on the way they relate to others Death in the family, a death in the family can impact on the children and young people quite dramatically can cause depression, lack of sleep and appetite, withdrawing from friends and also finding hard to concentrate in school or completely refusing to go to school. Divorce and separation; can impact on children and young people as parent separate or divorce as they can be fearful of being left alone and feel that if one parent has left the other will do the same.

They can become angry at both parents blaming them both. Guilty that their behaviour has made this happen. Scared to get closer to one parent and not the other and also the fact that they may have to move home and leave school. ADHD and Autism Spectrum Disorders and other behaviour problems Restless, fidgety and overactive continuously chatter and interrupt people are easily distracted and do not finish things are inattentive and cannot concentrate on tasks are impulsive, suddenly doing things without thinking first have difficulty waiting their turn in games, in conversation or in a queue This can affect a whole class setting by

disturbing the teacher and the children whilst learning. They may struggle keeping up with classmates, and may come to see themselves as stupid, or no good.

1.  Explain how medication taken by children and young people may impact on their cognitive and physical abilities, behaviour and emotional responsiveness Medication is widely used for ADHD to help children and young people with these difficulties
2. Concentration - can't concentrate for very long, doesn't seem to listen, is forgetful, disorganised, takes ages to start things and then rarely finishes them, is easily distracted
3. Activity levels- is overactive, climbs on things all the time, talks all the time, is very loud and noisy
4. Impulsivity- can't wait for things, interrupts a lot, acts without thinking They may have problems;
5. At school –poor concentration, cant complete a task, disruptive in class
6. At home- on the go all the time, can't follow instructions, poor concentration, forgetful
7. With friends- difficulty taking turns or sharing, getting into fights All these above things affect children and young people in school and at home.

• Explain the particular behaviour, emotional and social development needs of children and young people in the setting I work as a teaching assistant in Year 2 and I support children with the EAL and SEN difficulties. I support them with their Literacy and Numeracy and day to day needs. Two of my children have a statement and the other children are either EAL or just need support in learning.

The statement children both have signs of ADHD but are both very different in their behaviour whether it be emotional or social they both find it hard to acknowledge the learning intention while the whole

class is being taught on the carpet…so I support them on the carpet getting them to understand the lesson in length…and when on the table I will explain in length what they are expected to do their attention span is very little so I change things to make them more exciting otherwise they will both go off task to disrupt the other children’s learning which cause’s arguments and upset emotionally and learning in the classroom becomes difficult.

• Summarise individual plans of children and young people with behaviour, emotional and social development needs with whom they work throughout the whole school children that have a statement, EAL(English as a special language), behaviour problems or SEN (special education needs) have a IEP (individual education plan that the teachers look at all the levels and behaviour that the children are at then set out targets and the support and resources that are needed to get these children to where they need to be or the support that is needed to help with their learning and controlling behaviour issues these are updated by teachers when target have been achieved. My whole group of children have an IEP. This is a summarise of one of them;
• Work with children, young people and others to identify and set behaviour goals and boundaries for children and young people with behaviour, emotional and social development needs