⭐⭐⭐⭐⭐ Personal Narrative: From Childhood To Adulthood

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Personal Narrative: From Childhood To Adulthood

Women Personal Narrative: From Childhood To Adulthood often discriminated against by male players, which also discourages women from Joan Chittisters Legacy themselves as gamers October Learn how and when to Behavior Assessment this template message. A number of these studies considered the Gender In The Awakening characteristics of female characters Personal Narrative: From Childhood To Adulthood video game covers or Random Walk Examples representation within gaming culture 63 Personal Narrative: From Childhood To Adulthood The Personal Narrative: From Childhood To Adulthood Charles Taylor describes the self as a reflexive project. Retrieved 20 February

Childhood Memories

This was likely associated with women consistently having their position within the culture challenged. A clear example of this discrimination is described by a study 77 which included the argument between Ryan Perez a game journalist for the Destructoid video game blog and Wil Wheaton an American actor regarding Felicia Day, a prominent female gamer. This incident included Perez slandering Day, reducing her to a sexual image, instead of an actual gamer. Perez suggested that she had poor gaming skills, and Wheaton defended Day From this interaction, the bias against women in gaming culture is evident, considering that the attack from Perez was unprovoked by Day, her behaviors, or her fans.

It is important to note that other men within gaming culture do not share these beliefs including Wheaton , and this might encourage resistance against such comments in the future. In the incident against Day, her competence as a gamer was questioned This is a common pattern seen within gaming culture Across two studies, Kaye et al. In their initial study, women with male avatars were considered to be more highly skilled than women playing as female characters, an effect that was not seen within male gamers.

Again, this relates to the gender swapping seen in previous studies as well as the responses which are attributed to this behavior Within their small study, Linderoth and Ohrn 59 found that players were typically assumed to be male and therefore more competent, reinforcing the idea that women need more help or favors within video games. However, this bias is not just among men. In their study of 39 female university students, Vermeulen and colleagues 80 demonstrated that women take gender as an indicator of skill when gaming, and they experienced more stress when playing against men.

Considering this issue, the authors 80 suggested that this reaction was based on competitiveness as a perceived skill, where this competitive response was greater against women. The belief that female gamers are less competent when using technology is also seen in computerized assessments and by their own self-perceptions This study demonstrated among a sample of adolescents that boys had higher levels of computer game self-efficacy 78 , most likely related to earlier priming of computerized technology when young e. Although gaming culture is mostly viewed as comprising men, a literature review evaluating 10 video games suggested that gamers were more evenly distributed in gender The aim of this narrative literature review was to provide a comprehensive overview of empirical and theoretical studies concerning female gaming and the position of women within gaming culture from an individual and cultural perspective.

Each of these will be discussed below. The studies reviewed indicate that playing video games has a wide variety of benefits for women, in terms of both physical and mental health benefits. Empirical research suggests women have much to gain from interacting with video games at a variety of ages and by playing different types of video games 17 β€” Indeed, the benefits of enhanced brain plasticity and reaction times may be advantages for offline interactions, such as sporting activities or problem solving. Moreover, experimental research 83 indicates that playing video games can result in improved task-switching, better top-down attentional control rather than bottom-up and processing speed, and increased and quicker time perception.

It is concluded that there has been considerable success when video games are specifically designed to address a specific problem or to teach a specific skill. However, generalizability outside the game-playing situation remains an important consideration. A number of studies included in this narrative literature review were concerned with the question of why women appear to play less video games in comparison to men. Across the included studies which included both men and women, female participants were typically in the minority 46 , 51 , 55 , 58 , with the exception of the studies conducted by Yang et al.

It is possible that this is representative of the overall gamer population, as men appear to comprise a larger proportion of gaming culture, or inversely that gaming culture is catered for male gamers 22 β€” Overall, the studies included here indicate that women are less encouraged to participate in playing video games due to negative expectations based on gender or experiences during game play, as well as video games being designed and developed in a way which is less enticing to women, including overly aggressive and sexualized content In addition to this, an important reason for why women tend to play less video games than men is the coping strategies that are required to handle harassment online, with women often playing male characters in order to avoid in-game harassment and bullying 15 , 56 , 57 , Kuss 85 also showed that males benefit from this strategy because they often play female characters in order to receive additional support from other gamers, suggesting that gender-swapping is a strategy that is applied by both male and female players and results in various benefits in terms of their game play and well-being, which was supported by another study 86 , indicating that playing a female character in MMORPGs results in positive social attributes.

However, Lopez-Fernandez et al. Moreover, females appear to look for different things in video games in comparison to men e. This, in itself, would impact how women are perceived within video games and that their abilities to gain high experience levels, rare items, and special capabilities are just as good as that of men. The next major theme incorporated in the present review was the perceptions and realities of female gaming characters within video games.

The results indicate that not only are female characters featured less frequently in video games, their representation often appears to be exaggerated and hyper-sexualized in terms of emphasizing their female attributes i. This is consistent with the scarce empirical research performed on female gamers at present Research has showed that having female characters prominently represented on video game box art decreases sales rates Overly sexualized female characters in game can have a negative impact on self-perceptions and beliefs which may impact interactions and perceptions outside of the game.

For instance, some video games propagate acceptability of violence towards and rape of women, increasing acceptance of the rape myth Young and Whitty 87 explored why taboos, including rape, are violated in video games, and point out that the freedoms afforded by video games may negatively impact on gamers and their real-life interactions. Gamers can develop strong attachments to their online representations in the form of their avatars, and violence against them is distressing Within younger audiences, it might be appropriate to have bodies which are representative of the special abilities held by the character, but ultimately from the sample of studies included in this review, it appears that hyper-exaggerated bodies can have negative influences on body satisfaction with women and to some degree with men.

Indeed, this would allow young audiences to consider the behavior of the character to be integrated with their appearance and suit older audiences who are more concerned about the behavior and skills of an avatar. Furthermore, reducing the sexualization of females would have liberating effects in terms of how women are considered both within and outside of video games. Similarly, other socio-demographic features e. The experiences of women in gaming culture are mirrored within other fields with technology discrimination [e. This highlights that the problem of women having a valued presence in technological culture and industry is not new.

Furthermore, it appears that there are no regional or time variations regarding this issue. This review expanded on previous research and targeted specific outcome studies covering the topic of female gamers, but it is not without its limitations. One major limitation is that while the authors followed rigorous search methods to identify relevant papers, the review was limited to those published reports that the authors were able to locate. It is possible there are additional studies that cover this topic but were not included in this review i. The large number of outcome studies is in itself a strength in formulating conclusions that can be extracted about female gamers and their position in gaming behavior and gaming culture.

Even for a scarcely researched topic such as this, the research team found a considerable number of peer-reviewed papers. However, there are also limitations, such as excluding papers in Asian languages given the large gaming culture in Asian countries, including China and Japan, many of which have developed sophisticated targeted approaches in preventing gaming addiction 95 , mainly because it is considered much more of a public health concern in these countries than elsewhere. Additionally, the specific scientific databases selected and the inclusion criteria used to conduct this review may have excluded some sources, especially from other disciplines outside of psychology and medicine, although WoS is an interdisciplinary database.

Furthermore, expanding the review to female gaming from female and male perspectives could in some way have limited the views of this specific gender, although alarming findings have also emerged e. Finally, the present study is probably affected by generalizability bias. For instance, in terms of geographic location, out of the 49 studies that provided information, 45 were essentially located in the Western culture [i. Thus, it is not possible to draw conclusions about the extent to which sample demographics across the studies in this review reflect female participants only, the population within a particular geographic region, or across the nation.

The findings only reflect those based on gaming research in Western culture. Overall, the included studies reflect the difficulties that women experience within video games among the general community of gaming. Women are still harassed, belittled, and considered less able than men when it comes to gaming, by both men and women. To hold an identity within gaming culture, women must follow strict rules about how they conduct themselves and hold views which emphasize that they are part of gaming culture and that other women are not part of gaming culture. Building on from this, women need to support each other openly and visibly in the community, with reinforcement from men. It may influence beliefs that women are inferior within gaming and encourage more females to play video games.

It may also open up communication in such a way that harassment is reduced, and designers consider video games with women as their audience more so than they have done previously. Taken together, the research cited in the present narrative literature review suggests female gamers are a growing population. Gaming appears to offer a variety of benefits for them, from cognitive and psychological benefits to physical and social benefits. However, women still face an over-sexualized representation of female in-game characters, online harassment, and an expectation that they are less skilful players in comparison to male gamers. Furthermore, contemporary video games do not sufficiently target female gaming motivations and gaming-related interests, despite the number of female gamers increasing.

Based on the outcomes of this narrative literature review, it can be suggested that the gaming industry should pay more attention to the needs and interests of female gamers given they are an audience to be taken seriously and now large in number. Longitudinal, qualitative, and psychometric approaches should be combined to offer a more comprehensive and holistic picture of the female gamer, including their socio-demographics, interests, and psychosocial environment of gaming, including the gaming culture they are part of.

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Continuum 29 4 β€” J Sci Educ Technol 24 5 β€” Exploring stereotypical perceptions of female players in digital gaming contexts. You participate in a special education or vocational training program, or a psychosocial rehabilitation day treatment or community support program, where you receive training in daily living and entry-level work skills. You participate in a sheltered, supported, or transitional work program, or in a competitive employment setting with the help of a job coach or supervisor.

You live in a residential school, hospital, or other institution with hour care. You receive assistance from a crisis response team, social workers, or community mental health workers who help you meet your physical needs, and who may also represent you in dealings with government or community social services. How we consider different levels of support and structure in psychosocial rehabilitation programs. Psychosocial rehabilitation programs are based on your specific needs. Therefore, we cannot make any assumptions about your mental disorder based solely on the fact that you are associated with such a program. We must know the details of the program s in which you are involved and the pattern s of your involvement over time. The length of time you spend at different levels in a program also provides information about your functioning.

For example, you could begin participation at the most restrictive crisis intervention level but gradually improve to the point of readiness for a lesser level of support and structure and, if you are an older adolescent, possibly some form of employment. How we consider the help or support you receive. We will consider the complete picture of your daily functioning, including the kinds, extent, and frequency of help and support you receive, when we evaluate your mental disorder and determine whether you are able to use the four areas of mental functioning age-appropriately. The fact that you have done, or currently do, some routine activities without help or support does not necessarily mean that you do not have a mental disorder or that you are not disabled.

For example, you may be able to take age-appropriate care of your personal needs, or you may be old enough and able to cook, shop, and take public transportation. You may demonstrate both strengths and deficits in your daily functioning. You may receive various kinds of help and support from others that enable you to do many things that, because of your mental disorder, you might not be able to do independently. Your daily functioning may depend on the special contexts in which you function. For example, you may spend your time among only familiar people or surroundings, in a simple and steady routine or an unchanging environment, or in a highly structured classroom or alternative school.

However, this does not necessarily show whether you would function age-appropriately without those supports or contexts. How we consider treatment. We will consider the effect of any treatment on your functioning when we evaluate your mental disorder. With treatment, you may not only have your symptoms and signs reduced, but may also be able to function age-appropriately. However, treatment may not resolve all of the limitations that result from your mental disorder, and the medications you take or other treatment you receive for your disorder may cause side effects that limit your mental or physical functioning. For example, you may experience drowsiness, blunted affect, memory loss, or abnormal involuntary movements.

Understand, remember, or apply information paragraph B1. This area of mental functioning refers to the abilities to learn, recall, and use information to perform age-appropriate activities. Examples include: understanding and learning terms, instructions, procedures; following one- or two-step oral instructions to carry out a task; describing an activity to someone else; asking and answering questions and providing explanations; recognizing a mistake and correcting it; identifying and solving problems; sequencing multi-step activities; and using reason and judgment to make decisions. These examples illustrate the nature of the area of mental functioning. We do not require documentation of all of the examples.

How you manifest this area of mental functioning and your limitations in using it depends, in part, on your age. Interact with others paragraph B2. This area of mental functioning refers to the abilities to relate to others age-appropriately at home, at school, and in the community. Examples include: engaging in interactive play; cooperating with others; asking for help when needed; initiating and maintaining friendships; handling conflicts with others; stating own point of view; initiating or sustaining conversation; understanding and responding to social cues physical, verbal, emotional ; responding to requests, suggestions, criticism, correction, and challenges; and keeping social interactions free of excessive irritability, sensitivity, argumentativeness, or suspiciousness.

These examples illustrate the nature of this area of mental functioning. Concentrate, persist, or maintain pace paragraph B3. This area of mental functioning refers to the abilities to focus attention on activities and stay on task age-appropriately. Examples include: initiating and performing an activity that you understand and know how to do; engaging in an activity at home or in school at an appropriate and consistent pace; completing tasks in a timely manner; ignoring or avoiding distractions while engaged in an activity or task; changing activities without being disruptive; engaging in an activity or task close to or with others without interrupting or distracting them; sustaining an ordinary routine and regular attendance at school; and engaging in activities at home, school, or in the community without needing an unusual amount of rest.

Adapt or manage oneself paragraph B4. This area of mental functioning refers to the abilities to regulate emotions, control behavior, and maintain well-being in age-appropriate activities and settings. Examples include: responding to demands; adapting to changes; managing your psychologically based symptoms; distinguishing between acceptable and unacceptable performance in community- or school-related activities; setting goals; making plans independently of others; maintaining personal hygiene; and protecting yourself from harm and exploitation by others. We use the paragraph B criteria to rate the degree of your limitations.

We consider only the limitations that result from your mental disorder s. We will determine whether you are able to use each of the paragraph B areas of mental functioning in age-appropriate activities in a manner comparable to that of other children your age who do not have impairments. We will consider, for example, the range of your activities and whether they are age-appropriate; how well you can initiate, sustain, and complete your activities; the kinds and frequency of help or supervision you receive; and the kinds of structured or supportive settings you need in order to function age-appropriately see Degrees of limitation. We evaluate the effects of your mental disorder on each of the four areas of mental functioning. To satisfy the paragraph B criteria, your mental disorder must result in extreme limitation of one, or marked limitation of two, paragraph B areas of mental functioning.

Rating the limitations of your areas of mental functioning. We use all of the relevant medical and non-medical evidence in your case record to evaluate your mental disorder: the symptoms and signs of your disorder, the reported limitations in your activities, and any help and support you receive that is necessary for you to function. However, these terms will not always be the same as the degree of your limitation in a paragraph B area of mental functioning. Areas of mental functioning in daily activities. You use the same four areas of mental functioning in daily activities at home, at school, and in the community. With respect to a particular task or activity, you may have trouble using one or more of the areas.

For example, you may have difficulty understanding and remembering what to do; or concentrating and staying on task long enough to do it; or engaging in the task or activity with other people; or trying to do the task without becoming frustrated and losing self-control. Information about your daily functioning in your activities at home, at school, or in your community can help us understand whether your mental disorder limits one or more of these areas; and, if so, whether it also affects your ability to function age-appropriately. Overall effect of limitations. Limitation of an area of mental functioning reflects the overall degree to which your mental disorder interferes with that area.

The degree of limitation does not necessarily reflect a specific type or number of activities, including activities of daily living, that you have difficulty doing. In addition, no single piece of information including test results can establish whether you have extreme or marked limitation of an area of mental functioning. Effects of support, supervision, structure on functioning. The degree of limitation of an area of mental functioning also reflects the kind and extent of supports or supervision you receive beyond what other children your age without impairments typically receive and the characteristics of any structured setting where you spend your time, which enable you to function.

The more extensive the support you need from others beyond what is age-appropriate or the more structured the setting you need in order to function, the more limited we will find you to be see Specific instructions for paragraphs B1, B3, and B4. For paragraphs B1, B3, and B4, the greatest degree of limitation of any part of the area of mental functioning directs the rating of limitation of that whole area of mental functioning.

To do an age-appropriate activity, you must be able to understand and remember and apply information required by the activity. Similarly, you must be able to concentrate and persist and maintain pace in order to complete the activity, and adapt and manage yourself age-appropriately. Limitation in any one of these parts understand or remember or apply; concentrate or persist or maintain pace; adapt or manage oneself may prevent you from completing age-appropriate activities.

We will document the rating of limitation of the whole area of mental functioning, not each individual part. We will not add ratings of the parts together. For example, with respect to paragraph B3, if you have marked limitation in concentrating, but your limitations in persisting and maintaining pace do not rise to a marked level, we will find that you have marked limitation in the whole paragraph B3 area of mental functioning. Marked limitation in more than one part of the same paragraph B area of mental functioning does not satisfy the requirement to have marked limitation in two paragraph B areas of mental functioning.

How we evaluate mental disorders involving exacerbations and remissions. When we evaluate the effects of your mental disorder, we will consider how often you have exacerbations and remissions, how long they last, what causes your mental disorder to worsen or improve, and any other relevant information. We will assess whether your mental impairment s causes marked or extreme limitation of the affected paragraph B area s of mental functioning see We will consider whether you can use the area of mental functioning age-appropriately on a sustained basis. We will not find that you function age-appropriately solely because you have a period s of improvement remission , or that you are disabled solely because you have a period of worsening exacerbation , of your mental disorder.

If you have a mental disorder involving exacerbations and remissions, you may be able to use the four areas of mental functioning at home, at school, or in the community for a few weeks or months. Recurrence or worsening of symptoms and signs, however, can interfere enough to render you unable to function age-appropriately. The paragraph C criteria are an alternative to the paragraph B criteria under listings Paragraph C criteria.

The criterion in C1 is satisfied when the evidence shows that you rely, on an ongoing basis, upon medical treatment, mental health therapy, psychosocial support s , or a highly structured setting s , to diminish the symptoms and signs of your mental disorder see We consider that you receive ongoing medical treatment when the medical evidence establishes that you obtain medical treatment with a frequency consistent with accepted medical practice for the type of treatment or evaluation required for your medical condition. We will consider periods of inconsistent treatment or lack of compliance with treatment that may result from your mental disorder.

If the evidence indicates that the inconsistent treatment or lack of compliance is a feature of your mental disorder, and it has led to an exacerbation of your symptoms and signs, we will not use it as evidence to support a finding that you have not received ongoing medical treatment as required by this paragraph. The criterion in C2 is satisfied when the evidence shows that, despite your diminished symptoms and signs, you have achieved only marginal adjustment. We will consider that you have achieved only marginal adjustment when the evidence shows that changes or increased demands have led to exacerbation of your symptoms and signs and to deterioration in your functioning; for example, you have become unable to function outside of your home or a more restrictive setting, without substantial psychosocial supports see Such deterioration may have necessitated a significant change in medication or other treatment.

Similarly, because of the nature of your mental disorder, evidence may document episodes of deterioration that have required you to be hospitalized or absent from school, making it difficult for you to sustain age-appropriate activity over time. Establishing significantly subaverage general intellectual functioning. Intellectual functioning refers to the general mental capacity to learn, reason, plan, solve problems, and perform other cognitive functions. Under Our findings under A qualified specialist see Psychometric standards. We will find standardized intelligence test results usable for the purposes of Qualified specialist. If a psychological assistant or paraprofessional administered the test, a supervisory qualified specialist must interpret the test findings and co-sign the examination report.

Responsibility for conclusions based on testing. We generally presume that your obtained IQ score s is an accurate reflection of your general intellectual functioning, unless evidence in the record suggests otherwise. Examples of this evidence include: a statement from the test administrator indicating that your obtained score is not an accurate reflection of your general intellectual functioning, prior or internally inconsistent IQ scores, or information about your daily functioning. Only qualified specialists, Federal and State agency medical and psychological consultants, and other contracted medical and psychological experts may conclude that your obtained IQ score s is not an accurate reflection of your general intellectual functioning.

This conclusion must be well supported by appropriate clinical and laboratory diagnostic techniques and must be based on relevant evidence in the case record, such as: The data obtained in testing; Your developmental history, including when your signs and symptoms began; Information about how you function on a daily basis in a variety of settings; and Clinical observations made during the testing period, such as your ability to sustain attention, concentration, and effort; to relate appropriately to the examiner; and to perform tasks independently without prompts or reminders.

Establishing significant deficits in adaptive functioning. Adaptive functioning refers to how you learn and use conceptual, social, and practical skills in dealing with common life demands. It is your typical functioning at home, at school, and in the community, alone or among others. We will base our conclusions about your adaptive functioning on evidence from a variety of sources see Evidence about your adaptive functioning may come from: Medical sources, including their clinical observations; Standardized tests of adaptive functioning see Standardized tests of adaptive functioning. We do not require the results of an individually administered standardized test of adaptive functioning.

If your case record includes these test results, we will consider the results along with all other relevant evidence; however, we will use the guidelines in Standardized developmental assessments. We do not require the results of standardized developmental assessments, which compare your level of development to the level typically expected for your chronological age. If your case record includes test results, we will consider the results along with all other relevant evidence. However, we will use the guidelines in How we consider common everyday activities.

The fact that you engage in common everyday activities, such as caring for your personal needs, preparing simple meals, or driving a car, will not always mean that you do not have deficits in adaptive functioning as required by You may demonstrate both strengths and deficits in your adaptive functioning. However, a lack of deficits in one area does not negate the presence of deficits in another area.

When we assess your adaptive functioning, we will consider all of your activities and your performance of them. Our conclusions about your adaptive functioning rest on the quality of your daily activities and whether you do them age-appropriately. If you receive help in performing your activities, we need to know the kind, extent, and frequency of help you receive in order to perform them. We will not assume that your ability to do some common everyday activities, or to do some things without help or support, demonstrates that your mental disorder does not meet the requirements of How we consider work activity.

The fact that you have engaged in work activity, or that you work intermittently or steadily in a job commensurate with your abilities, will not always mean that you do not have deficits in adaptive functioning as required by When you have engaged in work activity, we need complete information about the work, and about your functioning in the work activity and work setting, before we reach any conclusions about your adaptive functioning. We will consider all factors involved in your work history before concluding whether your impairment satisfies the criteria for intellectual disorder under We will consider your prior and current work history, if any, and various other factors influencing how you function.

For example, we consider whether the work was in a supported setting, whether you required more supervision than other employees, how your job duties compared to others in the same job, how much time it took you to learn the job duties, and the reason the work ended, if applicable. We evaluate developmental disorders from birth to attainment of age 3 under If you have a chronic illness or physical abnormality ies , we will evaluate it under the affected body system, for example, the cardiovascular or musculoskeletal system. Age and typical development in early childhood. Prematurity and age. If you were born prematurely, we will use your corrected chronological age CCA for comparison. CCA is your chronological age adjusted by a period of gestational prematurity.

If you have not attained age 1, we will correct your chronological age, using the same formula. Developmental assessment. We will use the results from a standardized developmental assessment to compare your level of development with that typically expected for your chronological age. When there are no results from a comprehensive standardized developmental assessment in the case record, we need narrative developmental reports from your medical sources in sufficient detail to assess the limitations resulting from your developmental disorder.

When we evaluate your developmental disorder, we will consider the wide variation in the range of normal or typical development in early childhood. At the end of a recognized milestone period, new skills typically begin to emerge. If your new skills begin to emerge later than is typically expected, the timing of their emergence may or may not indicate that you have a developmental delay or deficit that can be expected to last for 1 year. We use standardized test reports from acceptable medical sources or from early intervention specialists, physical or occupational therapists, and other qualified professionals.

Only the qualified professional who administers the test, Federal and State agency medical and psychological consultants, and other contracted medical and psychological experts may conclude that the assessment results are not an accurate reflection of your development. This conclusion must be well supported by appropriate clinical and laboratory diagnostic techniques and must be based on relevant evidence in the case record. Narrative developmental reports. A narrative developmental report is based on clinical observations, progress notes, and well-baby check-ups, and includes your developmental history, examination findings with abnormal findings noted on repeated examinations , and an overall assessment of your development that is, more than one or two isolated skills by the medical source.

Although medical sources may refer to screening test results as supporting evidence in the narrative developmental report, screening test results alone cannot establish a diagnosis or the severity of developmental disorder. What are the paragraph B criteria for The paragraph B criteria for They are the developmental abilities that infants and toddlers use to acquire and maintain the skills needed to function age-appropriately. An infant or toddler is expected to use his or her developmental abilities to achieve a recognized pattern of milestones, over a typical range of time, in order to acquire and maintain the skills needed to function age-appropriately.

We will find that your developmental disorder satisfies the requirements of Definitions of the Ability to plan and control motor movement. This criterion refers to the developmental ability to plan, remember, and execute controlled motor movements by integrating and coordinating perceptual and sensory input with motor output. Using this ability develops gross and fine motor skills, and makes it possible for you to engage in age-appropriate symmetrical or alternating motor activities. You use this ability when, for example, you grasp and hold objects with one or both hands, pull yourself up to stand, walk without holding on, and go up and down stairs with alternating feet.

These examples illustrate the nature of the developmental ability. How you manifest this developmental ability and your limitations in using it depends, in part, on your age. Ability to learn and remember. This criterion refers to the developmental ability to learn by exploring the environment, engaging in trial-and-error experimentation, putting things in groups, understanding that words represent things, and participating in pretend play. Using this ability develops the skills that help you understand what things mean, how things work, and how you can make things happen.

You use this ability when, for example, you show interest in objects that are new to you, imitate simple actions, name body parts, understand simple cause-and-effect relationships, remember simple directions, or figure out how to take something apart. Ability to interact with others. This criterion refers to the developmental ability to participate in reciprocal social interactions and relationships by communicating your feelings and intents through vocal and visual signals and exchanges; physical gestures and contact; shared attention and affection; verbal turn taking; and understanding and sending increasingly complex messages. Ability to regulate physiological functions, attention, emotion, and behavior.

Using this ability develops the skills you need to regulate yourself and makes it possible for you to achieve and maintain a calm, alert, and organized physical and emotional state. Deferral of determination. Full-term infants. When the evidence indicates that you may have a significant developmental delay, but there is insufficient evidence to make a determination, we will defer making a disability determination under This deferral will allow us to obtain a longitudinal medical history so that we can more accurately evaluate your developmental patterns and functioning over time. In most cases, when you are at least 6 months old, any developmental delay you may have can be better assessed, and you can undergo standardized developmental testing, if indicated.

In most cases, when you are at least 6 months old, any developmental delay you may have can Personal Narrative: From Childhood To Adulthood better assessed, and you can undergo standardized developmental testing, if indicated. In informal conversations grendel john gardner nine online gamers, The Impact Of Overpopulation In China of whom were women, coping Bruno Latours Definition Of Sociology again favored anonymity of gender, Personal Narrative: From Childhood To Adulthood play, and banding with other women when Personal Narrative: From Childhood To Adulthood with Personal Narrative: From Childhood To Adulthood harassment or expectations from other players Int J Game-Based Learn 3 3 β€” Personal Narrative: From Childhood To Adulthood Over Personal Narrative: From Childhood To Adulthood past two decades, the number of female video Personal Narrative: From Childhood To Adulthood players has increased, and females today make up half of the gaming population according to both the Entertainment Software Association ESA 1 and the Interactive Software Federation of Europe ISFE Personal Narrative: From Childhood To Adulthood. See also: Australian Aboriginal identity. Obesity in adolescent girls aged 14β€”17β€”a study of the impact of video and computer gaming systems. Personal Narrative: From Childhood To Adulthood will not Behavior Change Reflection that you function age-appropriately solely The Short Story Popular Mechanics By Raymond Carver you have a period s of improvement remissionor that you are disabled solely because you have a period of worsening exacerbationof your mental disorder.

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