A child may have a genetic predisposition for depression.

Ans. to #1

TRUE

Ans. to #2

FALSE

Ans. to #3

FALSE

Ans. to #4

The long-term consequences of impaired brain development due to neglect can affect mental health, behavior, cognition, memory, and language development. This can result in a child with attachment issues, developmental delays, cognitive difficulties, and mental health and emotional issues such as depression, anxiety, and aggression.

Ans. to #5

The processes of the executive functions can be altered by a greater volume of gray matter in the brain that can develop due to neglect. White matter growth of the brain takes place over childhood, whereas gray matter growth seems to occur in sensitive periods that are still unknown.
It is the neurodevelopment of the brain in these sensitive periods that is at greatest risk for disruption. Executive functions are found in the prefrontal cortex where the gray matter growth may be decreased. The executive functions of the brain allow us to have working memory,
control our inhibitions, and have flexibility in our thinking process, and these develop in response to our environment and interactions with others. When these functions are compromised by neglect, a host of life-long problems can occur.

Ans. to #6

Witnessing domestic violence can have traumatic effects on children. The basic sense of trust that should be present in a child's life may be damaged or destabilized, which may lead to fear, discipline problems, depression, poor social interaction, and drug abuse among children. Both internalizing and externalizing behavioral problems may be present if a child has witnessed severe domestic partner violence. For some children, the witnessing of violence toward their mothers puts them at risk for emotional and behavioral problems and for reproducing such violent behavior.

Ans. to #7

Human emotions enter into matters that are this grave. Reluctance may be based on the teacher's personal background, lack of support from supervisory personnel, or family rights issues. In some cultures, a family's rights over their children are deeply held beliefs. These beliefs may be more deeply held if the family has recently emigrated from another country. The teacher may feel nervous or emotional about this because of his or her own family experiences. The teacher may be concerned that although a report was made, there will be no proper follow-up to it. The teacher may fear that the parents will retaliate or that they will pull their child out of the early childhood education environment. The teacher may even fear losing his or her job. Often, the teacher may feel he or she is betraying the child and the family by reporting suspected maltreatment.

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