. However, in most instances, such problems among children remain unidentified and neglected. In this respect, the children are required to be provided with adequate assistance with the objective of identifying and preventing the psychological problems diagnosed among children in a time-efficient and effective manner. Moreover, health programs are required to be initiated with the intention of providing better counseling services for children with mental health issues (William & Kerfoot, 2005). Emphasizing this particular notion, the paper will intend to discuss the evaluation as well as the assessment of healthcare services in relation to psychological issues diagnosed among children. It will also discuss the procedures as well as the programs in accordance with which assistance is aimed to be provided to the children.

The issue related to the psychological health of the children is recorded to be growing rapidly. On the contrary, mental healthcare services have been demonstrated to possess various limitations in identifying and thus implementing preventive measures to counter the psychological problems faced by children within the community (Stagman & Cooper, 2010). It is worth mentioning in this context that mental health issues probable among children are required to be identified ineffective time-efficient manner with the objective of assisting those children at risk with the implementation of effective prevention programs. In this regard, the children should be provided with adequate assistance by the human services departments of various countries both at the international and regional levels involving the care providers, communities as well as schools. Contextually, due attention also needs to be rendered towards the identification of mental problems among children at an early stage which can assist in better assessment of the psychological problems experienced by the children. It is worth mentioning in this context that there are various child-serving organizations established in various countries, which are entitled to the task of providing support to the children suffering from psychological problems and their families (Greenberg, Domitrovich & Bumbarger, 2000).

Taking into account several features, there have appeared 5 major models of leadership at least in Western society. Later we will see leadership in the Eastern society, but now let’s look at a classification of leadership according to the following main characteristics as summarised by David Boje (2003):

– TRAITS/UNIVERSAL PRINCIPLES (the 1800s to 1940s with the revival in 1990s).

– BEHAVIOR/PROCESS (the 1940s to 1970s with the revival in 2001).

– SITUATION/CONTINGENCY (the early 1960s to Present. dead but will not vanish).

– POWER (From BC rediscovered from one generation to next. empower is renaming of the delegation of the 1940s).

– CHARISMA/TRANSFORM (the Late 1800s then rediscovered in the 1970s and revival in the 1980s) (Boje, 2005).

Studies of leadership, as related by Wikipedia (2005), have suggested some attributes that people frequently associate with leadership. The following is a list of those qualities:

Talent and technical/specific skill at some task at hand. Initiative and entrepreneurial drive.&nbsp.Charismatic inspiration – attractiveness to others and the ability to leverage this esteem to motivate others. Preoccupation with a rôle – a dedication that consumes much of leaders’ life – service to a cause. A clear sense of purpose (or mission) – clear goals – focus – commitment. Results orientation – directing every action towards a mission – prioritizing activities to spend time where results most accrue. Optimism – very few pessimists become leaders. Rejection of determinism – belief in one’s ability to “make a difference”. Ability to encourage and nurture those that report to them – delegate in such a way as people will grow. Rôle models – leaders may adopt a persona that encapsulates their mission and lead by example. Self-knowledge (in non-bureaucratic structures). Self-awareness – the ability to “lead” (as it were) one’s self before leading other-selves similarly.

A liable culprit, for the radical change in people’s mode of association, is the drastic growth of the internet. People have progressively lost their core social connections and are instead opting for superficial relations determined by the number of online friends or affiliates. Some might argue that such sentiments are only upheld by technophobic individuals, incapable of embracing digital advancement. However, it would be ignorant to overlook these significant sociological changes and assume that their concurrent occurrence with rampant technology use is simply coincidental. Turkle amply negates this notion of dystopia in Alone Together, providing a comprehensive and convincing synthesis of experiential research, which shows that social media platforms impede healthy relations by elevating web addiction, fostering pretext and enhancing narcissism.

Turkle’s argument primarily draws attention to the peculiarity of social behavior triggered by technology. It is fascinating to note that an average American teen spends hours glued to the internet every day and sends more than two thousand text messages per month. Further, communication via email is deemed virtually obsolete by most young people, showing the rapid transition from one technological platform to another. Despite the fact that none of these technological advances existed in the relatively recent past, people have matched the exceedingly rapid digitization pace set by the young generations, easily creating virtual lives in chat rooms, in games requiring multiple players, and on blogs. The high number of participants in such virtual lives supports Turkle’s argument that people are increasingly finding simulations of real-life situations more attractive than actual life.&nbsp.This large number of internet and social sites addicts also validates Turkle’s concern that we live in a world, where people are training themselves to revere and avoid environs or situations that are not mediated by computers.

. It is has been applied to help meet the needs of the large number of students and teachers, and has been a vital component of the most successful integration of the uses of ICT. This kind of learning offers a real opportunity for the creation of learning experiences. These opportunities can ensure that right learning objectives are achieved and the right place for each and every person involved. This is not just at their places of work, but also in schools and by extension even at their homes (Willems, 2013, p.29).

The most important question about this system of learning is on how to mix the two approaches in order to be able to obtain an effective course and training. The fundamental points that would guide this process include: the definition of the content of the curriculum to be covered. definition of the parts of the content to be performed in the traditional way and that which should be covered using the ICT systems, and the definition and extent of the ICT tools and techniques to be implored (Dias, Diniz & Hadjileontiadis, 2013, p.59). Having worked out these aspects, blended learning would allow for the maximization of the course effectiveness and this would be through matching the best methodology for each of the verified and defined course parts. Face-to-face classes, a typical traditional methodology, and technique, would be suited for classroom activities such as coaching, feedback on activities, exercises and paper-based tests. These often require the physical and social interaction between the students and their teachers for them to be effective (Dias, Diniz & Hadjileontiadis, 2013, p.63). E-learning, on the other hand, works better for such activities that include application exercises, interaction between the students themselves, online coaching, chats and instant messaging and online feedback and assessment.

Scientific experts opine that kids who experience serious sexual misuse are likely to demonstrate action irregularities, such as posttraumatic stress problems. In addition, research indicates that affected individuals of child sexual abuse are extremely susceptible to other types of problems and life issues. In response to this problem, the social welfare policy will protect children from all forms of abuse, and more specifically from sexual exploitation and abuse (Barth et al., 2010).

The policy is aimed at ensuring social welfare development and growth of the children by addressing the following issues: Promoting safe and stable families, strengthening abuse and neglect courts, adoption and safe families, family preservation and family support services, adoption assistance and child welfare, family replacement and maintenance, preventive services, and child abuse/neglect reporting.

Various global bodies, the government administration, community interest categories and communities, consider it as a prospective community problem. However, some unlawful company tycoons privately encourage kid prostitution and kid sex travel and leisure, as these areas have the prospective to produce a lot of cash. Although government authorities and the community view child sex-related abuse as a serious criminal activity, sex workers maintain that actions like child prostitution and pornography go contrary to children’s rights. Ultimately, hardship and poor financial background are the underlying causes of this social problem. Lack of adult care is another prospective reason for the increased rate of kid sex-related misuse in the United States. In the present world, parents have little time to look after their kids and therefore, they leave their kids at childcare facilities or family members. Reviews indicate that kids aged between 1and18, are the vulnerable team. It is also observed that intimately abused kids, mainly fit in with struggling classes of the community (Bruce, 2001).