Recommended
Recommended
More Related Content
What's hot
What's hot (20)
Similar to Building Resilience in Early Childhood
Similar to Building Resilience in Early Childhood (20)
Recently uploaded
Recently uploaded (20)
Building Resilience in Early Childhood
- 1. Resilience in Early Childhood By Katherine S. McLarty
- 2. Background Resilience = Protective Factors > Risk Factors At-risk children are in situations that increase their likelihood of negative outcomes (Werner & Smith, 2001) Children from birth to age 7
- 3. Significance Earlier is Better Risk factors accumulate Most significant protective factors exist before age 10 Longitudinal study from birth to age 40 Ratings of mother’s caregiving skills during infancy Toddler’s social orientation score Emotional support available (ages 2 and 10)
- 4. Outline 1. Identify Protective Factors Social Maturity Emotional Support Personal Drive 2. Discuss Programs & Techniques 3. Gaps and Recommendations
- 5. Social Maturity Description Regulate emotion and behavior Constructively solves problems Impact Do better academically (Schelble, Franks, & Miller, 2010). Have positive peer relationships (Bulotsky-Shearer, Fantuzzo, & McDermott, 2010). Experience fewer medical problems, are less likely to have a criminal record, or display violent behavior in adulthood (Obradović, Burt, & Masten, 2010)
- 6. Emotional Support Description Quality parent-child interactions Positive relationships with adults outside the immediate family. Impact Teaches emotional regulation (Sanson, Smart, & Misson, 2011) Improves academic and interpersonal adjustment(Baker & Hoerger, 2012) Long-term impact on later development of emotional support systems (Werner & Smith, 2001)
- 7. Personal Drive Description Self-efficacy Motivation to learn Stimulating home environment Impact Improved academic competence Long-term impact on work satisfaction(Werner & Smith, 2001)
- 8. Intervention & Prevention Home Visitation Improved health Increased positive mother-child interactions Reduced chance of maltreatment or witnessing DV School-Based P.A.T.H.S, Incredible Years, Tools of Mind Social skills Consideration Positive parent- child interactions Academic engagement
- 9. Interaction-Based Techniques Play Social skills Good Behavior Game Self-regulation Praise Motivation
- 10. Implementation Community-Family Link (Jones et al. 2011; DuBois, Portillo, Rhodes, Silverthorn, & Valentine, 2011) Parent education Community support Universal Integration School-wide programs have longer-lasting impacts Allows community to personalize (Dishion, 2011) Quality Teacher training Childcare vs. Preschool
- 11. Supported Protective Factors Social Maturity Home Visitation PATHS Incredible Years Tools of Mind Play Good Behavior Game Emotional Support Home Visitation Incredible Years Play Personal Drive Praise
- 12. Gaps & Recommendations Little rigorously tested information on how to build self-efficacy or a motivation to learn Many of the implementation factors mentioned are not consistently used
Editor's Notes
- What skills protect kids?How do we teach those skills?
- At-risk:More likely to have negative outcomes Psychological problemsCriminal record, prison, etc. Health problems (drug use, death)Low-educational/economic attainment Risk factors Low-income Abuse (maltreatment, neglect, DV) Cumulative Risk Model“Snowball effect”In their study, children with two or three risk factors (maltreatment, family on food stamps, mother’s psychological distress) were 19 times more likely to display externalizing distress compared to children with zero risk factors (Gabalda, Thompson, & Kaslow, 2010, p. 434).Protective PathwaysWerner and Smith (2001) identified protective factors that had a significant impact on quality of adaptation at age 40 Quality of intimate relationshipsAdaptation to problemsPsychological wellbeingAttitude towards workFor high-risk men protective factors included 1) ratings of mother’s caregiving skills during infancy, 2) toddler’s social orientation score and physical status at age 2, and 3) ratings of the emotional support available to the child between ages 2 and 10; For high-risk women protective factors included 1) score on cognitive development and social maturity at age 2, 2) ratings of social orientation and mother’s positive interactions with her daughter, and 3) ratings of emotional support and educational stimulation provided for the child in the home between ages 2 and 10 (p. 159). Protective factors during early life can alter the lives of at-risk children well into adulthood.
- Children at risk are going to experience stressful life events no matter what happens, protective factors decrease the likelihood that such events will result in long-term negative impacts/outcomes Cumulative Risk ModelIn their study, children with two or three risk factors (maltreatment, family on food stamps, mother’s psychological distress) were 19 times more likely to display externalizing distress compared to children with zero risk factors (Gabalda, Thompson, & Kaslow, 2010, p. 434).Protective PathwaysWerner and Smith (2001) identified protective factors that had a significant impact on quality of adaptation at age 40 Quality of intimate relationshipsAdaptation to problemsPsychological wellbeingAttitude towards workFor high-risk men protective factors included 1) ratings of mother’s caregiving skills during infancy, 2) toddler’s social orientation score and physical status at age 2, and 3) ratings of the emotional support available to the child between ages 2 and 10; For high-risk women protective factors included 1) score on cognitive development and social maturity at age 2, 2) ratings of social orientation and mother’s positive interactions with her daughter, and 3) ratings of emotional support and educational stimulation provided for the child in the home between ages 2 and 10 (p. 159). Protective factors during early life can alter the lives of at-risk children well into adulthood.
- Protective factors hold a great deal of potential for the development of effective early childhood interventions. This paper uses an evidence-based framework to evaluate the most effective early childhood interventions by 1) identifying protective factors for at-risk children and 2) discussing programs and techniques shown to promote those protective factors.Wide array of protective factors that overlap or are essentially identical ideas but different terms were used/means of evaluatingThematic groupsSocial maturityEmotional supportPersonal drive
- Delinquency, aggression, and drug use in adolescence (Brook, Brook, Rubenstone, Zhang, & Saar, 2011; Temcheff, et al., 2011)Medical problems, educational attainment, criminal activity, and violent behavior in adulthood (Obradović, Burt, & Masten, 2010)“recognize andmanage emotions, develop caring and concern for others,make responsible decisions, build positive relationships and handle challenging situations constructively” (Kramer, Caldarella, Christensen, & Shatzer, 2010, p. 304). Children who cannot regulate their emotions often respond to difficult activities with anger and physical outburst; this “inappropriate” behavior impairs their ability to learn in a classroom setting (Gerstein, et al.). Behavioral problems can be reduced through behavioral regulation and the development of problem solving skills. The ability to tackle difficult social and cognitive problems without giving up or getting anger promotes likeability among peers and increases cognitive development (Gerstein, et al., 2011; Graziano, Reavis, Keane, & Calkins, 2007). Children with social-emotional competence reap many protective benefits including positive attention from caregivers, positive social relationships, and a foundation for academic success (McCabe & Altamura, 2011).
- This protective theme is dependent on the family and community rather than the child and includes quality parent-child interactions and positive relationships with adults outside the immediate family.Quality parent-child interactions are characterized by high responsiveness, consistency, and warmth (Baker & Hoerger, 2012; Biringen, et al., 2012; Sanson, Smart, & Misson, 2011).Positive relationships outside of the home provide additional support networks for children (DuBois, Portillo, Rhodes, Silverthorn, & Valentine, 2011; Li, Godinet, & Arnsberger, 2011; McCoy & Raver, 2011). Moreover, low-income mothers with high levels of family support are less likely to be reported for child maltreatment (Li, et al., 2011).For high-risk males protective factors included 1) ratings of mother’s caregiving skills during infancy, 2) toddler’s social orientation score and physical status at age 2, and 3) ratings of the emotional support available to the child between ages 2 and 10; For high-risk women protective factors included 1) score on cognitive development and social maturity at age 2, 2) ratings of social orientation and mother’s positive interactions with her daughter, and 3) ratings of emotional support and educational stimulation provided for the child in the home between ages 2 and 10 (p. 159). (Werner & Smith, 2001)
- Nurse visits at-risk mothers Pre- & Post-pregnancyProvide support and education for the motherSpecific curriculumTrained staff implement programs
- Jones et al. (2011) School Wide intervention had impact 2 years laterFriends for Life (2007) Universal programs are the most supportive of healthy long-term patterns and don't single out kids with issues alreadyKIDS tracking system Rouse Fantuzzo 2008