The Impact of Early AdversityIdeally, children are expos.docx

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The Impact of Early Adversity Ideally, children are exposed to positive factors within their environment that accumulate and contribute, over time, to positive developmental outcomes. Many children, however, are exposed to adverse experiences, including such things as homelessness, poverty, food insecurity, abuse, and toxic stress. These adverse experiences can have a lifelong, toxic impact on the brain (Shonkoff et al., 2011). Early childhood professionals have an essential role in creating and supporting stable, responsive environments that reduce and reverse the impact of adversity (Center on the Developing Child, 2015b). In this Discussion, you explore the impact of adverse experiences and the role of the early childhood professional in supporting healthy, nurturing developmental contexts. .

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EXAMPLE 1 Observing and Analyzing Child Development Blog Post- Healthy Prenatal Development Research-Based Overview Healthy pregnancies produce healthy births; early and regular prenatal care significantly impacts an unborn child's life. Even before birth, the brain grows and continues to grow faster than any other time long into early childhood. Children are born learners at birth. According to the Center for Disease Control and Prevention (2020), they depend on parents, family members, and caregivers as their first teachers to develop the right skills to become independent and lead healthy and prosperous lives (p. 1). For the brain to develop correctly, children need a safe and nurturing environment to explore, build positive relationships, and learn while playing with others or by themselves. By providing a safe and nurturing environment, parents, families, caregivers help children met their developmental milestones throughout the stage of development. According to Diamond (2015), the quality of children's earliest environments is critical to the strength of their developing brains' architecture (p.11). The brain's architecture determines a child's future to learn, physical and mental health, and regulate emotions. Early prenatal care for mothers is essential in the development of a child's brain. For babies to learn and grow, their brains must be healthy enough to receive the knowledge they will learn. Advocacy Message As an early childhood professional, understanding the whole child means understanding the importance of a mother's prenatal care before the child is born. Proper care and nutrients are the keys to the healthy development of a child's brain, starting at pregnancy. Since a child's brain grows faster within the first eight years, providing healthy prenatal care, positive interactions with family and caregivers, and a positive environment are necessary for proper brain development. The development of a child's brain depends on the mother's prenatal health and care at the beginning of conception. Teaching expecting mothers things to avoid like alcohol, cigarettes, and stress will assist mothers in making sure their baby's brain develops as it should. Mothers' will increase their child's chances of meeting the milestones at each stage of development. Informing and teaching mothers of proper health while pregnant will increase children's chances of becoming productive citizens in the future. Topic of Importance This topic is vital because expecting mothers need the know-how proper prenatal care or no prenatal care affects their unborn child’s brain development and affects whether they meet their developmental milestones through the early years of their lives. Mothers need to understand that proper nutrition in the early years can help build the foundation for future learning, health, and life success (Center for Disease Control and Prevention, 2021). How the brain grows depends on the care the mother takes early in ...

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March 4, 2019 At the center of contemporary political debate are the record numbers of migrant families and children at the U.S.-Mexico border. As these parents and children flee the trauma of violence in their native countries, they are now experiencing the trauma of navigating an increasingly hostile immigration system. What can neuroscience tell us about the effects of these traumatic experiences on the brains of the children and adults? And how might the neuroscience of trauma and brain development affect legal cases? Can advances in mobile neuroimaging provide practitioners with real-time brain evidence of trauma? Does neuroscience have a larger role to play in shaping our nation’s immigration policies? This panel session brought together scientists and lawyers to start a dialogue on neuroscience, trauma, and justice. This event was free and open to the public. Part of the Project on Law and Applied Neuroscience, a collaboration between the Center for Law, Brain & Behavior at Massachusetts General Hospital and the Petrie-Flom Center for Health Law Policy, Biotechnology, and Bioethics at Harvard Law School. Learn more on the website: https://petrieflom.law.harvard.edu/events/details/trauma-at-the-border

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Case Study 1 – Prenatal and Infant Population In this case study G.K is a nurse practitioner working in the health department of a large city caring for children and infants referred there after discharge from the local hospital. These children are considered high risk because they may be going home to a high-risk environment. G.K follows up with these children to ensure that they are in a safe environment, and that they are growing and developing adequately. Additionally, she provides support and education to their parents so they may be able to respond adequately to the challenges of raising children. Children's health is often determined by a myriad of complex factors that impacts their growth and development. Biological factors include prenatal influences, genetic expressions, prior states of health, biological constraints, and possibilities created by their prenatal and post-natal influences ("Children's health," 2004). Behavioral factors include behaviors, attitudes, child's emotional state, and cognitive abilities that influence the child's health ("Children's health," 2004). Environmental factors include toxins such as air pollution and lead, socioeconomic resources within the family and their community, loving interactions with family members and their caregivers, culture, racism, segregation, the availability of quality services, and policies that directly or indirectly affect these and other interactive factors ("Children's health," 2004). The role of biological, environmental, and behavioral factors tends to change as the child grows and learns to adapt. An example of this is the attachment a child has to an adult during infancy, this changes as they grow into a toddler or adolescent when peer influence becomes more critical ("Children's health," 2004). Health influences can affect different children in various ways dependent upon their families and their cultural views ("Children's health," 2004). Therefore, developmental milestones should be applied to children based on their specific cultural background. As healthcare providers it is important that we understand a child's health development is not based on a single influence or even a specific set of influences. Additional research is important to increasing our understanding of relative contribution of influences across a variety of social and cultural groups ("Children's health," 2004). A study done by WHO in 2016 revealed that over 644,855 children under the age of 15 were killed by an injury and between10 million and 30 million children suffered non-fatal injuries (Sleet, 2018). Childhood injuries can be categorized into two different subgroups of intentional and unintentional injury. Injuries such as traffic accidents, sports injuries, burns, poisonings, drowning, and suffocation are all examples of unintentional injuries (Sleet, 2018). Injuries resulting from assault, suicide, and self-inflicted injuries are classified as intentional injuries (Sleet, 2018). Si.

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DISSERTATION PROPOSAL PRO FORMA FORENSIC PSYCHOLOGY & CRIMINAL INVESTIGATION/APPLIED PSYCHOLOGY PROGRAMMES Title Educating Foster Parents to Enhance Knowledge of Assessment Comment by Angel: Assessment? What do you mean? What about: An intervention programme to promote attachement-related practices Enhancing parental practices: A workshop to improve practices which promote attachment Educating foster parents: improving parental practices to promote attachment. I don’t know…think about it ok? Introduction and Background Foster care is a temporary care-giving service for children who have been removed from their parent and/or guardian’s household to protect their survival, safety, and developmental needs (Mulcahy & Trocme, 2010). Relatives and/or non-relatives of the child can provide foster caregiving services and become their foster parents. Placing the children under the care of a relative is called kinship care (Hong, Algood, Chiu, & Lee, 2011). Group homes are residential settings that can be treatment-focused or a temporary placement for a child waiting for a foster home. These organizations have various individuals involved to support youth in their treatment and/or transitions. Foster, kinship, and group homes are the middle ground during which the biological parent(s) can take action towards the reason for child removal, to create a safe and nurturing environment for their child. If the parent is unsuccessful in creating the necessary conditions required for positive child development, then the child can be put up for adoption or be placed in long-term foster care (PHAC, 2010). Canada reports statistics provincially because of the differing definitions of the requirements of placing children in foster care (PHAC, 2010). In 2008, there were an estimated 235,842 child maltreatment investigations, of which 85,440 were substantiated, resulting in 14.19 investigations per 1000 children (PHAC, 2010). Of the substantiated cases, 19.599 children were required to be removed from the current residences (PHAC, 2010). In addition, 82% of substantiated cases reported one type of maltreatment with physical abuse being the most frequent, whereas the remaining 18% reported more than one type of maltreatment - with neglect and exposure to intimate partner violence being the most frequent (PHAC, 2010). Public Health Agency of Canada (2010) reported exposure to intimate partner violence (34%) and neglect (34%) as the most frequent grounds for removal, followed by physical abuse (20%), emotional maltreatment (9%), and sexual abuse (3%). Public Health Agency of Canada identifies 46% of the children reported functioning issues: Academic difficulty (23%), internalizing disorders (19%), externalizing disorders (15%), attachment issues (14%), and/or academic and development disabilities (11%). Children in foster care have experienced maltreatment in the form of neglect, abuse, and/or trauma. These children are removed from the current li.

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Running Head: BUILDING BLOCKS LEARNING CENTER IN HANSVALE COUNTY 1 BUILDING BLOCKS LEARNING CENTER IN HANSVALE COUNTY 7 Building Blocks Learning Center in Hansvale County Angel Winslow Walden University Date: November 20, 2019 (Revised ) PV004: Impact of Current Issues and Trends on the Field Performance Task Changing demographics The changing aspects of the demographics of Hansvale County have a significant impact on the center as well as its progress in the center. The critical differences experienced include ethnicity change, cultural, and social changes. Study shows that whites' mothers are comparatively stable economically compared to the blacks, and hence, the black are employed more than whites and high salary differences between the races (Johnson, 2013); this affect the center when children join their early childhood development. Parents who earn low income may sometimes face difficulties while paying for the services in the centers affecting the center progress and operation. It may lead sometimes to slow offering of the necessary services in the centers. Additionally, regarding the population depiction in any of the government schools in Hansvale County, it illustrates that the white children in schools who come from less fortunate families with low incomes are about 40%. (McLoyd, 1998). However, cultural variations have adverse effects on the work procedures at the center. Guardians take their children to a center which favors their social belief and feel their children are safe in the centers. For example, the elementary public schools in the County of Hansvale, do not have an Indian student in the school due to culture differences (Uskov, 2016). These have harmfully jammed on the center's motive to enforce the learning equity plans. According to the population basis of this County, higher figures of children who talk other languages other than English in their homesteads upsurges from around 9.20% in the year 2005 to 10.20% in the year 2015. Therefore, linguistics problem has a significant effect on young children performance with regards to their family backgrounds (Johnson, 2013). Hence, such types of students tend towards being in school for a more extended period than the others. Poverty and its impact on child development Poverty is an enduring condition for families that may inhibit effective modification to development tasks apart from schoolwork. Children who are raised in a low income earning backgrounds become an exposure to social and academic challenges in conjunction with poor health services offered to them and their well-being (Buss, 2014). These destabilize their living systems, therefore, affect them in their day to day development and their adaptation to the environment surrounding them. Children are crucial beings and need to be raised in a manner affecting them positively. Moreover, building block centers can always fine-tune to achieve the needs of families living in poverty throug ...

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THE HERO’S JOURNEY Joseph Campbell, an American mythol.docx

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The Heart of Darkness is one of the great literary criticisms of Imperialism in Africa. Marlow, the main character, is originally fascinated by the possibilities that exploring Africa has to offer a young man seeking his fortune and a name for himself, but he later becomes disillusioned with the process. Discuss why Marlow originally had faith in Imperialism, but then came to regret his participation in it. .

The Heart of Darkness is one of the great literary criticisms of I.docx

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The history and evolution of the early childhood field provides such critical information about the origins of the field—shaping our understanding of present and evolving contexts. What are you most interested in learning more about within this competency? Competency Description: The early childhood field has a long and rich history. Since young children’s development is multi-faceted, the historical influences come from not only child development and education, but also medicine, psychology, and sociology. Each of these historical contexts has contributed to the current knowledge base in the field. By understanding the history of the field and its evolution, early childhood professionals can better explore new ways to contribute to the field. .

The history and evolution of the early childhood field provides such.docx

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The Hero: Symbolic Vitality Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure. It is our light, not our darkness, that most frightens us. Your playing small does not serve the world. There is nothing enlightened about shrinking so that other people won't feel insecure around you. We are all meant to shine as children do. It's not just in some of us; it is in everyone. And as we let our own lights shine, we unconsciously give other people permission to do the same. As we are liberated from our own fear, our presence automatically liberates others. (Coach Carter) The Adventure A Hero ventures forth from the world of the common day into a region of supernatural wonder: fabulous forces are there encountered and a decisive victory is won: the hero comes back from the mysterious adventure with the power to bestow boons on his fellow man (J. Campbell, H1K, 30) Separation: In the call and separation, the hero’s activity must be directed toward some goal outside him/herself to lead to his/her authentic wholeness. The Call: “The journey always begins here. The call is to leave a certain social situation, move into your loneliness and find the jewel, the center that’s impossible to find when you are socially engaged” (J. Campbell) We are off center in the social. We define ourselves through external criteria, expectations, contexts. Initiation: The Battles. The passage over and through these thresholds is a kind of self-annihilation, either inward or outward, a contest between contradictory forces within the self which the hero must face before he can perform his life renewing act. The Temptations at the Threshold JesusEconomic: power over othersPolitical: power over othersSpiritual (when ideology becomes dogma): power over God. BuddhaLust (desire): personalFear: personalSocial Duty (do what you are told): social In these struggles, the hero comes to wholeness and a new relationship to the world and is made suitable for his role within the culture. These struggles/trials/temptations are where to gain yourself, you must lose the self you have come to cling to as “yourself.” This is the giving up of what you planned for yourself in order to embrace what has been waiting for you. “Psychologically, it’s a shift into the unconsciousness, otherwise, it’s a move into the filed of action of which you know nothing.” (J. Campbell) The result of these trials may be favorable or unfavorable. It depends on your reasons/your purpose. The Return: “The Hero has died a modern man; but as eternal man—perfected, unspecific, universal man—he has been reborn. His second solemn task and deed therefore is to return to us, transfigured, and teach the lessons he has learned of life renewed.” (J. Campbell, H1K, 20) The hero winds up where he/she began, but is transfigured and posses boons to bestow upon his fellowman. In Sum: “Where we had thought to slay another, we .

The HeroSymbolic Vitality Our deepest fe.docx

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