Family SystemsChanging family dynamicstrends in the U.docx

Family Systems
Changing family dynamics/trends in the US
Families as a ‘system’
Attachment
Parenting
programs that aim to improve outcomes in at least one of eight
domains: (1) maternal health; (2) child health; (3) positive
parenting practices; (4) child development and school readiness;
(5) reductions in child maltreatment; (6) family economic self-
sufficiency; (7) linkages and referrals to community resources
and supports; and (8) reductions in juvenile delinquency, family
violence, and crime.
1
Family Diversity is the “new normal”
https://contemporaryfamilies.org/the-new-normal/
2
View of “household arrangements”

3
Women’s Work-Family Situations
5
How did we get here…..
Technology reduced the amount of time needed for household
tasks
Birth control allowed for timing/number of births
Women’s work moving from home to the market
Increase of women’s independence from family
6
Paid Parental Leave
Washington State Passes Parental Leave:
http://kuow.org/post/washington-workers-will-get-paid-family-
medical-leave-benefits-beginning-2020
http://www.ted.com/talks/jessica_shortall_how_america_fails_n

ew_parents_and_their_babies
7
http://www.pewsocialtrends.org/2015/12/17/1-the-american-
family-today/
8
Changing notions of the ‘family’
http://www.pewsocialtrends.org/2010/11/18/the-decline-of-
marriage-and-rise-of-new-families/2/#ii-overview
9
ww2.faulkner.edu
12
Families as a ‘system’
“interacting units or elements that make up the unified whole”
(Thomlison, 2010, p. 2)

A system that experiences various issues and problems within
itself and with the systems with which it interacts
During assessment, one considers the complex interplay among
these systems
Attachment
By the second half of the first year, babies have become
attached to familiar people who respond to their needs.
Attachment is built by satisfying:
Primary drive: hunger
Secondary drive: comfort and security
Harlow’s experiment, 1959
https://www.youtube.com/watch?v=_O60TYAIgC4
Attachment relationships have four main features.
A sense of security
A safe haven
Proximity maintenance
Separation distress
proximity maintenance. Since children rely on their caregiver

for comfort when they feel unsure or threatened, they try to
remain close to them. Staying close maximizes the caregiver’s
availability to respond to them at all times.
Finally, attachments are characterized by separation distress.
This means that toddlers often experience distress and anxiety
when an attachment figure leaves.
Behaviors such as separation anxiety begin to subside when the
child begins to understand some of the factors that influence a
caregiver’s comings and goings around 3 years of age.
15
Bowlby’s Ethological Theory (1969)
The quality of attachment to the caregiver has profound
implications for the child’s feelings of security and capacity to
form trusting relationships.
Responsiveness
Consistency
Mary Ainsworth
Strange Situation (Ainsworth, 1978)
Strange situation:
https://www.youtube.com/watch?v=QTsewNrHUHU
Security circle:
http://www.youtube.com/watch?v=cW2BfxsWguc

ILABS Module on Attachment:
http://modules.ilabs.uw.edu/outreach-modules/
Researchers have identified three broad attachment behaviors
that children use.
The behaviors are secure, insecure-avoidant, and insecure-
resistant.
A child who is securely attached to their caregiver tends to
explore freely when that caregiver is present. When the
caregiver leaves, she is upset, and when the caregiver returns
she is happy.
A child with an insecure-avoidant attachment style won’t
explore as freely as a secure child, and is wary of strangers even
when a caregiver is present. When the caregiver leaves, she is
often highly distressed, and does not calm easily when the
caregiver returns.
A child with an insecure-resistant attachment style does not
play freely even when a caregiver is present. When the
caregiver leaves, she is not distressed at all, and shows no
change in emotion when the caregiver returns.
17
Factors affecting attachment security
Opportunity to establish a close relationship
Quality of care-giving
Baby’s characteristics
Family context
Parents’ internal working models
Temperament
easy-going; slow to warm up; difficult

Thomas, Chess, & Birch, 1968
9 characteristics (high, med, low)
the level and extent of motor activity;
the rhythmicity, or degree of regularity, of functions such as
eating, elimination and the cycle of sleeping and wakefulness
the response to a new object or person, in terms of whether the
child accepts the new experience or withdraws from it
the adaptability of behavior to changes in the environment
the threshold, or sensitivity, to stimuli
the intensity, or energy level, of responses
the child's general mood or "disposition", whether cheerful or
given to crying, pleasant or cranky, friendly or unfriendly
the degree of the child's distractibility from what he is doing
the span of the child's attention and his persistence in an
activity.
141 children
20
3 ‘general’ temperaments
The "easy children” (40%)
positiveness in mood, regularity in bodily functions, a low or
moderated intensity of reaction, adaptability and positive

approach to, rather than withdrawal from, new situations.
quickly establish regular sleeping and feeding schedules, were
generally cheerful and adapted quickly to new routines, new
food and new people.
As they grew older they learned the rules of new games quickly,
participated readily in new activities and adapted easily to
school.
The "difficult children" (10%)
irregular in bodily functions, usual intensity in reactions,
tendency to withdraw in the face of new stimuli,
relative slowness to adapt to changes in the environment and
general negativity in mood
irregular in feeding and sleeping, were slower to accept new
foods, took a longer time to adjust to new routines or activities
and tended to cry a great deal.
Frustrations usually seemed to send them into violent tantrums
required a high degree of consistency and tolerance in their
upbringing.
The "slow to warm up" (15%)
typically had relatively low activity levels, tended to withdraw
on their first exposure to new stimuli, were slower to adapt,
were somewhat negative in mood and responded to situations
with a low intensity of reaction.
https://www.zerotothree.org/resources/211-temperament video
21
Internal working models
using knowledge of the past in responding to the present and
future
three main features of the internal working model:
(1) a model of others as being trustworthy,
(2) a model of the self as valuable, and
(3) a model of the self as effective when interacting with others.

Parent-child “fit”
What seems to be universal across cultures…..
All parents nurture and protect their children
Must help children reach similar developmental tasks
wish physical health, social adjustment, educational
achievement, and economic security for their children,
nearly all parents regardless of culture seek to lead happy,
healthy, fulfilled parenthoods and to rear happy, healthy,
fulfilled children.
Bornstein, M. H. (2012). Cultural approaches to parenting.
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3433059/
23
Serve and Return
‘Serve and return’
http://developingchild.harvard.edu/resources/serve-return-
interaction-shapes-brain-circuitry/
VROOM: http://developingchild.harvard.edu/resources/vroom
In King County: https://www.youtube.com/watch?v=F7oT-
8wW18A
Still Face Experiment
https://www.youtube.com/watch?v=apzXGEbZht0
Parenting ‘styles’, practices
“Every culture is characterized, and distinguished from other
cultures, by deep-rooted and widely acknowledged ideas about
how one needs to feel, think, and act as a functioning member
of the culture.”

…and these beliefs shape how parents care for their children.
25
Diana Baumrind Style
….the United States, Europe, and other “Western” cultures
emphasize autonomy: individual achievement, self-reliance, and
self-assertiveness.
The United States was founded on these characteristics, as
reflected in the iconic imagery of explorers, frontiersmen, and
entrepreneurs.
…. the practice of bronzing a baby’s first pair of shoes
symbolizes pride in his or her independent steps, away from the
parent.
To raise self-confident, individualistic children, parents offer
frequent praise, favor verbal feedback over physical contact,
and promote independent behaviors.
Children are encouraged to think critically, question the status
quo, and distinguish themselves from others.
Thus, a parenting style emphasizing autonomy is informed by
the belief that independence leads to individual adult
achievement.
…..other cultures, particularly in Asian, African, and Latin
American countries, tend to value interdependence: collective
achievement, sharing, and collaboration.
these concepts are thought to originate in agrarian societies in
which the community’s survival required pooling limited
resources (food, water, and shelter), then distributing them
equitably.

These values often are expressed in parental expectations that
children obey authority, share their possessions, and place the
family’s and community’s needs before their own.
Challenging authority and building self-esteem are less
important in cultures that historically depended on collective
action to ensure survival.
Cultures that promote interdependence typically have a longer
duration of sleeping in close proximity, less emphasis on
independent feeding, stricter approaches to obedience, and more
respect for elders.
http://pediatrics.aappublications.org/content/131/4/631
Also see here:
https://mcclellandinstitute.arizona.edu/sites/mcclellandinstitute.
arizona.edu/files/ResearchLink_2.1_Russell_AsianFam.pdf
Tiger Mom interview:
https://www.youtube.com/watch?v=E_GdZFyIE_Q
27
For example, an authoritative parenting style (high warmth,
high control) leads to positive outcomes in European American
school children, whereas an authoritarian parenting style (low
warmth, high control) leads to positive outcomes in African
American and Hong Kong Chinese school children (Leung, Lau,
& Lam, 1998).

28
Cross cultural perspectives
Ideas.TED.com
How Cultures Around the World Think About Parenting
http://ideas.ted.com/how-cultures-around-the-world-think-
about-parenting/
A Family ‘Map’
http://templates-icio.ru/image.php?id=681146
30
Family Map Activity
Small Group Tasks
Each group gets a case
Your group number is your case number
Create family map
Discuss in your groups
What intervention would you suggest?
What strength do you see in your Case Study Family?
One nominated person from each group will man the poster
explaining what’s going on while we do a poster walk
Family Support Services
Harvard’s Frontiers in Innovation Program

http://developingchild.harvard.edu/resources/intergenerational-
mobility-project-building-adult-capabilities-for-family-success/
And Early Learning Lab for Home Visiting
programs that aim to improve outcomes in at least one of eight
domains:
(1) maternal health; (2) child health; (3) positive parenting
practices; (4) child development and school readiness; (5)
reductions in child maltreatment; (6) family economic self-
sufficiency; (7) linkages and referrals to community resources
and supports; and (8) reductions in juvenile delinquency, family
violence, and crime.
https://earlylearninglab.org/whats-ahead-early-ed/
Welcome to ECFS 200:
Introduction to Early Childhood/Family Studies
Debi Talukdar
[email protected]
Early Childhood is defined as
Birth

Through
Age 8
(about 3rd grade)
Today’s Agenda
What do I bring to this course?
Overview of the course
Review the syllabus and course schedule
Course assignments
Service Learning
Who am I and what do I bring to the course?
Multiple perspectives in class!
What do these areas of study have to do with the well-being of
children and families?
Psychology, French, Humanities
Pre-Sciences, Pre-Health Sciences, Nursing
Sociology, Communications
Environmental Studies,
Computer Science, Engineering

Business Administration, Economics
Speech/Hearing Science, ECFS
Drama, Art, Architecture
Biochemistry, Public Health, Biology
Individual Studies, Mathematics
http://www.washington.edu/students/reg/depttools/tsupdate/maj
or.php
5
What do you think are the major influences on a child’s
development?
Early Childhood & Family Studies is
The study of how to facilitate optimal child development and
become agents for institutional and societal change
Current Issues
Child Development and Early Learning
Family & Community Systems
Risk & Resilience
Mental & Physical Health/Well-being
Teaching & Learning
Global and Diversity Perspectives
Policy & Advocacy
Assignments

Readings, discussions, and exit slips
Area of Interest Assignment
Reflection on Your Childhood Assignment
Service Learning Assignment
Service Learning Presentation
Service Learning
3-4 hours per week/8 weeks
Weekly log starting week 3 of the quarter
Reflection Paper
Final Presentation
End of quarter evaluation
An Overview of Service Learning
http://bit.ly/CCSLprezi
Visit the Carlson Center web site at www.uw.edu/carlson/, and
follow the "Browse and register for Service-Learning Positions"
link to explore service-learning positions for your class.
Service Learning Log week 3-10 (8 total)
A Brief History of Early Childhood Efforts in the US: 1960s to
present
http://ffyf.org/resources/eceinessa2015/ ESSA and Title 1, ECE
1

Debriefing the Reading
Three levels of text:
In rounds, person 1:
Share your word/interpret
Person 2:
Person 3:
All share with one another
Repeat with sharing your phrase, then your sentence
Relationships guide how young children learn about the world,
people and themselves.
1964 War on Poverty
Civil Rights Act (1964)
Food Stamp Act (1964)
Head Start (1965)
Medicare/Medicaid (1965)
College Work Study Program
Elementary & Secondary Education Act (1965)
http://faculty.virginia.edu/sixties/readings/War%20on%20Pover
ty%20entry%20Poverty%20Encyclopedia.pdf

4
Elementary and Secondary Education Act (ESEA) 1965
Education for All Handicapped Children Act (1975)
to ensure that children with disabilities have the opportunity to
receive a free appropriate public education, in the least
restrictive environment.
Until that time, many states had laws that explicitly excluded
children with certain types of disabilities from attending public
school, including children who were blind, deaf, and children
labeled "emotionally disturbed" or "mentally retarded."
Early learning programs that address
language and literacy; cognition and general knowledge;
physical development and health; social and emotional
development; and approaches to learning.
health, nutrition, social, and other services determined to be
necessary by family needs assessments
Emphasizes the role of parents as a child’s first and most
important teacher
https://www.youtube.com/watch?v=kypFIrtRVTg [older]
https://www.youtube.com/watch?v=uKLPmpMcfPU
http://eclkc.ohs.acf.hhs.gov/hslc/hs/about
7

3 Major Studies, 1960-80s
9
Abecedarian Project
10
Chicago Child-Parent Centers
From NIEER, S. Barnett’s presentation to Seattle City Council
for UPK
11
A Brief History of Early Childhood Efforts in the US: 1960s to
present
Increasing diversity in the backgrounds of families in the US

http://developingchild.harvard.edu/resources/multimedia/videos/
three_core_concepts/brain_architecture/
The Current Reality: 3rd Grade Reading
From Hannah Lidman, ILABs
15
State 3rd Grade Reading
White 2005 WASL 2006 WASL 2007 WASL 2008
WASL 2009 MSP2010 MSP0.746 0.774 0.77 0.773
0.794 0.796 Asian/Pacific Islander 2005 WASL
2006 WASL 2007 WASL 2008 WASL 2009 MSP
2010 MSP0.737 0.754 0.765 0.787 0.788
0.8 American Indian 2005 WASL 2006 WASL
2007 WASL 2008 WASL 2009 MSP2010 MSP0.517
0.554 0.544 0.551 0.553 0.563 Black
2005 WASL 2006 WASL 2007 WASL 2008 WASL
2009 MSP2010 MSP0.533 0.57 0.563 0.557
0.59 0.62 Hispanic 2005 WASL 2006 WASL 2007
WASL 2008 WASL 2009 MSP2010 MSP0.471 0.493
0.509 0.529 0.522 0.576
Changing Views of Early Learning in U.S.
In the Past
Childrearing as woman’s work
Child CARE
Health and safety

Providers as care takers and custodians
Public funding closely tied to welfare and moving low-income
women into the workforce.
Currently
Two working parents
early LEARNING/early childhood EDUCATION
cognitive and social /emotional DEVELOPMENT
Providers as professionals and educators
Public good leading to long-term outcomes for children,
families, and society.
Adapted from Hannah Lidman, ILABs
16
What early childhood education is being asked to do
inequity, poverty, and risk
welfare and the working poor
maternal and general workforce employment
the needs of the military and federal employees
demands for excellence and school readiness
the press for success: model programs
Kagan & Reid, introduction
17
Summary
Federal legislation and policy has a significant history related
to early childhood and family studies.
There is a Science of Early Learning.
The U.S. is applying this science to enable all children to be
‘school ready’ & to have opportunity for optimal development.

This is seen in education, policy, & social welfare movements.
All of this has made a significant difference in millions of
lives….and continues to face challenges in serving all that are
in need.
Race to the Top Early Learning Challenge
President Obama has called inequality the “defining challenge
of our time.”
$280 million investment in early childhood education
Washington State Early Achievers:
http://del.wa.gov/care/qris/
http://www.naeyc.org/files/naeyc/file/policy/state/Race_Top_EL
C.pdf
HB 1491, Early Start Act
$158 million will go to early learning, including expanded
preschool, funding the Early Start Act and child care eligibility
changes.
http://www.childrensalliance.org/sites/default/files/2014_briefin
g_EarlyStartAct_final.pdf
http://childrensalliance.org/no-kidding-blog/historic-victory-
washingtons-children
Funds Early Achievers; coaching, resources
Children eligible for 12 months of enrollment regardless of
changes in family circumstances
Providers who get state subsidies must enroll in Early Achievers
http://www.del.wa.gov/publications/partnerships/docs/081015E
LACEarlyStartActOverview.pdf

20
Universal Pre-K
Nationally: Preschool for All
http://www.whitehouse.gov/issues/education/early-childhood
With State Funded support:
Florida, Georgia, Massachusetts, New York, Oklahoma, and
West Virginia
In the City of Seattle
http://www.seattle.gov/council/issues/PreschoolforAll/default.ht
ml
King County, Best Starts for Kids Act
http://www.kingcounty.gov/elected/executive/constantine/initiat
ives/best-starts-for-kids.aspx
The levy will generate about $65 million per year and cost the
average King County property owner an estimated $56 per year,
which is about one dollar per week for prenatal support,
investing in healthy communities, programs for children under
the age of 5, home visiting, developmental screenings, etc.
Recent Legislation
Every Student Succeeds Act
http://www.ed.gov/ESSA
a competitive grant program [$250 million a year until 2020]
for states that propose to improve, coordination, quality, and
access to early child education for kids from low-income and
disadvantaged families. {Patty Murray}
Title 1 dollars for early learning
Title II dollars [teacher and principal prep] for professional
development, early literacy programs…

First Five Years Fund
http://ffyf.org/who-we-are/
Bipartisan federal advocacy for early childhood education
provides policymakers, advocates, business leaders and the
public with the research and information necessary to make
informed investments in quality early childhood development.
Funded by Buffet Early Childhood Fund, Bill & Melinda Gates
Foundation, Kellogg…to name a few…
http://ffyf.org/why-it-matters/
Area of Interest Assignment
Part 1: Introduce your topic/interest
Part 2: Research efforts
Part 3: Professional Organization [national]
Part 4: Connections to ideas in readings/class
At least 3
One page handout shared in class
4-5 double spaced paper [APA format]
Due:
Today’s Session
Risk & Resilience

See here:
http://buildinghealthycommunities.org/
A Tale of Two Zipcodes
1
Forms of Stress
Center on the Developing Child
2
Physical abuse is the use of physical force, such as hitting,
kicking, shaking, burning, or other shows of force against a
child.
Sexual abuse involves engaging a child in sexual acts. It
includes behaviors such as fondling, penetration, and exposing a
child to other sexual activities.
Emotional abuse refers to behaviors that harm a child’s self-
worth or emotional well-being. Examples include name calling,
shaming, rejection, withholding love, and threatening.
Neglect is the failure to meet a child’s basic physical and
emotional needs. These needs include housing, food, clothing,
education, and access to medical care
From Essentials for Childhood Framework, page 5:
https://www.cdc.gov/violenceprevention/pdf/essentials_for_chil
dhood_framework.pdf
3

Childhelp.org
A report of child abuse is made every ten seconds
More than four children die every day as a result of child abuse.
More than 90% of juvenile sexual abuse victims know their
perpetrator in some way.
Child abuse occurs at every socioeconomic level, across ethnic
and cultural lines, within all religions and at all levels of
education.
“Children are just as likely to be abused or neglected in wealthy
homes as in poor ones. However, wealthier white families are
simply not under the same scrutiny that brings families of color
of low socioeconomic status to the attention of child welfare
authorities.”*
About 30% of abused and neglected children will later abuse
their own children, continuing the horrible cycle of abuse.
The estimated annual cost of child abuse and neglect in the
United States for 2008 is $124 billion.
*http://www.alternet.org/education/truth-about-child-abuse-and-
poverty
4
Selected Adverse Experiences
1. Lived with a parent or guardian who got divorced or
separated;
2. Lived with a parent or guardian who died;
3. Lived with a parent or guardian who served time in jail or
prison;
4. Lived with anyone who was mentally ill or suicidal, or
severely depressed for more than a couple of weeks;
5. Lived with anyone who had a problem with alcohol or drugs;

6. Witnessed a parent, guardian, or other adult in the household
behaving violently toward another (e.g., slapping, hitting,
kicking, punching, or beating each other up);
7. Was ever the victim of violence or witnessed any violence in
his or her neighborhood; and
8. Experienced economic hardship “somewhat often” or “very
often” (i.e., the family found it hard to cover costs of food and
housing).
Significant adversity impairs development in the first 3
years…..the more adversity, the greater the odds of a
developmental delay…..risk factors such as poverty, caregiver
mental illness, child maltreatment, single parent, low maternal
education.
http://developingchild.harvard.edu/resources/multimedia/interac
tive_features/five-numbers/
7
As the number of ACEs increases so does the risk for the
following:
Alcoholism and alcohol abuse
Chronic obstructive pulmonary disease
Depression
Fetal death
Health-related quality of life
Illicit drug use
Ischemic heart disease
Liver disease
Poor work performance
Financial stress

Risk for intimate partner violence
Multiple sexual partners
Sexually transmitted diseases
Smoking
Suicide attempts
Unintended pregnancies
Early initiation of smoking
Early initiation of sexual activity
Adolescent pregnancy
Risk for sexual violence
Poor academic achievement
https://www.cdc.gov/violenceprevention/acestudy/about.html
8
www.kidsmatter.edu.au
9
Risk Factors
Situational
life stress
mental/physical health
school problems
family relationship conflict
Enduring
Behavior, mental/physical health
Caregiver mental/physical health
Impaired child/caregiver relationship/family conflict

Substance Abuse
Social Isolation
Underlying
Poverty
Racism
Violence in community
Protective Factors
Enduring
Family System Strengths
Supportive child/caregiver relationship
Coping strategies
Social support
Readiness for change
Underlying
Spirituality
Cultural roots
Community connections
Economic stability
From : Center for the Study of Social Policy
Five Protective Factors Key to Family Well-Being:
Knowledge of parenting & child development
Parental resilience
Social connections
Concrete supports for families
Social & emotional competence of children
http://www.cssp.org/young-children-their-families
11
ACES Study
ACES are strongly related to risk factors for disease and life-
course well-being
17,000 participants

75% White
67% some college or college graduates
https://www.cdc.gov/violenceprevention/acestudy/pdf/fhhflorna.
pdf [female survey]
https://www.ted.com/talks/nadine_burke_harris_how_childhood
_trauma_affects_health_across_a_lifetime?language=en
range from physical, emotional, or sexual abuse to parental
divorce or the incarceration of a parent or guardian.
http://www.childtrends.org/wp-content/uploads/2014/07/Brief-
adverse-childhood-experiences_FINAL.pdf
*Episode 5, DNA is not Destiny
http://washington.kanopystreaming.com/node/160389
Thrive Washington
https://thrivewa.org/work/trauma-and-resilience-3/
epigenetics
12
The Reading…..
What questions does this raise for you?
What is significant about this text?
How might it influence your understanding of children and
families?
Resilience
Resilience can be defined as the ability to thrive, mature, and
increase competence in the face of adverse circumstances.

Think about yourself…..
Take a few moments to write about a time that was difficult or
challenging.
How did the concept of ‘resilience’ play in to that moment?
Resilience: positive outcomes in the face of adversity
Not just in the person…but in the interaction between the
person and the environment
Resilience…. The single most common factor for children who
develop resilience is at least one stable and committed
relationship with a supportive parent, caregiver, or other
adult*.
A Tale of Two Zip Codes
https://www.youtube.com/watch?v=Eu7d0BMRt0o
Harvard paper on resilience*
https://developingchild.harvard.edu/science/key-
concepts/resilience/
Kauai Longitudinal Study
698 children, born 1955
Monitored development at ages 1, 2, 10, 18, 32, & 40
30% born & raised in poverty, families troubled by chronic
discord, reared by mothers with less than 8th grade education
2/3 developed learning/behavior problems by age 10, & had
delinquency records or mental health problems by age 18
BUT 1/3 grew into competent, confident, & caring adults
WHY?

3 Factors of Resiliency
Within the individual
Within the family
In the community
Most of the 2/3 had “staged a recovery” by age 40
Harlem Children’s Zone
http://hcz.org/index.php/about-us/video-faqs
Program Models that serve as protective factors
Promise Neighborhoods
https://www.youtube.com/watch?v=Kyka4YfqeqQ
Childhaven (in Seattle)
http://www.youtube.com/watch?v=-
CWbkgaljQo&list=PLzNmDeFdH18gAN1SsZLCBthroDqzeUiv
U
Harlem Children’s Zone
https://www.youtube.com/watch?v=Di0-xN6xc_w ***
https://www.youtube.com/watch?v=ete1jRRPAFU
Watch and listen for…….(exit slip)
What messages can communities provide for children &
families?
Other resources
http://www.youtube.com/watch?v=cXCdcsJCcE

https://developingchild.harvard.edu/science/key-
concepts/resilience/
http://developingchild.harvard.edu/resources/multimedia/videos/
inbrief_series/inbrief_impact_of_adversity/
21

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