1) A child's socioeconomic status (SES) significantly impacts their academic and social development, with children from low-SES families facing numerous disadvantages. Low-SES children receive less cognitive stimulation and language exposure from an early age.
2) Differences in language exposure and opportunities for conversation contribute to achievement gaps that emerge before kindergarten. Low-SES children also experience less one-on-one reading time with parents.
3) Growing up in a low-SES environment can negatively impact brain development and stress response in ways that make impulse control and emotional regulation more difficult. This puts low-SES children at risk for problems in school.
This research paper analyzes multiple research articles and explains the adverse effects that divorce has on children using internal dynamics of families, child education, and human development theories.
This research paper analyzes multiple research articles and explains the adverse effects that divorce has on children using internal dynamics of families, child education, and human development theories.
In this talk, James Tobin, Ph.D., presents his Relational Parenting approach, a pragmatic guide for parents to help resolve parent-teen conflict and family systemic issues.
A comprehensive review of research on the effect that birth order has on academic success in children. Within the CFLE matrix, this literature review falls under the substance areas of families in society and internal dynamics of families. It falls under the competency area of assessment and evaluation skills.
A group presentation that involves research articles which analyze how parenting styles and attachment types can affect a child's development. Within the CFLE matrix, this slideshow falls under the substance areas of internal dynamics of families and human growth and development. It falls under the competency area of assessment and evaluation skills.
Learn the history of attachment theory (known today as attachment parenting), and the benefits of creating a secure attachment with your infant and/or child.
Intergrated-Therapy "Circle of Security"Karen Cowling
Do you want to bring up children who you have been able to parent from the inside out, to raise children who feel attached and loved, to assist them in being able to manage their own and others strong emotions. www.Intergrated-Therapy.com
0408618165
Karen.
In this talk, James Tobin, Ph.D., presents his Relational Parenting approach, a pragmatic guide for parents to help resolve parent-teen conflict and family systemic issues.
A comprehensive review of research on the effect that birth order has on academic success in children. Within the CFLE matrix, this literature review falls under the substance areas of families in society and internal dynamics of families. It falls under the competency area of assessment and evaluation skills.
A group presentation that involves research articles which analyze how parenting styles and attachment types can affect a child's development. Within the CFLE matrix, this slideshow falls under the substance areas of internal dynamics of families and human growth and development. It falls under the competency area of assessment and evaluation skills.
Learn the history of attachment theory (known today as attachment parenting), and the benefits of creating a secure attachment with your infant and/or child.
Intergrated-Therapy "Circle of Security"Karen Cowling
Do you want to bring up children who you have been able to parent from the inside out, to raise children who feel attached and loved, to assist them in being able to manage their own and others strong emotions. www.Intergrated-Therapy.com
0408618165
Karen.
Based on my book of the same title, Leveraging Your Leadership Style (LYLS) will equip you to be more effective in your leadership journey. Understand your personal style, the style of other team members, how you can be a dynamic leader in your team, and how your organization can achieve its goals through effective use of your style and the styles of others
Response for discussion 1Assumptions people might make aboutmickietanger
Response for discussion 1
Assumptions people might make about different family configurations:
Non-traditional family configurations are judged for being different than traditional families. These families are stigmatized as the alcoholic, multiracial, lesbian, or gay families, among other configurations (Breshears, 2011). This disapproval negatively affects the family, and especially the development of the children.
One such family configuration that assumptions are made is a family with homosexual parents. These families face the challenge that they are not a true family structure (Breshears, 2011). In fact, they may receive hostility or be stigmatized. Because of the prejudice (Fitzgerald, 2010), the children need to be taught by the parents about homophobia (Breshears, 2011). Plus, their family identity is scrutinized more than a traditional family. This family structure is likewise challenged not only directly, but indirectly in the school. Lesbian and gay families may not represented in schools in books or on posters. Other children may criticize the child of homosexual parents. There may also be indirect challenges of family identity on school assignments (Breshears, 2011). In response, some families may encourage their children to hide the family identity to protect them from discrimination (Breshears, 2011).
Impacts assumptions have on the development of children:
If a child’s family is injured or hurt, so is his/her own identity because family is an extension of the child’s self-identity (Derman–Sparks & Olson Edwards, 2010). Thus, the child may hold the burden for his/her parents and feel a need to protect them. This causes extra stress on the child (Fitzgerald, 2010). They may, as well, take on the anxiety of their parents. Additionally, Fitzgerald (2010) discussed that children of homosexual families feel pressure to be perfect and struggle to trust others due to constant harassment from peers.
How do these assumptions impact my work with children:
I believe that it is best practice to respect all family structures because structure does not identify how the family functions (Derman–Sparks & Olson Edwards, 2010). Ultimately, in my job as a school psychologist, I need to keep an open mind and focus on how the function of a child’s family impacts his/her cognitive, social, and emotional development. Besides helping the individual by listening, I can provide them with resources and suggest support groups to help them not feel alone or isolated. For example, the Gay-Straight Alliance (GSA) has been shown to improve school climate by educating the school community about sexual minority issues while increasing social support for LGBTQ students and those students with same sex parents (Heck, 2014). Joining a GSA may help a student from a homosexual family.
References
Breshears, D. (2011). Understanding communication between lesbian parents and their children regarding outsi ...
Colleagues Responses
Colleagues responses
Assignment 4 8080 Part 2
. Interact with 3 colleagues and respond to them by sharing additional insights, comparing experiences, and posing questions that further promote dialogue. (Post to each colleague in 150 words.)
Colleague 1 response:
Posted by DeQuanda Cummings
Optimizing Brain Development
The first few years of a child’s life are critical for healthy brain development. Brain development begins during the prenatal period and continues through early childhood. Although the brain continues to develop into adulthood, the first eight years builds the foundation for learning and success (CDC, 2021). Brain development depends on many factors such as, prenatal care, experiences, and exposures to toxins and infections. “Nurturing and responsive care for the child’s body and mind is the key to supporting healthy brain development” (CDC, 2021). Positive and negative experiences help shape a child’s brain.
How the brain grows is highly affected by the child’/ s experiences with people and the world. Children depend on interactions with parents and their caregivers to be responsive to their needs. Children thrive in environments where they can explore and play in a safe environment. Their needs ought to be met and not neglected. They do not need to be exposed to stress. As a parent and/or caregiver to support healthy brain development you can constantly talk to the child, read to your child, meet their needs, and offer them a safe place to explore and play. Speaking and reading to children increase their language and communication skills. “Nurturing a child by understanding their needs and responding sensitively helps to protect children’s brains from stress” (CDC, 2021). Exposure to stress can negatively affect brain development. When children are at risk, it can cause them a delay in accomplishing developmental milestones. They will distrust people if their needs are not constantly being met.
This topic is important to me because in the school that I work at we have a high population of students who needs are not being met. When they get into the classroom, before I can teach them anything I have to meet their needs whether it be feeding them or giving them extra attention. I have even gone as far to buy clothes and shoes for students. This affected the students’ learning. They were usually the ones that were below grade level in the classroom. When having conversations with the parents, they want better for their children but did have the resources or just did not know.
I will need support from pediatricians, early childhood educators, and counselors to help inform parents and caregivers about the importance of brain development and optimizing brain development.
Reference
CDC. (2021, February 22). Early Brain Development and Health. Centers for Disease Control and Prevention. https://www.cdc.gov/ncbddd/childdeve ...
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examining how divorce/ separation, witnessing domestic abuse, abuse, and witnessing repeated community violence and show how the interaction between family, community, and society can stimulate and influence a child’s development; looking at the externalizing and internalizing behaviors,within the child’s psychological, emotional, behavioral, cognitive processes, school competence and performance, and relationships with others.
Family Meals Buffer the Daily Emotional Risk Associated With FChereCheek752
Family Meals Buffer the Daily Emotional Risk Associated With Family
Conflict
Emma Armstrong-Carter
Stanford University
Eva H. Telzer
University of North Carolina at Chapel Hill
Family meals have been associated with positive adolescent outcomes in cross-sectional and longitudinal
research. However, it is not known how adolescents experience family meals on a daily basis, and
whether family meals buffer stresses associated with interpersonal conflicts on the daily level. To address
this gap in the literature, adolescents (N � 396, 58% female, Mage � 14.57 years) completed diary
checklists for up to 14 days, reporting their emotions, experiences of family and peer conflict, and
whether they ate with their family that day. On days that adolescents shared a family meal, they felt
greater happiness and role fulfillment, and less burnout and distress. Moreover, family conflict was
associated with more negative emotionality only on days that adolescents did not also eat with the family.
Findings suggest that family meals buffer daily risks associated with familial conflicts. Follow-up
analyses suggest that these processes may be particularly important among older adolescents.
Keywords: adolescence, family meal, emotions, family conflict, peer conflict
During busy daily life, meals are often the only time when
family members come together to engage, and provide and receive
emotional support (Larson, Branscomb, & Wiley, 2006). Perhaps
in part because daily family meals represent a stable, routine, and
context for emotional connectedness (Goldfarb, Tarver, & Sen,
2014; Jones, 2018), family meals have been associated with many
positive outcomes across development. For example, adolescents
who more frequently eat with the family are less likely to be
overweight or underweight, have substance use problems, and
struggle with clinical depression (Fulkerson et al., 2006), and tend
to feel more emotionally close to parents and siblings (Fiese et al.,
2002) compared with their peers. The benefits associated with
family meals also extend beyond the home. Adolescents who more
frequently eat with the family tend to exhibit higher academic
performance (Eisenberg, Olson, Neumark-Sztainer, Story, & Bear-
inger, 2004), fewer antisocial behaviors (Fulkerson et al., 2006;
Prior & Limbert, 2013; Sen, 2010), and increased social compe-
tencies with peers (Fulkerson et al., 2006).
Prior research has been almost entirely cross-sectional, retro-
spective, or longitudinal, which can only tell us about average
meal eating behaviors between adolescents. This work has exam-
ined how average family meals at one time point relate to average
well-being at another time point (Goldfarb et al., 2014). To extend
prior research, it is important to clarify whether family meals are
associated with positive or negative emotions on the daily level.
Examining temporal relations at the daily level may help us to
understand the processes by which family meals promote long-
term well-bei ...
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The Secret Parent: How Socioeconomic Status Influences the Lives of Youth
Elizabeth A. Marshall
Eastern Michigan University
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A parent has a profound impact on the development of a child. A parent makes choices
and decisions that will influence how their child learns, feels, and interacts with others. Despite
the best intentions of a parent, the socioeconomic status (SES) of a family influences the social
and academic development of a child. In one study alone it was found that “a $10,000 increment
in family income was associated with a 16% increase in high school graduation rates for children
of middle income families, but a 600% increase in high school graduation for low income and
poor children” (Farah, Noble, & Hurt, 2010, p. 4). While a family’s SES does not definitively
determine the academic and social development of a child, there are varying patterns of parental
behaviors and other environmental factors linked to these different levels of SES that contribute
to a child’s development. Because of these connections, SES has become a significant predictor
of academic and social development.
One substantial difference between low SES and middle SES families is the frequency of
cognitive stimulation a child receives. This difference is most evident in language and
vocabulary acquisition research. Several studies have examined how children learn words and
the rate at which children acquire words into their vocabularies. In a study by the University of
Kansas it was found that by the time children raised in low SES families turned four they had
heard 32 million fewer words than their cohorts in higher SES brackets (Brooks, 2011, p. 106).
This difference in language acquisition has been identified as a contributor to the academic
achievement gaps present at the start of kindergarten, putting low SES children at a disadvantage
to their more affluent peers from an early age. This difference in vocabulary exposure only
exacerbates once the child enters middle childhood where vocabulary increases at a rate of 3 to
5,000 words per year (Davies, 2011, p. 344). Exposure to adult conversation and written word
are equally important to academic development. In one study it was discovered that the average
3. SecretParent 3
number of “1-on-1 picture book reading experienced by children prior to kindergarten entry has
been estimated at 25 for low SES children and between 1000 and 1700 for middle SES children”
(Farah et al., 2010, p. 14). Because children of high SES parents are consistently exposed more
language than children of low SES parents, the gap in their academic development will only
expand throughout middle childhood and into adolescence.
Additional studies identify a causal connection between cognitive stimulation and social
development. Parents who frequently converse with their child encourage the child to express
their feelings in words (Davies, 2011, p. 345). This ability to verbally express oneself is
especially important as the child enters middle childhood and the need to put internal states into
words and delay acting on those feelings becomes important for school success. As Davies
(2011) explains “when parents encourage verbal expression, they convey that words can be used
to understand the world or resolve conflict” and as a result, a child that can verbalize their
internal feelings is less physically aggressive than a child who cannot (p. 346). The child who
can, uses their verbalization as a means of self-regulation; they are successfully able to express
their emotions verbally rather than resorting to physical violence to express anger, frustration, or
any other negative emotion.
Brooks (2011) identifies SES as the reason for the distinct communication patterns.
When discussing the differences between the home environment that Harold and Erica
experienced in The Social Animal he says that Harold’s parents constantly talked with him,
whereas in Erica’s home the TV was usually on because her mother was “simply too exhausted
to spend much energy on childlike conversation” (Brooks, 2011, p.106). When parents do not
encourage communication and verbalized expression of emotions, the results can be very
detrimental to the child. These children may become maladjusted to a school culture that has
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little tolerance for physical violence or strong emotional outbursts, as seen in Erica’s case. This
consequence is played out on a regular basis in many urban school systems in America where
students are frequently disciplined and suspended for fighting.
Parents can support academic and social development by instilling the value of the future
in their child. In Kegan’s (1994) discussion of durable categories, he addresses a common
expectation parents have of teenagers: that their child will be home by a set curfew. In the
hypothetical situation that he creates, Matty breaks his curfew by two hours without calling his
parents. Matty’s parents want Matty to behave because he has chosen to put his parent’s desires
before his own, not out of fear of the consequence (Kegan, 1994, p.16). As Kegan explains,
durable categories is a higher order thinking process that requires one to not only know another
person’s point of view, but to understand it. In this scenario, it is the idea that Matty’s thought
process will shift from what will happen to him if he misses curfew to what will happen to his
relationship with his parents if he misses curfew (Kegan, 1994, p.26). Achieving durable cross-
categorical thought moves relationships “from being extrinsically valuable to being intrinsically
valuable” and consequently, brings the idea of the future into the present. (Kegan, 1994, p. 26-
27). This cognitive ability is developed only after a child has learned to decenter, meaning they
have developed a less egocentric perspective of the world. This new capability to decenter allows
for a clearer understanding of causality during middle childhood and adolescence (Davies, 2011,
p.351). When an adolescent is able to bring the future into the context of the present, meaning
they are able to fully examine the positive or negative consequences of an action before making a
decision, they have achieved a categorical order of mind sophisticated enough to handle impulse
control.
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However, this highly developed cross-categorical state of cognition is difficult to attain in
low SES households where psychological stressors can impede the development of the pre-
frontal cortex and limbic system. The brain’s pre-frontal cortex is responsible for decision
making and carries out executive functions, such as determining good and bad, and the
consequence of future actions (Steinberg, 2014, p. 76). The limbic system is responsible for
emotions and memory. These two parts of the brain work together; once the limbic system
generates an emotional response it is sent to the prefrontal cortex “which evaluates and interprets
the emotion and makes a decision about what to do in response to it” (Steinberg, 2014, p. 72).
Studies have reveled psychological stress causes the secretion of cortisol and other stress
hormones, which affect the brain in several ways (Farah et. al., 2010, p.15). One such affect is on
the prefrontal cortex, which regulates the stress response. When the limbic system is triggered in
highly stressful situations, the pre-frontal cortex may have difficulty regulating the emotional
response. Adolescences already find impulse control difficult because their prefrontal cortex has
not fully matured. However, if the prefrontal cortex is underdeveloped due to growing up in a
stressful environment an individual can have inappropriate or ineffective reactions. This is
evidenced with Erica in The Social Animal when she has a hostile and aggressive meltdown at a
tennis match after a she plays poorly and believes the line judge made a bad call (Brooks, 2011,
p.119-120). Her inability to calm and manage her emotional response caused her poor executive
decision making. Erica’s mismanagement of her impulses is the culmination of several factors:
being raised in a psychologically stressful environment impacted her executive function to
determine a good decision from a bad one; the lack of encouragement to express verbally to
resolve conflict impeded her ability to appropriately express her anger; and a compromised
6. SecretParent 6
cognitive ability to bring the future into the present made controlling her impulses nearly
impossible. All of these factors are consistent with children raised in low SES households.
In addition to the negative impacts on brain development, the home environment of low
SES families can influence other areas of social development. Many low SES families feel that
they are unable to protect their children from the difficulties of the real world, and subsequently
believe that their children must learn to standup for themselves. When a parent opts for this
theory of parenting, the result is that the child begins to take on more adult roles (Ferguson,
2001, p.107). Brooks (2011) conveys this mindset with Erica when she sneaks in to a new
charter school and shortcuts the lottery by asking to be enrolled (p.113-114). This is also seen in
Ferguson’s (2001) story of Horace, whose mother is on the verge of eviction; as Ferguson says
“Horace cannot be shielded from that possibility [of eviction]. He must act as a witness on behalf
of his mother” (p.116). Taking on the role of another adult in the family is another added stressor
of growing up in a low SES home. It should also be noted of Horace that he is described as a
fighter, both physically and verbally, which gets him into trouble at school. Like Erica, living in
a low SES home and community has negatively impacted his brain development as well as his
cognitive and linguistic abilities. This, in turn, rendered him less socially and academically
prepared for school and the real world.
An unfortunate byproduct of income inequalities is that entire communities are
segregated by SES. This means that often entire neighborhood or community school districts are
comprised of students from one SES level; schools in low SES neighborhoods tend to be the
lowest performing. Conversely, more affluent areas have higher performing schools. While this
benefits children raised in middle and high SES families, as seen with Harold in The Social
Animal, this is a detriment to children of low SES homes. Harold’s middle SES school provided
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him with an environment consistent with his upbringing; he was talked to and engaged so that he
could excel academically; students were raised to verbally express their internal states so the
social environment of the school was nonthreatening and pleasant (Brooks, 2011, p.72-78). Low
SES communities, like Erica’s, also have schools that are consistent with the upbringings of their
student populations. These schools have concentrated student populations that are below grade
level and students with behavior issues; many of the students in these low SES schools have
stronger limbic responses and weaker self-control. Because of this, students first resort to verbal
and physical fighting as a means to express their emotional states.
In low SES schools there are entire rooms devoted to behavior regulation and
punishment, as Ferguson describes in Bad Boys. She perfectly encapsulates the socioeconomic
factors influencing parenting that leads many low SES children to disciplinary action:
Children bring parents, grandparents, and guardians into the room as the come for
punishment. They come with the baggage of family knowledge and history, warnings,
daily practices, family admonitions about how to handle oneself in the face of
confrontations with authority. And they especially bring all the mannerisms of speech,
laughter, and emotional expressions that echo in the household (Ferguson, 2001, p.42).
Adults in schools punish students based on the assumptions that all children, no matter their SES,
are raised the same. School staff believe that all students arrive to school knowing how to
verbalize their emotions and understand that fighting, for any reason, is wrong, when in fact this
is not the case. Instead of teaching these social skills to the low SES students who need them,
school staff often perpetuate their social underdevelopment through punishment.
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Additionally, low SES school districts frequently do not support the academic
development of the student populations they serve. As previously mentioned, behavior problems
are frequent issues and suspensions often keep many students out of class. This makes teaching
in a low SES school challenging for teachers. There are teachers in these schools who cannot or
will not recognize that low SES children come to school with a different set of social and
academic preparedness than middle and high SES children. These teachers are advocates for
zero-tolerance policies and actively reject discussions of inequality (Duncan-Andrade, 2007,
p.622). These teachers do not support the social and academic development of students; they
perpetuate the current system. There are also teachers who cling to the relationships that they
have with students as they feel their confidence and ability to be an effective educator
disintegrate around them (Duncan-Andrade, 2007, p.622). These teachers tend to leave the
profession because they are exhausted by the emotional demands. High turnover rates are
common in low SES school districts for this reason and it only serves continue the turbulence
and inconsistency in academic development in these schools. While there are plenty of teachers
ill-suited to support the academic and social development of low SES children, there are a few
who are perfect for the task. These teachers are willing to “risk deep emotional involvement with
the great majority of their students” and it is that depth that “allows them to challenge students
and get notable effort and achievement” (Duncan-Andrade, 2007, p.623). These teachers support
the academic and social development of their students because they recognize the inequality in
the school structure and therefore often work outside of it to help their students overcome the
problems specific to low SES students (Duncan-Andrade, 2007, p.623).
The SES that a child is born into has lifelong impacts. Children of low SES parents
receive less cognitive stimulation than their peers in middle and high SES homes. As
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demonstrated in several language studies, this difference leads to significant gaps in academic
and social development. Psychological stress has negative impacts on brain development.
Therefore, children raised in low SES homes, where environmental stressors are more prevalent,
have less developed prefrontal cortexes and are unable to control their impulses as well as higher
SES children. The result of this difference is seen in high discipline rates for low SES children,
where children are punished by school staff for their lack of social and academic preparedness.
Schools are also segregated by SES, which only compounds the obstacles facing low SES
students because many of their teachers are poorly equipped to support their academic and social
development. All of these factors link family SES to the future success of an individual and
make SES a strong predictor of life outcomes.
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References
Brooks, D. (2011). The social animal. New York, NY: Random House Trade Paperbacks.
Davies, D. (2011). Middle childhood development. Child Development: A Practitioner's Guide.
3rd edition. London:The Guilford Press.
Duncan-Andrade, J. (2007). Gangstas, wanksters, and ridas: Defining, developing, and
supporting effective teachers in urban schools. International Journal of Qualitative
Studies in Education. 26, (6), 617-638.
Farah, M., Noble, K., & Hurt, H. (2010). Poverty, privilege and brain development: Empirical
findings and ethical considerations. Paper presented at the Learning and the Brain
Conference, MIT, November.
Ferguson, A. (2001). Bad boys: the role of public schools in the making of black masculinity.
Ann Arbor, MI: The University of Michigan Press.
Kegan, R. (1994). In over our heads : The mental demands of modern life. Cambridge, MA:
Harvard University Press.
Steinberg, L. (2014). From the age of opportunity: lessons from the new science of adolescence.
Boston, MA: Houghton Mifflin Harcourt.