The document discusses mentoring as a promising intervention for children of prisoners. It provides an overview of the scope of the problem, discussing how over 2 million children in the US have an incarcerated parent. It describes the developmental impacts on children at different ages when a parent is arrested and imprisoned. The document argues that mentoring programs, when implemented successfully, have the potential to improve children's social and emotional skills and relationships. However, special considerations are needed in selecting and supporting mentors for this vulnerable population.
Talk given at Youth-Nex, at the University of Virginia. During the last decade, there have been significant advances in social and emotional learning (SEL) research, practice, and policy. This talk will highlight key areas of progress and challenges as we broadly implement school-family-community partnerships to foster positive behavioral, academic, and life outcomes for preschool to high school students. My goal for this presentation is to provide a foundation to foster group discussion about future priorities for the next decade.
Jane Close Conoley, Ph.D. University of California, Santa Barbaraschoolpsychology
Jane Close Conoley, Ph.D. University of California, Santa Barbara
School Psychology Misdirected: An Argument for Prevention and Capacity Building.
For the past 35 years, at least, voices within the school psychology community have called for a re-thinking of the role of psychology and psychologists within public schools. The test and place activities of school psychologists have overwhelmed their professional practice with predictable results. Few teachers or administrators see school psychologists as resources for teaching and learning expertise, but rather as mere gatekeepers to special education services of unknown effectiveness. The calls for change have come using different conceptual vehicles, for example, mental health or behavioral consultation, curriculum based assessment, treatment validity of assessments, and most recently response to intervention. All, however, speak to the same issues:
· Children’s mental health is tied directly to their academic success.
· Behavioral success for children is related to instructional expertise of teachers.
Changing how we conceptualize and implement our practice is complicated by many organizational and regulatory forces and is compromised by some basic assumptions of modern psychology. Until those assumptions are dismissed, change is unlikely.
Noelle Hurd, Ph.D. - Assistant Professor, Department of Psychology and Curry School of Education,University of Virginia
Part of the Youth-Nex Conference: Youth of Color Matter: Reducing Inequalities Through Positive Youth Development
Panel 1 - "Culturally-Grounded Approaches to Positive Youth Development"
Cultural beliefs, traditions, and pride can play an integral role in promoting positive development for youth from ethnic minority backgrounds. In this panel, we will hear about connections between cultural values and healthy development for American Indian youth, culturally-linked coping strategies among African American teens, and the benefits of emphasizing cultural pride in natural mentoring relationships.
Talk given at Youth-Nex, at the University of Virginia. During the last decade, there have been significant advances in social and emotional learning (SEL) research, practice, and policy. This talk will highlight key areas of progress and challenges as we broadly implement school-family-community partnerships to foster positive behavioral, academic, and life outcomes for preschool to high school students. My goal for this presentation is to provide a foundation to foster group discussion about future priorities for the next decade.
Jane Close Conoley, Ph.D. University of California, Santa Barbaraschoolpsychology
Jane Close Conoley, Ph.D. University of California, Santa Barbara
School Psychology Misdirected: An Argument for Prevention and Capacity Building.
For the past 35 years, at least, voices within the school psychology community have called for a re-thinking of the role of psychology and psychologists within public schools. The test and place activities of school psychologists have overwhelmed their professional practice with predictable results. Few teachers or administrators see school psychologists as resources for teaching and learning expertise, but rather as mere gatekeepers to special education services of unknown effectiveness. The calls for change have come using different conceptual vehicles, for example, mental health or behavioral consultation, curriculum based assessment, treatment validity of assessments, and most recently response to intervention. All, however, speak to the same issues:
· Children’s mental health is tied directly to their academic success.
· Behavioral success for children is related to instructional expertise of teachers.
Changing how we conceptualize and implement our practice is complicated by many organizational and regulatory forces and is compromised by some basic assumptions of modern psychology. Until those assumptions are dismissed, change is unlikely.
Noelle Hurd, Ph.D. - Assistant Professor, Department of Psychology and Curry School of Education,University of Virginia
Part of the Youth-Nex Conference: Youth of Color Matter: Reducing Inequalities Through Positive Youth Development
Panel 1 - "Culturally-Grounded Approaches to Positive Youth Development"
Cultural beliefs, traditions, and pride can play an integral role in promoting positive development for youth from ethnic minority backgrounds. In this panel, we will hear about connections between cultural values and healthy development for American Indian youth, culturally-linked coping strategies among African American teens, and the benefits of emphasizing cultural pride in natural mentoring relationships.
Presentation by Maureen Samms-Vaughan, Department of Obstetrics, Gynecology and Child Health, Faculty of Medical Sciences, The University of West Indies, during the "Expert Consultation on Family and Parenting Support," Florence, Italy 26-27 May 2014.
Ninoslava Pecnik, Professor, Department of Social Work, Faculty of Law, University of Zagreb - Drivers of parenting support, policy and provision in Croatia, Expert Consultation on Family and Parenting Support, UNICEF Office of Research – Innocenti Florence 26-27 May 2014
Almost 30% of youth in the United States (or over 5.7 million) are estimated to be involved in bullying as either a bully, a target of bullying, or both.
In a recent national survey of students in grades 6-10:
13% reported bullying others
11% reported being the target of bullies
6% said that they bullied others and were bullied themselves.
Pat Dolan, Professor and Carmel Devaney, Lecturer and Researcher UNESCO Child and Family Research Centre, School of Political Science and Sociology, Research and Innovation Centre, NUI Galway – Family support for families at risk, Expert Consultation on Family and Parenting Support, UNICEF Office of Research – Innocenti Florence 26-27 May 2014
Sarad Davenport - "Changing the Ecosystem to Support Youth of Color: The Prom...youth_nex
Director, Charlottesville Promise Neighborhood
Part of the Youth-Nex Conference: Youth of Color Matter: Reducing Inequalities Through Positive Youth Development #YoCM15
panel 3 - "Community Initiatives Supporting Youth of Color"
This panel will highlight work being done by individuals in local communities to support the positive development of youth of color. Representatives from three initiatives will discuss how they are working to transform communities and empower young people. The session hopes to inspire and empower each of us to take action!
Patrick Tolan, Ph.D. - "Positive Youth Development and Physical Health and We...youth_nex
Tolan is Professor at the University of Virginia in the Curry School of Education and the Department of Psychiatry and Neurobehavioral Sciences in the School of Medicine. He is director of Youth-Nex: The U.Va. Center to Promote Effective Youth Development.
Wrap-Up Panel -
This panel kicked off the final discussion of the conference's two day dialogue. Panelists suggested directions for public policy to help promote physical activity, health and well-being in children and adolescents.
An original community psychology model for creating community-wide change capacity through school-based psychological services. With a case study from an Ultra-Orthodox/Hassidic community
Policy recommendations designed to transform federal funding to support best practices in child welfare were the focus of this presentation delivered by Tracey Feild and Patrick McCarthy at an October 23, 2013, briefing on Capitol Hill.
Despite the centrality of school districts in all the ways described, we know very little from existing research about how important they are to student achievement relative to other institutional components for delivering education services, including teachers and schools. Neither do we have information on the size of the differences in effectiveness among districts or whether there are districts that show exceptional patterns of performance across time, e.g., moving from low to high performing.
In a webinar in the Annie E. Casey Foundation’s Using What Works to Improve Child Well-Being series, an expert panel discusses how the Youth Experience Survey, one of the key tools in the Evidence2Success framework, generates data on risk and protective factors that help communities address problems for youth before they start.
The webinar, “Getting to Permanence: The Practices of High-Performing Child Welfare Agencies,” highlights the importance of prioritizing family relationships and ensuring children and teens in foster care have enduring connections to loving, nurturing adults in their lives.
This presentation highlights ways states can reduce the use of Another Planned Permanent Living Arrangement (APPLA) and improve permanency outcomes for older youth in foster care.
Lena Karlsson, Director, Child Protection Initiative, Save the Children Stockholm, Family and Parenting Support, Expert Consultation on Family and Parenting Support, UNICEF Office of Research – Innocenti Florence 26-27 May 2014
Probar (contrastar) si una afirmación relativa a la proporción de una población se ve apoyada o desaprobada ante la evidencia de la muestra utilizando la fórmula de error estándar de la proporción de la población y asumiendo que la distribución binomial se asemeja al comportamiento de la Distribución Normal Z
Presentation by Maureen Samms-Vaughan, Department of Obstetrics, Gynecology and Child Health, Faculty of Medical Sciences, The University of West Indies, during the "Expert Consultation on Family and Parenting Support," Florence, Italy 26-27 May 2014.
Ninoslava Pecnik, Professor, Department of Social Work, Faculty of Law, University of Zagreb - Drivers of parenting support, policy and provision in Croatia, Expert Consultation on Family and Parenting Support, UNICEF Office of Research – Innocenti Florence 26-27 May 2014
Almost 30% of youth in the United States (or over 5.7 million) are estimated to be involved in bullying as either a bully, a target of bullying, or both.
In a recent national survey of students in grades 6-10:
13% reported bullying others
11% reported being the target of bullies
6% said that they bullied others and were bullied themselves.
Pat Dolan, Professor and Carmel Devaney, Lecturer and Researcher UNESCO Child and Family Research Centre, School of Political Science and Sociology, Research and Innovation Centre, NUI Galway – Family support for families at risk, Expert Consultation on Family and Parenting Support, UNICEF Office of Research – Innocenti Florence 26-27 May 2014
Sarad Davenport - "Changing the Ecosystem to Support Youth of Color: The Prom...youth_nex
Director, Charlottesville Promise Neighborhood
Part of the Youth-Nex Conference: Youth of Color Matter: Reducing Inequalities Through Positive Youth Development #YoCM15
panel 3 - "Community Initiatives Supporting Youth of Color"
This panel will highlight work being done by individuals in local communities to support the positive development of youth of color. Representatives from three initiatives will discuss how they are working to transform communities and empower young people. The session hopes to inspire and empower each of us to take action!
Patrick Tolan, Ph.D. - "Positive Youth Development and Physical Health and We...youth_nex
Tolan is Professor at the University of Virginia in the Curry School of Education and the Department of Psychiatry and Neurobehavioral Sciences in the School of Medicine. He is director of Youth-Nex: The U.Va. Center to Promote Effective Youth Development.
Wrap-Up Panel -
This panel kicked off the final discussion of the conference's two day dialogue. Panelists suggested directions for public policy to help promote physical activity, health and well-being in children and adolescents.
An original community psychology model for creating community-wide change capacity through school-based psychological services. With a case study from an Ultra-Orthodox/Hassidic community
Policy recommendations designed to transform federal funding to support best practices in child welfare were the focus of this presentation delivered by Tracey Feild and Patrick McCarthy at an October 23, 2013, briefing on Capitol Hill.
Despite the centrality of school districts in all the ways described, we know very little from existing research about how important they are to student achievement relative to other institutional components for delivering education services, including teachers and schools. Neither do we have information on the size of the differences in effectiveness among districts or whether there are districts that show exceptional patterns of performance across time, e.g., moving from low to high performing.
In a webinar in the Annie E. Casey Foundation’s Using What Works to Improve Child Well-Being series, an expert panel discusses how the Youth Experience Survey, one of the key tools in the Evidence2Success framework, generates data on risk and protective factors that help communities address problems for youth before they start.
The webinar, “Getting to Permanence: The Practices of High-Performing Child Welfare Agencies,” highlights the importance of prioritizing family relationships and ensuring children and teens in foster care have enduring connections to loving, nurturing adults in their lives.
This presentation highlights ways states can reduce the use of Another Planned Permanent Living Arrangement (APPLA) and improve permanency outcomes for older youth in foster care.
Lena Karlsson, Director, Child Protection Initiative, Save the Children Stockholm, Family and Parenting Support, Expert Consultation on Family and Parenting Support, UNICEF Office of Research – Innocenti Florence 26-27 May 2014
Probar (contrastar) si una afirmación relativa a la proporción de una población se ve apoyada o desaprobada ante la evidencia de la muestra utilizando la fórmula de error estándar de la proporción de la población y asumiendo que la distribución binomial se asemeja al comportamiento de la Distribución Normal Z
Hosted by the Mentoring Partnership of Minnesota; Mentoring Across Generations: Engaging Age 50+ Adults as Mentors; featuring Dr. Andrea Taylor, Temple University
Issue #10: Mentoring: A Promising Intervention for Children of Prisoners
This series was developed by MENTOR and translates the latest mentoring research into tangible strategies for mentoring practitioners. Research In Action (RIA) makes the best available research accessible and relevant to the mentoring field.
006Child, Family, and Community Relationships Week 3We.docxoswald1horne84988
006:
Child, Family, and Community Relationships
| Week 3
Week 3: Child Care, Schools, and Teaching
"NAEYC's vision in terms of early childhood education is to provide access for all children to a safe and accessible, high-quality early childhood education that includes a developmentally appropriate curriculum; knowledgeable and well-trained program staff and educators; and comprehensive services that support their health, nutrition, and social well-being, in an environment that respects and supports diversity."
—NAEYC Vision Statement
This week, you will explore the impact that early childhood programs can have on young children's development, and how you as a professional may use this understanding to help positively impact children and families you will work with in the future.
Your Action Plan this week combines information you learned from last week's readings with information you will learn this week about responsibilities of early childhood professionals in safeguarding young children. For your third Action Plan, you will identify procedures and strategies for addressing the issue of child maltreatment.
Learning Objectives
Students will:
Identify factors associated with the provision of high-quality care and the role of organizations such as NAEYC and NAFCC in ensuring quality care
Explain the difference between
cultural assimilation
and
cultural pluralism
Identify key responsibilities of early childhood educators in the identification of children with disabilities, the IEP process, and inclusive settings
Discuss the roles and responsibilities of early childhood professionals with regard to fair and equitable interactions with all children
Create an Action Plan focused on identification and intervention issues and strategies with regard to child maltreatment
Photo Credit: Susan Chiang / E+ / Getty Images
Prior Knowledge
Think about a childhood teacher (or teachers) who impacted your life. What memories do you have of this teacher? Why do you think you still remember him or her? What lasting impact would you like to have on the children and families with whom you work as a professional?
No written response is required.
Learning Resources
Required Readings
Berns, R. M. (2016).
Child, family, school, community: Socialization and support
(10th ed.). Stamford, CT: Cengage Learning.
Chapter 5, "Ecology of Nonparental Child Care" (pp. 169-186, read up to "Nonparent Child Care and Socialization Outcomes”; pp. 194-201, read from “Nonparental Child-care Ideaologies and Socialization Practices”)
Chapter 6, "Ecology of the School" (pp. 205-207; pp. 211-216, read from "Diversity and Equity" to "Chronosystem Influences on Schools"; pp. 203–211, read from "Mesosystem Influences on Schools")
Chapter 7, "Ecology of Teaching" (pp. 239-272, read up to “Mesosystem Influences on the Peer Group: Adult-Child Interaction”; pp. 320-325)
Review Chapter 4 (pp. 158-164)
Resources for Action Plan 3
Prevent Child Abuse America
ht.
Handout 4.3 Leadership StrategiesModule 4 The Center on tJeanmarieColbert3
Handout 4.3: Leadership StrategiesModule 4
The Center on the Social and Emotional Foundations for Early Learning Vanderbilt University vanderbilt.edu/csefel Rev. 2/10 H 4.3
(p.1/2)
“From the last two decades of research, it is unequivocally clear that children’s emotional and
behavioral adjustment is important for their chances of early school success.” (Raver, 2002)
There is mounting evidence showing that young children with challenging
behavior are more likely to experience early and persistent peer rejection,
mostly punitive contacts with teachers, family interaction patterns that are
unpleasant for all participants, and school failure (Center for Evidence-Based
Practice: Young Children with Challenging Behavior, 2003). Conversely,
children who are emotionally well-adjusted have a greater chance of early
school success (Raver, 2002). Social and behavioral competence in young
children predicts their academic performance in the fi rst grade over and above
their cognitive skills and family backgrounds (Raver & Knitzer, 2002).
Science has established a compelling link between social/emotional
development and behavior and school success (Raver, 2002; Zins, Bloodworth,
Weissberg, & Walberg, 2004). Indeed, longitudinal studies suggest that the
link may be causal….academic achievement in the fi rst few years of schooling
appears to be built on a foundation of children’s emotional and social skills
(Raver, 2002). Young children cannot learn to read if they have problems
that distract them from educational activities, problems following directions,
problems getting along with others and controlling negative emotions, and
problems that interfere with relationships with peers, teachers, and parents.
“Learning is a social process” (Zins et al., 2004).
The National Education Goals Panel (1996) recognized that a young child
must be ready to learn, e.g., possess the pre-requisite skills for learning in
order to meet the vision and accountability mandates of academic achievement
and school success. Academic readiness includes the prosocial skills that
are essential to school success. Research has demonstrated the link between
social competence and positive intellectual outcomes as well as the link
between antisocial conduct and poor academic performance (Zins et al., 2004).
Programs that have a focus on social skills have been shown to have improved
outcomes related to drop out and attendance, grade retention, and special
education referrals. They also have improved grades, test scores, and reading,
math, and writing skills (Zins etal., 2004).
Social skills that have been identified as essential for academic success include:
getting along with others (parents, teachers, and peers),
following directions,
identifying and regulating one’s emotions and behavior,
thinking of appropriate solutions to confl ict,
persisting on task,
www.challengingbehavior.org
Recommended Practices
Linking Social Development and Beh ...
Monthly webinar series hosted by Mentoring Partnership of Minnesota. #9 - Parental Involvement in Mentoring Programs with panelist Andrea Taylor, Ph.D., October 6, 2010
1. BackgroundYou work as the DOS (Dean of Students) at a faith-AbbyWhyte974
1. Background:
You work as the DOS (Dean of Students) at a faith-based, private, medium-sized, liberal arts school in the south. Your student population is 5,000 with 3,0000 undergraduate students. Your undergraduate population is approximately 80% white/Caucasian with the remaining approximately 20% of the undergraduate population made up of minorities: African American (85% of total 20%), Hispanic/Latino Americans (8%), Asian Americans (7%) as well as Native Americans (5%). Currently, within the student affairs model at your institution, there is no established multicultural office and your programming funding has not changed since 2010 (limited resources).
Scenario:
You have been approached by some of your minority student leaders (students involved in CAB, SGA, Orientation) in creating more specific opportunities for engaging new minority students in order to help with retaining more minority students. After meeting with the students several times, a meeting is finally accepted by the President of your institution. He is in favor of moving forward but tells the students that he would like for this endeavor to be organic in its approach and lead by the students in creating these new programs. He doesn't think a top-down approach (creating a Multicultural Affairs office) is the right fit but tasks you with helping this new student initiative.
What approach would you, the DOS, take in helping these students? How much involvement should you, the DOS, have in this creation to keep it truly 'student-driven'?
2. Tinto’s (1993) model of college departure has indicated that the greater a student’s academic and social integration, the more connected the student will be to the institution. Tinto (1993) goes on to indicate that orientation is the groundwork to achieving academic and social integration. Do you think that Tinto's (1993) model is still applicable to Gen Z and is orientation truly the right place to start?
3. Does 'student life programming' strengthen the academic enterprise? If so, then how? If not, why not pour funding back into strengthening academics? Please provide one recent article (2009-Present) that provides evidence for your answer.
Code of Ethical Conduct
and Statement of Commitment
A position statement of the National Association for the Education of Young Children
Preamble
NAEYC recognizes that those who work with young
children face many daily decisions that have moral and
ethical implications. The NAEYC Code of Ethical Conduct
offers guidelines for responsible behavior and sets forth a
common basis for resolving the principal ethical dilemmas
encountered in early childhood care and education. The
Statement of Commitment is not part of the Code but is a
personal acknowledgement of an individual’s willingness to
embrace the distinctive values and moral obligations of the
field of early childhood care and education.
The primary focus of the Code is on daily practice with
children and their ...
1. BackgroundYou work as the DOS (Dean of Students) at a faith-MartineMccracken314
1. Background:
You work as the DOS (Dean of Students) at a faith-based, private, medium-sized, liberal arts school in the south. Your student population is 5,000 with 3,0000 undergraduate students. Your undergraduate population is approximately 80% white/Caucasian with the remaining approximately 20% of the undergraduate population made up of minorities: African American (85% of total 20%), Hispanic/Latino Americans (8%), Asian Americans (7%) as well as Native Americans (5%). Currently, within the student affairs model at your institution, there is no established multicultural office and your programming funding has not changed since 2010 (limited resources).
Scenario:
You have been approached by some of your minority student leaders (students involved in CAB, SGA, Orientation) in creating more specific opportunities for engaging new minority students in order to help with retaining more minority students. After meeting with the students several times, a meeting is finally accepted by the President of your institution. He is in favor of moving forward but tells the students that he would like for this endeavor to be organic in its approach and lead by the students in creating these new programs. He doesn't think a top-down approach (creating a Multicultural Affairs office) is the right fit but tasks you with helping this new student initiative.
What approach would you, the DOS, take in helping these students? How much involvement should you, the DOS, have in this creation to keep it truly 'student-driven'?
2. Tinto’s (1993) model of college departure has indicated that the greater a student’s academic and social integration, the more connected the student will be to the institution. Tinto (1993) goes on to indicate that orientation is the groundwork to achieving academic and social integration. Do you think that Tinto's (1993) model is still applicable to Gen Z and is orientation truly the right place to start?
3. Does 'student life programming' strengthen the academic enterprise? If so, then how? If not, why not pour funding back into strengthening academics? Please provide one recent article (2009-Present) that provides evidence for your answer.
Code of Ethical Conduct
and Statement of Commitment
A position statement of the National Association for the Education of Young Children
Preamble
NAEYC recognizes that those who work with young
children face many daily decisions that have moral and
ethical implications. The NAEYC Code of Ethical Conduct
offers guidelines for responsible behavior and sets forth a
common basis for resolving the principal ethical dilemmas
encountered in early childhood care and education. The
Statement of Commitment is not part of the Code but is a
personal acknowledgement of an individual’s willingness to
embrace the distinctive values and moral obligations of the
field of early childhood care and education.
The primary focus of the Code is on daily practice with
children and their ...
Schools, peers, and the media can impact a childs development. .docxgemaherd
Schools, peers, and the media can impact a child's development. In schools, teachers play a role in encouraging academic success and student involvement. The characteristics of the school itself also can influence student involvement. For example, larger schools increase the sense of anonymity in students, and teachers are often hard-pressed to provide individualized instruction.
Peers aid in socialization, often through the act of play. Even young children begin to prefer to play with other children rather than play by themselves or with adults. Children often model their behaviors based on their peers. Peers can reinforce behaviors (which may be desirable or undesirable by caregivers or teachers), encourage socially appropriate behavior and attitudes, establish age-related values, and help children learn how to interact with others.
Although television and electronic media impact a child's development, keep in mind that they only provide the medium for delivery of the message. The medium itself is neither inherently good nor bad. However, the harmful effects of television content (e.g., violence can increase aggressive behavior in viewers; stereotyped portrayals of ethnic and minority groups can leave viewers with inaccurate beliefs about these groups) are more readily recalled than the beneficial influences of some content (e.g., programs such as
Sesame Street
teach basic cognitive and pro-social skills to their young viewers).
For this Discussion, you will examine social-development theories as they relate to the impact of schools, peers, and media.
To prepare for this Discussion:
Review this week’s Learning Resources and consider social-emotional development theories as they relate to the impact of schools, peers, and media.
Select a current event or news item about a child/children in which the impact of schools, peers, or media was integral.
By Day 4
Post a brief description of the event or news item you selected. Then conceptualize and explain this event within the framework of social-emotional development theories. Be sure to include references to the impact of schools, peers, and/or media specific to the event or item. Provide a reference to the current event or news item and a link, if possible. Use proper APA format and citations.
readings for this week, only view whichever you want to answer question
Berk, L. E. (2014).
Development through the lifespan
(6th ed.). Upper Saddle River, NJ: Pearson Education.
Chapter 8, “Emotional and Social Development in Early Childhood” (pp. 254–286)
Chapter 10, “Emotional and Social Development in Middle Childhood” (pp. 328–358)
Deaton, S. (2015). Social learning theory in the age of social media: Implication for educational practitioners.
Journal of Educational Technology, 12
(1), 1–6.
Note:
You will access this article from the Walden Library databases.
Green, L., & Brady, D. (2014). Do Australian children trust their parents more than peers when seeking support for onl ...
Cultural Differences in Parenting.docxRunning Head CULTURAL D.docxdorishigh
Cultural Differences in Parenting.docx
Running Head: CULTURAL DIFFERENCES IN PARENTING
3
CULTURAL DIFFERENCES IN PARENTING
Name:
Paper Title:
Course Title:
Instructor's Name:
Date:
Annotated Bibliography
Chang, M. (2007). Cultural differences in parenting styles and their effects on teens' self-esteem, perceived parental relationship satisfaction, and self-satisfaction (Doctoral dissertation, Carnegie Mellon University).
This resource looks at the influence different types of parenting may have on children. Using a study involving 156 teenagers from New Jersey, the research determines this effect on teenagers’ self-esteem and overall satisfaction with themselves and their parents. In many cases, a parent’s role in their relationship with their children plays a huge part in their development. The results of the research showed that there was no significant disparity between race and parenting but there was significant difference indicating a huge difference in parenting between races.
Chao, R., & Kanatsu, A. (2008). Beyond socioeconomics: Explaining ethnic group differences in parenting through cultural and immigration processes. Applied Development Science, 12(4), 181-187.
This study examines culture and socioeconomic factors in understanding the difference in monitoring, behavioural control and warmth. Some of the variables of this study include the education and employment levels of parents, the number of siblings in a home and homeownership among many others. The study was conducted on 591 European Americans, 123 African Americans, 1614 Asian Americans and 597 Latino students in 9th grade. Differences were found between different groups and explained as factors of ethnicity and nationality.
Ho, C., Bluestein, D. N., & Jenkins, J. M. (2008). Cultural differences in the relationship between parenting and children's behaviour. Developmental psychology, 44(2), 507.
The study in this paper observed the relationship between ethnicity and children’s affinity for aggression and emotional problems. Data from 14990 children were collected and analysed and an association was noted between parental harshness and aggression in children. However, the relationship between parental harshness with the emotional problems of the child did not differ with regards to different ethnic groups.
Shapka, J. D., & Law, D. M. (2013). Does one size fit all? Ethnic differences in parenting behaviours and motivations for adolescent engagement in cyberbullying. Journal of youth and adolescence, 42(5), 723-738.
This paper was important because it brings a modern problem which is cyberbullying on adolescents and its association to different ethnic groups. Parenting behaviours and their effect on cyber aggression were explored. Adolescents completed self-report questionnaires about their engagement in cyberbullying, perceptions of their parents’ behaviours about their online activities, their motivations for cyberbullying, as well as several other releva.
Read the following article about the purpose of a liberal arts edu.docxfterry1
Read the following article about the purpose of a liberal arts education and a Christian liberal arts education in particular:
http://www.virtualsalt.com/libarted.htm
The article makes several points about the ability to think clearly and effectively. This is sometimes called critical thinking. Here is a definition of critical thinking:
Critical thinking is the process of evaluating information to reach logical conclusions and to guide decision making. This information can be gained through observation, reflection, or research.
Once you have read the article, answer the following questions in a new thread:
1. The author makes 7 major points (each with its own Roman numeral) and several other points that support these major points. Select 1–2 of the author’s ideas that seem most important to you and write about how these ideas affect your life both now and in the future. If you allow yourself to be weak in 1 or more of these areas, how will that affect you? (200-word minimum)
2. How can a student at Liberty University be a willing participant in the development of the skills and abilities described in this article in his/her own life? (100-word minimum)
Replies: Reply to at least 2 of your classmates’ answers to the questions above. (50-word minimum for each reply)
Running head: Commitment to Professionalism 1
Commitment to Professionalism
Annette Williams
ECE671: Management and Administration of Early Childhood Programs
Instructor Guevara
March 23, 2020
Commitment to Professionalism
- 1 -
[no notes on this page]
Commitment of Professionalism 2
A great passion of mine is to advocate for child abuse and neglect. Research shows that
child abuse and neglect is a critical issue because it happens daily. The focus of my advocacy
efforts is child abuse and neglect as I am passionate about the well-being and safety of all
children. I would like to address the issue of abuse and neglect of children by their caregivers or
any adult figure. Although some parents may have the means to provide adequate resources, they
oftentimes fail to satisfy areas of needs with children that include but are not limited to
compassion, respect, access to learning resources, proper food and clothing, protection and
safety, good moral character development, love and much more.
An example of a policymaker I would consult would be the Department of Children and
Families (DCF). The Department of Children and Families would be first on my list to contact as
they are easily accessible and ready for contact as they deal with child abuse, exploitation, and
neglect directly. Furthermore, the Department of Children and Families are always open to
providing information that will be useful on the topic and assistance with furthering knowledge
on the processes and issues with child abuse and neglect. The strategies that will be used to gain
support from the Department of Children and Families would include formally arranging a
meetin.
Hosted by Mentoring Partnership of Minnesota on October 30, 2012.
The Mentoring Best Practices Research Project, funded by the Office of Juvenile Justice and Delinquency Prevention (OJJDP), is being conducted in collaboration with Global Youth Justice and the National Partnership for Juvenile Services.
Presented October 18, 2012 - Part of 2012 Collaborative Mentoring Webinar Series
Education Northwest/National Mentoring Center, Friends For Youth, Indiana Mentoring Partnership, Kansas Mentors, Mentoring Partnerships of Minnesota and of Southwest Pennsylvania, Mentor Michigan, Mobius Mentors, Oregon Mentors and other partners are working together in 2012 to deliver this free monthly webinar series for mentoring professionals.
For updates about upcoming webinars, subscribe to the Chronicle of Evidence Based Mentoring forum: http://chronicle.umbmentoring.org/category/forum/ and at MENTOR/The National Mentoring Partnership.
January 19, 2012 - 1/12 in 2012 Collaborative Mentoring Webinar Series
Featured panelists:
David DuBois, Ph.D., University of Illinois at Chicago &
Tom Keller, Ph.D., Portland State University
Part of monthly Quality In Action webinar series hosted by the Mentoring Partnership of Minnesota. Why Youth Mentoring Relationships End with Dr. Renee Spencer, September 2011.
The prostate is an exocrine gland of the male mammalian reproductive system
It is a walnut-sized gland that forms part of the male reproductive system and is located in front of the rectum and just below the urinary bladder
Function is to store and secrete a clear, slightly alkaline fluid that constitutes 10-30% of the volume of the seminal fluid that along with the spermatozoa, constitutes semen
A healthy human prostate measures (4cm-vertical, by 3cm-horizontal, 2cm ant-post ).
It surrounds the urethra just below the urinary bladder. It has anterior, median, posterior and two lateral lobes
It’s work is regulated by androgens which are responsible for male sex characteristics
Generalised disease of the prostate due to hormonal derangement which leads to non malignant enlargement of the gland (increase in the number of epithelial cells and stromal tissue)to cause compression of the urethra leading to symptoms (LUTS
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New Directions in Targeted Therapeutic Approaches for Older Adults With Mantl...i3 Health
i3 Health is pleased to make the speaker slides from this activity available for use as a non-accredited self-study or teaching resource.
This slide deck presented by Dr. Kami Maddocks, Professor-Clinical in the Division of Hematology and
Associate Division Director for Ambulatory Operations
The Ohio State University Comprehensive Cancer Center, will provide insight into new directions in targeted therapeutic approaches for older adults with mantle cell lymphoma.
STATEMENT OF NEED
Mantle cell lymphoma (MCL) is a rare, aggressive B-cell non-Hodgkin lymphoma (NHL) accounting for 5% to 7% of all lymphomas. Its prognosis ranges from indolent disease that does not require treatment for years to very aggressive disease, which is associated with poor survival (Silkenstedt et al, 2021). Typically, MCL is diagnosed at advanced stage and in older patients who cannot tolerate intensive therapy (NCCN, 2022). Although recent advances have slightly increased remission rates, recurrence and relapse remain very common, leading to a median overall survival between 3 and 6 years (LLS, 2021). Though there are several effective options, progress is still needed towards establishing an accepted frontline approach for MCL (Castellino et al, 2022). Treatment selection and management of MCL are complicated by the heterogeneity of prognosis, advanced age and comorbidities of patients, and lack of an established standard approach for treatment, making it vital that clinicians be familiar with the latest research and advances in this area. In this activity chaired by Michael Wang, MD, Professor in the Department of Lymphoma & Myeloma at MD Anderson Cancer Center, expert faculty will discuss prognostic factors informing treatment, the promising results of recent trials in new therapeutic approaches, and the implications of treatment resistance in therapeutic selection for MCL.
Target Audience
Hematology/oncology fellows, attending faculty, and other health care professionals involved in the treatment of patients with mantle cell lymphoma (MCL).
Learning Objectives
1.) Identify clinical and biological prognostic factors that can guide treatment decision making for older adults with MCL
2.) Evaluate emerging data on targeted therapeutic approaches for treatment-naive and relapsed/refractory MCL and their applicability to older adults
3.) Assess mechanisms of resistance to targeted therapies for MCL and their implications for treatment selection
Anti ulcer drugs and their Advance pharmacology ||
Anti-ulcer drugs are medications used to prevent and treat ulcers in the stomach and upper part of the small intestine (duodenal ulcers). These ulcers are often caused by an imbalance between stomach acid and the mucosal lining, which protects the stomach lining.
||Scope: Overview of various classes of anti-ulcer drugs, their mechanisms of action, indications, side effects, and clinical considerations.
Ozempic: Preoperative Management of Patients on GLP-1 Receptor Agonists Saeid Safari
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- Video recording of this lecture in English language: https://youtu.be/lK81BzxMqdo
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Pulmonary Thromboembolism - etilogy, types, medical- Surgical and nursing man...VarunMahajani
Disruption of blood supply to lung alveoli due to blockage of one or more pulmonary blood vessels is called as Pulmonary thromboembolism. In this presentation we will discuss its causes, types and its management in depth.
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
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Explore natural remedies for syphilis treatment in Singapore. Discover alternative therapies, herbal remedies, and lifestyle changes that may complement conventional treatments. Learn about holistic approaches to managing syphilis symptoms and supporting overall health.
Couples presenting to the infertility clinic- Do they really have infertility...Sujoy Dasgupta
Dr Sujoy Dasgupta presented the study on "Couples presenting to the infertility clinic- Do they really have infertility? – The unexplored stories of non-consummation" in the 13th Congress of the Asia Pacific Initiative on Reproduction (ASPIRE 2024) at Manila on 24 May, 2024.
Lung Cancer: Artificial Intelligence, Synergetics, Complex System Analysis, S...Oleg Kshivets
RESULTS: Overall life span (LS) was 2252.1±1742.5 days and cumulative 5-year survival (5YS) reached 73.2%, 10 years – 64.8%, 20 years – 42.5%. 513 LCP lived more than 5 years (LS=3124.6±1525.6 days), 148 LCP – more than 10 years (LS=5054.4±1504.1 days).199 LCP died because of LC (LS=562.7±374.5 days). 5YS of LCP after bi/lobectomies was significantly superior in comparison with LCP after pneumonectomies (78.1% vs.63.7%, P=0.00001 by log-rank test). AT significantly improved 5YS (66.3% vs. 34.8%) (P=0.00000 by log-rank test) only for LCP with N1-2. Cox modeling displayed that 5YS of LCP significantly depended on: phase transition (PT) early-invasive LC in terms of synergetics, PT N0—N12, cell ratio factors (ratio between cancer cells- CC and blood cells subpopulations), G1-3, histology, glucose, AT, blood cell circuit, prothrombin index, heparin tolerance, recalcification time (P=0.000-0.038). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and PT early-invasive LC (rank=1), PT N0—N12 (rank=2), thrombocytes/CC (3), erythrocytes/CC (4), eosinophils/CC (5), healthy cells/CC (6), lymphocytes/CC (7), segmented neutrophils/CC (8), stick neutrophils/CC (9), monocytes/CC (10); leucocytes/CC (11). Correct prediction of 5YS was 100% by neural networks computing (area under ROC curve=1.0; error=0.0).
CONCLUSIONS: 5YS of LCP after radical procedures significantly depended on: 1) PT early-invasive cancer; 2) PT N0--N12; 3) cell ratio factors; 4) blood cell circuit; 5) biochemical factors; 6) hemostasis system; 7) AT; 8) LC characteristics; 9) LC cell dynamics; 10) surgery type: lobectomy/pneumonectomy; 11) anthropometric data. Optimal diagnosis and treatment strategies for LC are: 1) screening and early detection of LC; 2) availability of experienced thoracic surgeons because of complexity of radical procedures; 3) aggressive en block surgery and adequate lymph node dissection for completeness; 4) precise prediction; 5) adjuvant chemoimmunoradiotherapy for LCP with unfavorable prognosis.
Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
1. RESEARCH IN ACTION ISSUE 10 Mentoring: A Promising Intervention for Children of Prisoners
2. Research In Action: Overview of Series Last year, MENTOR released the National Agenda for Action: How to Close America’s Mentoring Gap . Representing the collective wisdom of the mentoring field, the Agenda articulates five key strategies and action items necessary to move the field forward and truly close the mentoring gap. In an effort to address one of these critical strategies—elevating the role of research—MENTOR created the Research and Policy Council , an advisory group composed of the nation’s leading mentoring researchers, policymakers, and practitioners. In September 2006, MENTOR convened the first meeting of the Research and Policy Council with the goal of increasing the connection and exchange of ideas among practitioners, policymakers, and researchers to strengthen the practice of youth mentoring. The Research in Action series is the first product to evolve from the work of the Council—taking current mentoring research and translating it into useful, user-friendly materials for mentoring practitioners.
3. Research In Action Issues: Issue 1: Mentoring: A Key Resource for Promoting PYD Issue 2: Effectiveness of Mentoring Program Practices Issue 3: Program Staff in Youth Mentoring Programs Issue 4: Fostering Close and Effective Relationships Issue 5: Why Youth Mentoring Relationships End Issue 6: School-Based Mentoring Issue 7: Cross-Age Peer Mentoring Issue 8: Mentoring Across Generations: Engaging Age 50+ Adults Issue 9: Youth Mentoring: Do Race and Ethnicity Really Matter? Issue 10: Mentoring: A Promising Intervention for Children of Prisoners
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12. A Developmental Perspective cont. (Bilchik, 2007) 0-2 years Impaired parent-child bonding leading to difficulty developing trust and attachment 11-14 years Rejection of limits on behavior, trauma reactive behaviors Developmental impacts based on age of child at parent arrest 7-10 years Poor self-concept, developmental regressions, acute traumatic stress reactions, impaired ability to overcome future trauma 2-6 years Inappropriate separation anxiety, impaired socio- emotional development and acute traumatic stress reactions 15-18 years Premature termination of dependency relationship w/ parent, greater likelihood of intergenerational crime and incarceration
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14. Mentoring Children of Prisoners – A Hopeful Intervention Opportunity: Provide hope, along with a supportive individual in the child’s life (Johnston, 2005) . Risk: Damage to the mentee through mentoring that doesn’t meet the higher quality demanded for this population (Johnston, 2005) . Risks and Opportunities of Mentoring
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Editor's Notes
RESEARCH IN ACTION, ISSUE 10 Mentoring: A Promising Intervention for Children of Prisoners Stats (Intro and Overview is below): MN is the18th highest state in prison population growth (from 12/31/06 to 1/1/08) [ranked 2 nd tier out of 5 tiers] (Pew Charitable Trusts, 2008). Between 1987 and 2007, the prison population has nearly tripled. Approximately 1 in 100 black females (ages 35-39) are in incarcerated where 1 in 355 white females (35-39) are [in case anyone asks—1 in 297 Hispanic females and 1/265 all females] All Men 18 and older: 1 in 54; Hispanic-1 in 36 and Black men 18 and older: 1 in 15 (Black men ages 20-34 1 in 9 men are in incarcerated) Introduction and Overview Incarceration rates have increased substantially in the United States over the past several decades (Travis et al., 2001; U.S. Department of Justice, Bureau of Justice Statistics, www.ojp.usdoj.gov/bjs ). As crime rates spiked in this country in the 1980’s, so did the call for more punitive and accountability-based approaches to stem the rising tide of crime. While the debate continues as to the wisdom of the policies that resulted from this crackdown on crime, including the jailing of more drug and other non-violent offenders and longer sentences for violent offenders, there seems to be little controversy over the fact that this trend has caused what one could term “collateral damage.” This damage isn’t to the offenders, victims, or the communities from which the offenders enter local jails or state correctional facilities and federal prisons; although one could argue that the damage resides there as well. The damage is to the children of those offenders, negatively impacted by the incarceration of their parents. It is a group—that, along with their families, has been described as more at-risk than any other subculture in this country (Travis et al., 2001). To better understand children of prisoners, it is necessary to understand the scope of this problem, the life circumstances facing the children and their parents at the time of incarceration, the impact of the incarceration on the children from a developmental perspective, and the potential benefit different types of interventions may provide. This paper explores these issues and the specific benefit mentoring may provide as an intervention.
Mentoring: A Promising Intervention for Children of Prisoners The Scope of the Problem and Life Circumstances of the Children and Parents It is estimated that more than two million children have a parent incarcerated in state and federal prisons and local jails (Child Welfare League of America (CWLA), 2001; Mumola, 2000). From 1991 to 2001 the number of children with parents in prison jumped by more than 50 percent (Mumola, 2001). Twenty-two percent of children whose parents are incarcerated are under fi ve years of age, with approximately half under ten (CWLA, 2001). The mean age is eight (Parke & Clarke-Stewart, 2002). Most of the children in question have fathers who are incarcerated, but an estimated 8–10 percent have mothers in jail (CWLA, 2001; Parke & Clarke-Stewart, 2002). This has become an increasingly important factor as the rate of incarceration has increased for mothers (Dallaire, 2006), and research finds that this specific group of children are one of the most vulnerable and at-risk populations (National Council on Crime and Delinquency, 2004). Children and parents of color are disproportionately represented in this population, as are the poor, with black children being nine times more likely than white children to have an incarcerated parent (CWLA, 2001). In fact, young people impacted by parental incarceration already face several risk factors in their lives and tend to experience life circumstances that include poverty, instability, and reduced access to sources of support (Travis et al., 2001). This assessment is consistent with research from other countries, as observed in a recent article by Murray (2007), noting the social exclusion experienced by these children and their families in England. This social exclusion consists of pre-existing deprivation, loss of material and social capital following imprisonment, stigma, and diminished future prospects. The living situation of children of prisoners varies significantly. Many of them were living with non-parental caregivers prior to the incarceration of their parent, with only half of the inmate parents living with their children at the time of admission to prison (Parke & Clarke-Stewart, 2002). Mothers lived with their children at higher rates at the time of incarceration (state facilities: 64 percent; federal facilities: 84 percent) than fathers (state facilities: 44 percent; federal facilities: 55 percent) (Parke & Clarke-Stewart, 2002). As reported in several studies, meaningful social relationships may or may not be in place between children and their non-resident parents (Furstenberg et al., 1987). This impacts both the immediate and long-term effects on the children of incarcerated non–resident parents. For instance, when a father is arrested, mothers assume or maintain caregiving responsibility 90 percent of the time, resulting in somewhat less disruption to the child’s life (Parke & Clarke-Stewart, 2002; Coltrane, 1996). Conversely, when mothers are incarcerated, fathers assume responsibility only 28–31 percent of the time (Parke & Clarke-Stewart, 2002; Coltrane, 1996). Instead, grandparents assume responsibility approximately half the time, with other relatives and friends assuming responsibility most often when grandparents are not available or physically or financially able to take care of the children (Parke & Clarke-Stewart, 2002; Coltrane, 1996). Fewer than 10 percent of the children of mothers and 4 percent of the children of fathers are placed in foster care (Parke & Clarke-Stewart, 2002; Coltrane, 1996).
Mentoring: A Promising Intervention for Children of Prisoners A Developmental Perspective To fully understand the impact of parental incarceration, one needs to take into consideration the variables above, in the context of the various stages of the arrest and incarceration process (arrest, imprisonment, and re-entry), along with the age and stage of development of the child in question (Travis et al., 2001; CWLA, 2001). In this regard, being a child of an incarcerated parent is a unique experience that changes over time. Programs designed to intervene in a positive manner must take these considerations into account (Parke & Clarke-Stewart, 2002). It is estimated that one in five children are present at the time of the arrest of their mother (Johnston, 1991). More than half of them are under seven years of age, with these children reporting nightmares and flashbacks to the arrest incident (Jose-Kampfner, 1995). Children in middle school may be at school at the time of the arrest and come home to an empty home and no explanation about the uncertainties they are experiencing as they are moved to the care of a relative or into foster care (Fishman, 1983). Many children experience what has been termed “the conspiracy of silence,” in which it is believed that it is better for the child to know very little about what has happened to their incarcerated parent (Jose-Kampfner, 1995; Johnston, 1995). The explanations they receive could be described as being of a cursory, distorted, or deceptive nature (Parke & Clarke-Stewart, 2002). This is exacerbated by the fact that studies show that there is often an unwillingness of family, friends, and caregivers to discuss the parent’s incarceration more broadly (Snyder-Joy & Carlo, 1998). As will be discussed later, this phenomenon has an impact both on the way these children cope with their parent’s arrest and incarceration and the manner in which individuals who are attempting to support them engage with the children and their caregivers. In light of what we know about children’s coping (Ayers et al., 1996), it comes as no surprise that children who are uninformed about their parent’s incarceration are undermined in their ability to cope and are left more anxious and fearful (Johnston, 1995). It is argued that children need honest, factual information and their experience validated (Nolen-Hoeksema & Larson, 1999). This allows them to better understand their situation and begin the dual process of grieving and coping (Nolen-Hoeksema & Larson, 1999). It is worthy of note that the impact of a more full disclosure on family jobs, child custody, and housing provides some legitimate motivation to engage in what Johnston calls the “forced silence” around what has happened to the parent (Johnston, 1995). Once again, these circumstances have an effect on the level of communication and nature of the relationship the child will have with individuals stepping forward to support them as they try to cope with their parent’s incarceration. While a mother maintaining custody of a child when the father is arrested may provide stability in caregiving, the ultimate outcome of how well the mother and child do is contingent on the strength of the family connections that will be needed to support the family as they face increased financial and social pressures (Seymour, 1998). When a mother is incarcerated and a grandparent assumes responsibility for raising the child, they will face emotional, physical, and financial challenges (Young & Smith, 2000). Complicating this situation is the fact that the relationship between the grandmother and incarcerated mother may become strained as a result of the criminal behavior, reflecting negative feelings such as resentment, anger, guilt, or disappointment (Bloom & Steinhart, 1993; Young & Smith, 2000). This further complicates decision making on behalf of the child, which may impact how individuals who seek to provide support for the child are able to engage him or her.
Mentoring: A Promising Intervention for Children of Prisoners Developmental Perspective A look at the individual stages of development and the potential impact of the incarceration of a parent on each stage, gives us a glimpse at how mentoring or other efforts to remediate that damage must be targeted. While separation from a parent with whom the child has formed a strong connection can be assumed to be traumatic regardless of age (Thompson, 1998; Bowlby, 1973), the separation of an infant or young child from a mother has particularly significant consequences related to attachment between the mother and child (Myers et al., 1999; Thompson, 1998; CWLA, 2005). We also know through Dallaire’s research that this concern is more pertinent in terms of changes in caregiving patterns when mothers are incarcerated as compared to fathers (2006). These children are more likely to have emotional and behavioral problems (Myers et al., 1999). Insecure attachments—one of the results from adverse shifts in life circumstances—have been linked to poorer peer relationships and diminished cognitive abilities (Sroufe, 1988). Bowlby found that separation from the primary caregiver during infancy and the toddler years is a serious risk factor for later maladaptive outcomes (Bowlby, 1973). These separations, resulting in the greater likelihood of disorganized attachment classifications, are considered risk factors for later difficulties (Zeanah & Fox, 2004). The children with this classification do not have an organized set of strategies to gain and maintain the attention of their caregivers to get their needs met (Cassidy & Mohr, 2001). In one estimate, 70 percent of young children with incarcerated mothers had emotional or psychological problems (Baunach, 1985). The problems exhibited include internalizing behaviors such as anxiety, withdrawal, hyper vigilance, depression, shame, and guilt (Bloom & Steinhart, 1993). The externalizing behaviors exhibited include anger, aggression, and hostility to caregivers and siblings (Johnston, 1995; Jose-Kampfner, 1995; Fishman, 1983). School-aged children are confronted with another set of issues. Displacements in home and school settings contribute to instability and make a familiar and comfortable academic learning environment difficult to maintain (George & LaLonde, 2002). This circumstance makes it less likely that these children will develop a meaningful connection to what could be a major socializing force—the school—and more likely that they will become delinquent later in adolescence (Green & Scholes, 2004; Hirschi, 1969). It also may exacerbate preexisting academic difficulties, with significantly lower Stanford-Binet IQ scores being reported for this group of children when compared to published norms (Poehlman, 2005b). School-aged children may also experience shame and embarrassment as a result of their mother’s behavior and incarceration (Johnston, 1995). It has been found, however, that social supports for children and a sense of hopefulness are protective factors against the development of both internalizing and externalizing problems, regardless of the number of stressful life events a child may have experienced (Hagen & Myers, 2003; Hagen et al., 2005). Adolescents become competent as they learn to strike a balance between individuation and connectedness (Cooper et al., 1983). In order to find success during this developmental stage, they must manage to remain connected to socializing institutions like family, friends, and school while at the same time asserting themselves as individuals (Cooper et al., 1983). This is a time of boundary testing and the impact of parental incarceration has been found to lead to the rejection of limit setting attempts by both their parents and other adults (Eddy & Reid, 2002). Attempts to develop and set parameters around mentoring relationships with these young people will likely be met with the same challenging behavior. Once again there is a distinction in the experience of children whose mothers are incarcerated compared to children of incarcerated fathers. Adolescent children of incarcerated mothers are three times more likely than their peers to drop out of high school and engage in more delinquent behavior such as lying, cheating, and stealing (Johnston, 1995; Myers et al., 1999). Compared to incarcerated fathers, incarcerated mothers report that their adolescent children had more trouble with the law (Tennessee Department of Corrections, 1995). Feelings of connectedness to family structures may reduce the chances that the adolescent will engage in delinquent behavior (Kierkus & Baer, 2002). In fact, when adolescent children of incarcerated mothers receive the kind of stable and supportive care that promotes strong connections to school, pro-social peers, and family, they are less likely to engage in risky and delinquent behavior (Dallaire, 2006). Unfortunately, programs are not readily available for children of prisoners to assist them during this difficult time of their life (Travis et al., 2001; CWLA, 2005). Compounding this problem, relatively few inmates receive the treatment or supports they need while in prison or during re-entry that would facilitate an appropriate connection and role in their child’s life (Travis et al., 2001). In summary, there are some general conclusions that can be drawn as to how children experience the loss of a parent: while age may impact the extent of the trauma, children always experience the separation from a parent for any significant length of time as a traumatic and important life event. This trauma pulls them away from their normal developmental path; the trauma is exacerbated by situations with heightened levels of uncertainty (the “conspiracy of silence” and changes in caregiving). Children’s responses to the separation will change over time, from short-term crisis responses at the time of arrest and immediate incarceration, to the long-term responses during any extended period of incarceration and re-entry. Children feel the stigma of having a parent arrested and placed in prison with their peer group, their family members and teachers, and more broadly, their neighborhoods (Parke & Clarke-Stewart, 2002; Eddy & Reid, 2002). To summarize Erikson’s developmental stage theory and the impact of arrest and incarceration from a developmental perspective: • the development of trust and attachment for infants (0-2 years) is affected by impaired parent-child bonding; • the development of a sense of autonomy, independence and initiative for 2-6 year olds is negatively affected, resulting in inappropriate separation anxiety, impaired socio-emotional development, and acute traumatic stress reactions; • the development of a sense of industry and ability to work productively for 7-10 year olds is instead a period reflective of developmental regressions, poor self-concept, acute traumatic stress reactions, and an impaired ability to overcome future trauma; • the development of the ability to work productively with others and to control the expression of emotions that occurs for early adolescents between 11-14 years of age, is instead characterized by a rejection of limits on behavior and traumareactive behaviors; and • the development of a cohesive identity, the resolution of conflicts with family and society, and the ability to engage in adult work and relationships that is usually accomplished during late adolescence (15-18 years) is diminished, negatively impacted by the premature termination of the dependency relationship with the parent and the greater likelihood of intergenerational crime and incarceration (Gabel & Johnston, 1995). In each of the five stages above the developmental task is negatively influenced by the parent-child separation and the trauma it causes (Gabel & Johnston, 1995). While there are certain limitations relating to the aforementioned research, for example, the size of the samples, the representative nature of the samples, the reliance of self reported data, and a lack of multiple informants and longitudinal data (Gaudin & Suthpen, 1993; Kazura, 2001; Houck & Loper, 2002), the existing literature does provide us with confidence in drawing the conclusions noted above about the effect of parental incarceration on children.
Mentoring: A Promising Intervention for Children of Prisoners Mentoring Children of Prisoners – A Hopeful Intervention Studies conducted on mentoring programs designed for the average youth resulted in children being significantly less likely to begin using drugs or alcohol, skip school, or engage in violence than their peers (Sipe, 1996). Further analysis revealed that mentoring actually slowed the onset of, but did not actually prevent, the outcome behaviors studied (Grossman & Rhodes, 2002; Grossman & Tierney, 1998). Jekielek et al., in 2002, in a review of existing literature, concluded that mentoring leads to better attitudes toward school, fewer absences, reductions in aggressive behavior, less drug and alcohol abuse, improved relationships with parents, and an increased likelihood of going to college. The development of better relationships with their families and other adults has also been found to be a result of successful mentoring matches (Rhodes et al., 2005). Research even more pertinent to children of prisoners was conducted by DuBois et al., in which a meta-analysis of 55 mentoring programs found that while mentoring programs provided only modest benefit to average youth, they were more effective with “high-risk” groups (DuBois et al., 2002). These findings were supported in a later study by Bauldrey (2006), in which it was found that mentoring may provide some protection against depression among high-risk youth, but is less likely to serve as a remedy when youth are already depressed. As is also reflected in other research around mentoring, the longer the mentoring relationship the greater benefit, with those high-risk youth who were mentored at least six months being 69 percent less likely to show signs of depression on follow up than the control group (Bauldrey, 2006). Other findings in Bauldrey’s work focusing on high-risk youth showed that young people mentored for at least six months were 75 percent less likely to use marijuana; youth who did not show signs of depression at the six month follow up were 58 percent less likely to report being arrested (2006). When successfully implemented, it is expected that mentoring programs for children of prisoners have the potential to improve children’s socio-emotional skills, increase their capacity for attachments, and produce stronger, healthier relationships between children and significant others, leading to better outcomes in social and academic competence (Johnston, 2002; Rhodes, 2002). Through the provision of supplemental attachment figures and interpersonal experiences, they create shared narratives and refine or repair their attachment skills (Johnston, 2002; Rhodes, 2002).
In this regard, it has been found that failed mentoring matches may do harm to mentees (Rhodes, 2002). Rhodes concluded that early terminations decrease feelings of self-worth and academic self-confidence, resulting in lower levels of prosocial activities and school attendance. The importance of an appropriate emphasis and adequate resources devoted to mentoring matches, and training and support for those mentors, cannot be overstated when it comes to working with children of prisoners (DuBois et al., 2002; Rhodes, 2002). If we are to be successful in keeping these children away from risky and delinquent behavior, it is absolutely essential that any intervention helps to bolster stable and supportive care that will promote strong connections to school, pro-social peers, and family (Dallaire, 2006). In light of the challenges the children of prisoners and their families present, it is clear that the role mentoring can play comes with risks and opportunities. The opportunity is to provide a much needed greater sense of hope, along with a supportive individual in the child’s life. The risk is the damage that can be done to an already fragile set of life circumstances through mentoring that doesn’t meet the higher quality demanded for this population (Johnston, 2005). As reported by Johnston, these high-quality programs must address the diverse and often changing set of living arrangements these children experience before and after the incarceration of their parent (Johnston, 2003; Mumola, 2000).
Mentoring Children of Prisoners—A Hopeful Intervention Training within these programs needs to include, for example, working with the mentors to understand best how to deal with issues around requests to visit a parent in prison or to assist the child during the period of re-entry (Mumola, 2000; Johnston, 1995). Recruiting mentors who are likely to have the interest and skills to work effectively with children of criminal offenders becomes an important ingredient in creating a successful program (Darling et al., 2002; Rhodes et al., 1992; Zimmerman et al., 2002). Johnston (2002) advises seeking mentors who are non-judgmental, able to self-regulate, capable of mutual regulation within relationships, and able to maintain boundaries in interactions with others. In mentoring programs working with average youth, it has been found that mentors who interacted with parents have significantly better outcomes than comparison groups (Grossman, 2000). Mentors need the tools therefore, to respond to both their mentees and the families in ways that will support each child’s relationship with his or her family and engender the family’s support of the mentoring relationship (Lee, 2005). In fact, mentors who understand the background and circumstances facing their mentees‘ parents and families will be better prepared to support that young person, including engaging with caregivers and family members (Adalist-Estrin & Mustin, 2003; Adalist- Estrin, 2005). This engagement includes connecting the mentee and/or family to other supportive services when appropriate—recognizing that while mentoring is a valuable tool, it is one of a number of interventions that may be needed by the child and family.
This also points to the need for strong screening guidelines for mentees. High-quality programs will facilitate the identification of low functioning youth through a developmentally oriented assessment, leading when appropriate to the referral for more substantive interventions—either in tandem with mentoring or as an alternative supportive approach (Jekielek et al., 2002; Rhodes, 2002). For the average youth mentee, the end of the mentoring relationship may not prove to be traumatic, even if ending in a disappointing fashion. Their resilience helps them to buffer the negative experience. This is not the case, however, for children of prisoners who have experienced multiple developmental setbacks. Instead, the ending of the mentoring relationship is likely to be experienced as a further loss that may have very adverse emotional and behavioral reactions (Ingram, Johnston, & North, 2003). Good programs will not only work hard to secure good matches with mentors prepared to work with a challenging population, but will have in place supportive devices to help those children who do experience matches that terminate early or poorly (Johnston, 2005). AMACHI One particular mentoring program model, Amachi, specifically targets children of prisoners. Early results of the impact of the program, based on a review of the first 556 matches found that mentors and mentees spent time together in ways consistent with Public/Private Venture’s research on effective programs (Farley, 2004; Jucovy, 2003). While mentors met with their mentees fewer times on average than required by the program guidelines, they did spend more time with their mentee each month than required due to longer individual visits (Farley, 2004). The review of the 556 matches created from April 2001 through March 2003, found 312 still active (56 percent), with 189 of those meeting for 12 months or longer (Jucovy, 2003). Of the 244 matches that had ended, in 79 cases the mentor had fulfilled at least their one year commitment (one third lasted 18 months) and decided not to continue with the relationship (Jacovy, 2003). The remaining matches, 165 in total, terminated in less than 12 months, with the majority ending because of circumstances related to the children—from the child moving from the area, to a parent or guardian not wanting the relationship to continue (Jacovy, 2003). Survey results showed that after one year 93 percent of mentors and 82 percent of caregivers reported increased levels of mentee self-confidence, with about 60 percent of mentors and caregivers reporting an improved sense of the future and over half reporting better academic performance and school behavior (Farley, 2004). There were no positive outcomes for relationships that lasted less than six months, and the only positive outcome in relationships lasting 6–12 months was fewer days skipping school (Jacovy, 2003). The one-year mark appears to be of significance in achieving positive outcomes for the mentees. While these outcomes were not found as part of a rigorous evaluation, they are promising and important when considered in the context of the developmental challenges these children face. They also highlight the challenges presented by this particular population.
Northwest Regional Educational Laboratory - National Mentoring Center. National organization that provides training and technical assistance to youth mentoring programs. www.nwrel.org/mentoring • • .