Soul On Ice Research Paper

Such toxic stress can have damaging effects on learning, behavior, and health across the lifespan. Learning how to cope with adversity is an important part of healthy child development. The most effective prevention is to reduce exposure of young children to extremely stressful conditions. Research also indicates that supportive, responsive relationships with caring adults as early in life as possible can prevent or reverse the damaging effects of toxic stress response (Center on Developing Child, nd). By establishing clear lines of communication between adults and children, and home and school, parents and teachers can help to shape children’s perceptions in informed ways. During times of trouble, when emotions run high, parents and teachers can help children develop the skills necessary to manage their feelings, to confront unpleasant or adverse realities, and to acquire greater emotional stability. In order to support children in better understanding their world, adults may have to help them come to terms with circumstances that are frightening, confusing, overwhelming, or possibly unrelated to their past experience. By providing a safe and supportive environment and a healthy acceptance of all that is good in life, a calm and ready-to-listen adult can facilitate children’s well being, and help to alleviate the fear, dismay or confusion they may feel. In doing so, it is important to honor and nurture children’s sensitivity. Although parents and teachers cannot shelter children from all adversity, they are well positioned to help children learn about the imbalances in the world, to better comprehend their impact, and to find thoughtful ways to strike a comfortable and meaningful balance of their own (Foster & Matthews,

I became aware of what I wanted to pursue after reading about a teenager who had been stabbed in area close to where I live and I found myself asking what would drive someone to do that? One of the three subjects I take is psychology and one of the subtopics is the nature or nurture debate. I began to consider whether the stabber was born evil or just a product of their environment. I read a book called ' ice man: confessions of a Mafia contract killer' by Philip Carlo. The ice man showed a complete lack of remorse for his victims. The ice man's father and mother also showed a lack of empathy through their acts of abuse against him, therefore it could be argued that his lack of empathy is biological. However, it could also be argued that he

Talge, N. M., Neal, C, Glover, V., & the Early Stress, Translational Research Prevention Science Network: Fetal and Neonatal Experience on Child Adolescence Mental Health. (2007). Antenatal maternal stress and long-term effects on child neurodevelopment: How and why? Journal of Child Psychology and Psychiatry, 48, 245-261.

One psychosocial factor is the family’s socioeconomic status. Socioeconomic statuses have been researched to be one of the most influential factors in rather or not a family will succeed or face challenges, it can be a determinant in the development of mental health, physical health, and emotional health. A parent’s educational level, their occupation, and income could place the family in either a beneficial or hindering situation, in return, affecting the way a parent could establish attachment with their child. For example, a single parent raising their child and having to manage two jobs, could result in limited attachment to their parent or primary caregiver. Parental stress and their possible experiences of adverse childhood

One psychosocial factor is the family’s socioeconomic status. Socioeconomic statuses has been researched to be on of the most influential factors in rather or not a family will succeed or face challenges, it can be a determinant in the development of mental health, physical health, and emotional health. A parent’s educational level, their occupation, and income could place the family in either a beneficial or hindering situation, in return, affecting the way a parent could establish attachment with their child. For example, a single parent raising their child and having to manage two jobs, could result in limited attachment to their parent or primary caregiver. Parental stress and their adverse childhood experiences is another psychosocial factor which can determine a child’s

e1164; Carbaugh, 2004, p. 107; Davies, & Garwood, 2001, p. 41-52; Hennes et al., 2001, p. 22-23). The relationship between the perpetrator and the child appears to influence when the child falls victim to maltreatment. For example, a mother is more likely to shake a child during the early stage of life, while a stepfather is most likely to shake a child who is at least a week old (Henne et al., 2001, p. 23). Other influencing components that create high risk for shaking a child include: being a younger or an older mother (40 years of age), having an unstable family environment, having unrealistic expectations of the child, impulsivity, isolation, depression, having a low socioeconomic status or having negative childhood experiences (Davies & Garwood, 2001, p. 44-49; Eronen, Pincombe, & Calabretto, 2007, p. 24-25; Hennes et al., 2001, p. 23; Miehl, 2005, p. 112). What can be seen from these factors is that they all relate to a predisposition of increased stress levels. Parenting stress can be influenced by the mismatch between the demands of being a parent and the ability of meeting those demands or lack of resources available (Ryan, Tolani, & Brooks-Gunn, 2009, p. 160). When a child is inconsolable or causes frustration in an already stressed caregiver, the caregiver may attempt to sooth the child and in this attempt could shake or smoother the infant (David & Garwood, 2001, p. 49; Fujiwara et al., 2016, p. 8). A potential lasting impact to perpetrators is the consequences from this event. Such consequences include legal charges, which can occur to a caregiver who has been convicted of child harm. These consequences include: the inability to see the child without supervision, legal charges and criminal investigation (Shapiro, 2003, p. 444-447). Ultimately, when analyzed, the perpetrator can also be

Throughout life, both children and adults experience varying amounts of stress in their everyday lives. For the most part, this has been proven to be healthy and crucial in strengthening their response to such stimuli later in life. This paper will focus on the findings of various studies in which researchers have found links between stress exposure and childhood development. Specifically, this paper will focus on the effects of what is known as toxic stress and its effects on the development of a child and its role in the development of mental disorders as the child transitions into adulthood.

When children experience a traumatic event, not only does it affect their emotions but it can affect many areas of development if not all of them. Equally, health and learning difficulties can also have a less desirable effect on holistic development. By looking at how such factors can affect child development, we can work towards finding a suitable learning method and helping children overcome and recover from their experiences.

Scientific research over the last 20 years has demonstrated that repeated exposure to trauma and chronic stress in early childhood can impair brain development. For my research I have chosen the topic: Childhood Trauma and how the environment affects their learning. Increasing the quality of service and their stability help to foster positive responsive relationships with nurturing caregivers. As children struggle it is important for us to identify environmental factors and triggers that have an impact in the capability of children’s learning experiences. Having an open and ongoing healthy relationships with parents as well as students helps deal with these struggles that children face today.

Vulnerability and resilience among children continues to be a popular topic in research of developmental psychology. The two definitions are closely tied together as they are considered both sides to the spectrum. Schaffer (2006) defines vulnerability and resilience “as the susceptibility to develop malfunctioning following exposure to stressful life events, as opposed to the capacity to maintain competent functioning stress”. If stressful life events are the trigger here, why is it that some children are far more vulnerable, yet others are more resilient? The three studies discussed in this paper will attempt to explain why these differences occur and what can we do to enhance protective factors.

Toddlers develop a sense of autonomy by letting them explore new skills. Preschoolers develop a sense of initiative as by beginning to plan and initiate activities with others. School aged children develop a sense of industry by feeling confident in their ability to achieve goals. Evidence shows that experiences in the 1st years of life are extremely important for a child’s healthy development and lifelong learning. How a child development during this time affects future cognitive, social, emotional, and physical development, which influences school readiness and later success in life (“Early and Middle Childhood” n.d.)2)

Attention to every stage of a child’s physical, emotional and educative development is “both critical and vital” (Alison Dunn, 2004). Research shows that the care young children receive has dramatic long-term effects on how children develop and learn, how they cope with stress, and how they react to the world around them. “Science tells us that consistently positive and stimulating experiences in their early years helps children’s brains to grow” (Frank Oberklaid, 2008); it can also affect how they continue to learn later on in life.

From research it is quite clear that the individual as well as various environmental aspects play an important role in influencing well-being as a whole. Research suggests that increased levels of emotional stress can often coincide with increasing issues in the family, peer groups and in the school. In addition, a child’s resilience and ability to cope with these issues can be affected by their personal

The definition of early life as a social determinant of health given by Rumbold and Dickson-Swift is “A good start in life means supporting mothers and young children.” (Rumbold & Dickson-Swift, 2012, p. 180). Early life describes the period from prenatal development to eight years of age, and is a time of remarkable brain growth and development, this period establishes the foundations for subsequent development and learning (Siddiqi, Irwin, & Hertzman, 2007).

Transitions from one environment to another can be stressful for the child and the parents. Every child is unique and will have different experiences and capabilities. Hence, they will react differently to stress. Children need a caring, supportive environment for physical, social, emotional and cognitive development. They also need to feel safe and have a sense of belonging. Children who experience a positive transition from preschool to primary school are more likely to succeed academically and be socially