Child Development 3-12

Part 4: Influences, Risks, Resilience, and Resources

Oklahoma Cooperative Extension ServiceCore In-Service

February 26, 20109:00-11:00 a.m.

Debbie Richardson, Ph.D., Parenting Assistant Extension Specialist

Human Development & Family Science - Oklahoma State University

Introduction

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Welcome

Overview of In-service

Resource Materials

In-Service Objectives

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Extension Educators will be able to: Describe risk and protective factors,

developmental concerns, and other issues pertinent to children between the ages of 3 to 12 years, and

Understand when to be concerned regarding risks or delays to child development, and resource and referral sources.

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Individual Risk and Resilience during Childhood

Dr. Michael Criss – Assistant Professor

michael.criss@okstate.eduDepartment of HDFS

Oklahoma State University

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Mike Criss, Ph.D.Assistant Professor, HDFS Research areas:

Parenting Children’s relationships with parents,

siblings, and peers Developmental change in parenting

and children’s interpersonal relationships

Antecedents of antisocial behavior Child resilience

Teaches: Lifespan Human Development Parenting Adolescent Development in Family

Contexts Developmental Contexts of

Normative Behavior Problems Advanced Research Methods in HDFS

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What are Risk Factors?•Risk factor: a variable that increases the probability that an individual will have negative outcomes.

•What do I mean by “increases the probability”?

•Types of “negative child outcomes”:1. aggression/delinquency2. depression/anxiety3. alcohol/drug use4. risky sexual behavior5. poor emotion regulation6. poor social skills and peer

relationships

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What are Risk Factors?

Types of risk factors:1. biological/genetic factors2. parent and child

personality/temperament3. parental psychopathology4. negative parenting5. negative family relationships6. neighborhood factors7. demographic variables

Note: Risk factors are often correlated with each other.

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What are Protective Factors?•Protective factor: a variable which serves as a buffer or decreases the influence of a risk factor on individual outcomes.

•Resilience: when an individual has positive outcomes despite the presence of a risk factor or risk factors.

•Types of protective factors:1. child characteristics2. positive parenting3. positive family relationships4. positive peer relationships5. schools

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Final Remarks

Risk and protective factors may differ in:

1. males and females

2. younger and older kids

3. different cultural and ethnic groups

Ecological Systems Bronfenbrenner

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Developmental processes do not occur in a vacuum but are influenced by factors in the immediate environment, society and culture as a whole.

Individuals are significantly affected by interactions among a number of overlapping systems in which they live.

Family, community, and societal factors must be optimal for children to learn and be healthy.

Social Context of Human DevelopmentBronfenbrenner

11Bronfenbrenner Ecological Theory http://www.des.emory.edu/mfp/302/302bron.PDF

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Poverty/Low SES

Greater risk for range of poor outcomes: Development and cognition

Less stimulating home environment Elevated blood lead levels

Stress and emotional distress Health care and illness

Chronic poverty is not a unitary variable, but a combination of pervasive stressful conditions.

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Adverse Childhood Experiences (ACE)The largest study ever done to examine the

health and social effects of these childhood experiences throughout the lifespan (17,421 participants)

What are Adverse Childhood Experiences (ACEs)? Growing up with…

Childhood abuse and neglect Domestic violence Substance abuse or mental illness in the home Parental discord Crime

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ACEs Compelling Evidence

Surprisingly common

Long-term, damaging consequences - still have profound effect 50 years later

Happen even in “the best of families”

Transformed from psychosocial experience into organic disease, social malfunction, and mental illness

A main determinant of the health and social well-being of the nation - determine the likelihood of the 10 most common causes of death in the U.S.

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ACEs

Childhood experiences profoundly and causally shape adult life

Produce neurodevelopmental and emotional damage, and impair social and school performance

Rarely occur in isolation…they come in groups Higher # of ACEs → greater risk of behavior

problems Examples: individual with ACE score of 4, is 12 x more

likely to attempt suicide than those with none higher ACE score, the greater the likelihood of smoking,

which then may lead to chronic obstructive pulmonary disease

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ACE Findings – Adverse Effects Alcoholism & Alcohol

Abuse Chronic Obstructive Pulmonary Disease Depression Fetal Death Illicit Drug Use Ischemic Heart

Disease Health-related

Quality of Life

Liver Disease Risk for Intimate

Partner Violence Multiple Sexual

Partners Sexually Transmitted

Diseases Smoking Suicide Attempts Unintended

Pregnancies

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ACE Pyramid

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Jennifer Jones, Ph.D.Jennifer.jones@okstate.edu

Human Development & Family Science

Oklahoma State University

Developmental Disabilities

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Jennifer Jones, Ph.D.Visiting Assistant ProfessorHuman Development & Family Science

Research areas: Self-concept of Adolescents with Intellectual and

Developmental Disabilities Parenting Individuals with Intellectual and

Developmental Disabilities

Teaches: Non-Normative Development Infant and Child Development

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Children’s Mental Health

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Referral Sources

Health Dept. – Child Guidance

Mental Health Centers

Youth & Family Services

School counselors/psychologists

Pediatricians

Children’s Hospitals

OASIS

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Discussion & Applications

Wrap-up

Wrap-Up

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In-service evaluation

Follow-up