REQUIRES REGISTRATION
Overview
This course focuses on how professionals, volunteers, and caregivers can support individuals in helping youth overcome ACES. The course will provide information, including
- To provide a brief overview of ACES.
- To learn ways to overcome ACEs.
- To understand variables related to trauma-informed care, resilience; protective factors; and Safe, Stable and Nurturing Relationships and Environments.
Media Used: Video, live polls, lecture, group discussion
Resources
Center for Disease Control. Risk and Protective Factors. Retrieved from https://www.thenationalcouncil.org/wp-content/uploads/2021/11/CDC-Youth-SUP-Risk-and-Protective-Factor-worksheet_22.05.24.pdf
Center for Disease Control. The CDC’s ACE Pyramid: the conceptual framework for the ACE Study. Image from: https://www.cdc.gov/violenceprevention/acestudy/about.html
Felitti, V.J., Anda, R.F., Nordenberg, D., Williamson, D., Spitz, A.M., Edwards, V., Koss, M., Marks, J.S., (1998) Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The Adverse Childhood Experiences (ACE) Study. American Journal of Preventive Medicine 14(4)
Felitti, V. J., & Anda, R. F. (2010). The relationship of adverse childhood experiences to adult medical disease, psychiatric disorders, and sexual behavior: Implications for healthcare. The impact of early life trauma on health and disease: The hidden epidemic, 77-87.
Ginsburg, Ken. Building Resilience: The 7 Cs. Sep 04, 2018. Resilience. Center for Parent and Teen Communication. Retrieved from Building Resilience in Teens: The 7 Cs (parentandteen.com)
Mayo Clinic. Resilience: Build skills to endure hardship. Retrieved from https://www.mayoclinic.org/tests-procedures/resilience-training/in-depth/resilience/art-20046311
SAMSHA. Risk and Protective Factors. Retrieved from file:///C:/Users/DrBar/Downloads/20190718-samhsa-risk-protective-factors.pdf
Objective(s)
Core Knowledge Area 1: Child Growth and Development
- Understands typical and atypical development and multiple factors that influence development from conception through infancy and early childhood
h. Understands the impact of stress and trauma on a child’s development and supports families in reducing children’s exposure to stress
1.3 Encourages children's development of social and emotional skills
b. Considers temperament and individual differences when interacting with children and planning experiences
d. Creates an environment and daily schedule that encourages trust and social interaction with other children and
adults
e. Helps children cope with separation and transition
j. Finds ways to help children feel successful, identify and pursue interests, and develop a sense of personal
identity
k. Uses empathy to help children recognize and understand their emotions
q. Provides families with information and strategies to promote social and emotional development
1.4 Helps children achieve self-regulation and develop coping skills
g. Recognizes that a child’s ability to exercise self-regulation and control over his/her body functions, emotions, and behavior emerges over time as a developmental process
Core Knowledge Area 2: Family and Community Relationships
2.1 Respects families and is responsive to language, culture, family characteristics, needs, concerns, and priorities
h. Recognizes the impact of substance abuse, domestic violence, and mental illness within families
i. Recognizes the benefits of inclusion for children, families, early childhood professionals, and
communities
j. Responds sensitively to families’ concerns, ways of coping, and child-rearing practices
k. Shares community resources based on families’ needs, including information about
developmental delays and disabilities
l. Engages in respectful, goal-oriented partnerships with families to promote parent-child relationships
and family well-being
m. Recognizes the impact of family stress on child development and family function and works closely with the family to link them to appropriate community resources
Core Knowledge Area 4: Environment and Curriculum
4.1 Develops and models genuine, supportive relationships
f. Practices and models responsive, consistent, encouraging, and nurturing interactions that build positive
relationships
g. Uses child observation and assessment to individualize and improve interactions
4.3 Works to effectively promote social and emotional development and prevent challenging behaviors
d. Assesses the child and family’s status during each time together in order to address their needs
f. Models positive social interactions, such as friendship skills, empathy, and respect
m. Uses a consistent process of reflection and action to address challenging behavior
n. Allows time for the child to regain composure following challenging behavior
o. Addresses challenging behavior with the child, privately, with sensitivity and respect, following the incident
l. Remains calm and respectful toward the child exhibiting challenging behaviors.
R. Considers developmental delays, health/medical issues, family circumstances, or whether a child is trying to establish a sense of belonging by exhibiting challenging behavior and chooses a response or solution that matches that need
Core Knowledge Area 5. Health, Safety, and Nutrition
5.4 Understands the impact of child abuse and neglect, substance abuse, and domestic violence on children and families
a. Recognizes signs and indicators of child abuse and neglect
d. Recognizes signs and symptoms of substance abuse
e. Recognizes signs and indicators of domestic violence
a. Recognizes signs and indicators of child abuse and neglect
d. Recognizes signs and symptoms of substance abuse
e. Recognizes signs and indicators of domestic violence
f. Provides families with positive discipline and coping strategies
g. Works with families to develop safety plans
h. Works with other agencies to provide comprehensive support to families
j. Recognizes and understands the importance of increasing the protective factors that strengthen families and communities
Currently Selected:
None
