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3 Discussion Questions 1. Module 2: Discussion 2 Required Readings: Center on the Developing Child at Harvard University. (n.d.). Stress and resilience: How toxic stress affects us, and what we

3 Discussion Questions 

1.      Module 2: Discussion 2

Required Readings:

  • Center on the Developing Child at Harvard University. (n.d.). Stress and resilience: How toxic stress affects us, and what we can do about it. Links to an external site.https://developingchild.harvard.edu/resources/stress-and-resilience-how-toxic-stress-affects-us-and-what-we-can-do-about-it/
  • ChildWelfare. (n.d.). Adverse childhood experiences (ACEs). Links to an external site. explore the web page and resource links provided
  • Child Welfare Information Gateway. (n.d.). Supporting & preserving families.Links to an external site. U.S. Department of Health and Human Services, Administration for Children and Families, Children’s Bureau. explore the web page and resource links provided
  • Mitchell, K. (2018, May 29). Grandma’s trauma – a critical appraisal of the evidence for transgenerational epigenetic inheritance in humans.Links to an external site. Wiring the Brain. http://www.wiringthebrain.com/2018/05/grandmas-trauma-critical-appraisal-of.html 
  • American Psychological Association. (2022, December 21). Managing stress for a healthy family.Links to an external site. https://www.apa.org/topics/managing-stress-healthy-family 
  • Sacks, V. & Murphey, D. (2018, February 12). The prevalence of adverse childhood experiences, nationally, by state, and by race or ethnicityLinks to an external site.. Child Trends. https://www.childtrends.org/publications/prevalence-adverse-childhood-experiences-nationally-state-race-ethnicity 
  • The National Child Traumatic Stress Network. (n.d.). What is child traumatic stress?Links to an external site. https://www.nctsn.org/resources/what-child-traumatic-stress 
  • The National Child Traumatic Stress Network. (n.d.). Trauma types.Links to an external site.  explore the web page and resources links provided re: types of trauma.
  • The National Child Traumatic Stress Network. (n.d.). Families and trauma.Links to an external site.  read the Introduction and NTCSN resources provided
  • ZERO TO THREE. (n.d.). Trauma and stress.Links to an external site. https://www.zerotothree.org/early-development/trauma-and-stress

DIscussion 2: FACToRS THAT IMPACT HEALTHY DEVELOPMENT

As an early childhood professional, you know that sound mental health is built early in life. Focusing on children’s mental health is essential to providing a stable foundation to support all domains of development—social-emotional, physical, cognitive, and relational. Understanding how a child’s earliest experiences can either strengthen or disrupt their emotional and mental well-being in this critical period of development empowers early childhood professionals with the knowledge needed to provide the care of responsive environments and relationships that can help mitigate the negative effects of early adversity.

It is important to note that part of being a professional is understanding conditions, such as anxiety, depression, ADD/ADHD, which can exist separately or be entwined with childhood trauma. That is why, in this Discussion, you will not only focus on core strengths of child mental and emotional health but also conditions that impact and/or exacerbate healthy development and learning.

Post your response to the following:

  • Describe, in detail, the core strengths of child mental and emotional health, and why they are foundational for healthy social-emotional development
  • Choose a prevalent condition to focus on in child mental health, such as anxiety, depression, or ADD/ADHD. Discuss, in detail, why you think it is critical for early childhood professionals to know about this condition.
  • Next, explain how prolonged toxic stress might further impact and/or exacerbate child mental health, in ways that are specific to the topic you addressed.

2.      Module 3 Discussion 1: Supporting Families and Children’s Mental Health

Required Readings for Module 3 Discussion 1 and 2

  • Bartlett, J. D., & Steber, K. (2019, May 9). How to implement trauma-informed care to build resilience to childhood trauma.Links to an external site. Child Trends. https://www.childtrends.org/publications/how-to-implement-trauma-informed-care-to-build-resilience-to-childhood-trauma 
  • Center on the Developing Child at Harvard University. (n.d.). Building adult capabilitiesLinks to an external site..  read this web page and watch the video.
  • Center on the Developing Child at Harvard University. (n.d.). ResilienceLinks to an external site..  read this web page and watch the video.
  • Sege, R., Bethell, C., Linkenbach, J., Jones, J. A., Klika, F., & Pecora, P.J. (2017).  Balancing adverse childhood experiences (ACEs) with HOPE: New insights into the role of positive experience on child and family developmentLinks to an external site..Links to an external site. [PDF]. The Medical Foundation. https://hria.org/wp-content/uploads/2017/05/Balancing-ACEs-with-HOPE.pdf 
  • Siegel, D. J. (2015). Interpersonal neurobiology as a lens into the development of wellbeing and resilienceLinks to an external site.. Children Australia, 40(2), 160–164. 
  • ZERO TO THREE. (n.d.). Infant and early childhood mental healthLinks to an external site.. explore the web page and the resource links provided.
  • State Capacity Building Center. (2018, April 1). Practicng self-care and professionalismLinks to an external site.. U.S. Department of Health and Human Services, Administration for Children and Families, Office of Child Care. https://childcareta.acf.hhs.gov/resource/practicing-self-care-and-professionalism 
  • Center for the Study of Social Policy. (n.d.). Taking care of yourself: For early care and education providers. Links to an external site.https://cssp.org/wp-content/uploads/2018/08/Self-Care-for-ECE-Providers.pdf 
  • Erdman, S. Colker, L.J., & Winter, E. C. (2020). Preventing compassion fatigue: Caring for yourselfLinks to an external site.. Young Children, 75(3), 28–35.

The mental health of young children is intricately connected to the well-being and functioning of their families and caregivers. So, it is essential to address children’s mental health within the context of their families and communities. Helping to reduce the stressors that affect children undoubtedly requires supporting family and community resilience.

Before you participate in this Discussion, think about people you know who have struggled or are struggling with mental health issues. What types of support and understanding could others offer? Then, put yourself in the place of a family member who is concerned about his/her child. What can you do, and what should you know, as an early childhood professional committed to fostering every child’s well-being through informed, nurturing, responsive relationships?

Post your response to the following:

What difficulties and challenges may families with children who have, or may have, mental health challenges face day-to-day?

How can early childhood professionals support families whose children have, or may have, mental health challenges?

Describe resources in your community that support families with children who have, or may have, mental health challenges. If you are unsure of such resources, explain how you would go about identifying them.

3.      Module 3: Discussion 2: Nurturing Yourself as You Help Nurture Others

Compassion fatigue has been defined as the “cost of caring” for others who are in, or have been experiencing, emotional pain. As a professional attuned to the complex lives of children and families, your senses and efforts are continuously taxed—especially in today’s world. Compassion fatigue exacts a high price, and it is real.

Considering all you have learned in this course coupled with your integral role in partnering with families and working with children, self-care is not a question of why, but how. In the words of author Eleanor Brown: “Your self-care efforts are not selfish. We cannot serve from an empty vessel.”  

Post your response to the following:

  • Considering the resources and your personal/professional experiences, how do you define self-care, and why do you believe self-care for early childhood professionals is so important?
  • What are some of the barriers that make it hard to make time for self-care?
  • Describe some possible sources of stress and trauma early childhood professionals experience inside and outside of work
  • Describe some of the symptoms as well as consequences of secondary trauma? Compassion fatigue?
  • Take time to consider whether you received any verbal and nonverbal messages as you were growing up about caring for yourself, and if so, what were they? If you choose, share these messages, and how they might have been related to your cultural/familial values and expectations?

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