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Centers for Disease Control and Prevention (CDC)

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Preventing Adverse Childhood Experiences (ACEs) Online Training Module 1 Lesson 3: Video 2 of 2

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What do you appreciate about and hope for your family and your children? Sure, you have everyday-and major-challenges to deal with. When you step back, though what do you value and hope for in your family? In our experience, mothers, fathers, and other parenting adults from many backgrounds and circumstances appreciate . . .

Having deep connections with each other, through thick and thin.

Noticing what's going well, not just the problems they must deal with.

Meaningful and fun opportunities to spend time together to strengthen families.

Discovering new things about each other as everyone grows and changes.

This website (and the in schools and organizations) invites you to explore these kinds of questions and topics for strengthening families. Yes, it includes practical information about what you'll encounter across the Keep Connected program ages and stages of kids growing up, from birth through the teenage years.

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Bringing Out the Best in Your Family - Keep Connected

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What do you appreciate about and hope for your family and your children? Sure, you have everyday-and major-challenges to deal with. When you step back, though what do you value and hope for in your family? In our experience, mothers, fathers, and other parenting adults from many backgrounds and circumstances appreciate .

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Foundation for Indigenous Sustainable Health

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Indian Child Welfare Act - Educational Resource Video

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These sessions are provided in the order that they are presented in the Developmental Relationships Framework and on the Keep Connected website. However, they are each standalone sessions that you may use in the order that fits your own program, calendar, and community. They may be used on their own or as a series. Use them in any way that works for the families that you support!

How to Use

1. Selected the technology you will use that is accessible to the families (videoconference or teleconference).

2. Access all session material from this web site.

3. Invite parents and guardians to participate. The sessions are designed for groups of 6 - 10 parents, not more. Personal invitations that describe what to expect will be most effective.

4. Review the facilitator guide for each session, and prepare for the check-in session.

5. One or two days in advance, send each participating parent/guardian the material for the session. Try these ideas to distribute it:

1. Post the session material on your organization's website with links to www.KeepConnected.info/digital-checkin. Send parents/guardians a link to your page via email or text.

2. Distribute the session material for parents/guardians as a PDF attachment to email. Include the link to Keep Connected in the e-mail itself, too, for easy access.

3. Convert the session material for parents/guardians to the body of an email, being sure all the links stay active. Send the email to everyone who has registered for the class.

6. Send an email or text reminder to parents and guardians the day before the check-in session.

7. Facilitate the 30-minute online session. Be sure to maintain the time limit. If some want to continue talking, make it clear that the session is over and people are free to leave. Some may continue (if that's okay).

8. Follow up with the parents, sending another copy of the session materials and a link to the quiz.

Please Provide Feedback

Search Institute asks everyone who uses these resources to provide feedback so that we can continue to improve them for use. After each session, please provide your feedback by completing this brief survey. (It can be completed on a computer tablet, or smartphone.) There is also a link to the survey at the end of the guide for each session.

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Group Facilitator Information: Digital Check-Ins for Parenting Adults - Keep Connected

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These sessions are provided in the order that they are presented in the Developmental Relationships Framework and on the Keep Connected website. However, they are each standalone sessions that you may use in the order that fits your own program, calendar, and community. They may be used on their own or as a series.

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Serve and Return - What happens when it doesn't take place

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Serve and Return - What happens when it doesn't take place

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A tool that can be utilized during family contact plan meetings, family contact plan reviews, round tables, etc. It is designed to have everyone at the table that is involved in Family Contact (ie. parent, case worker, family contact facilitator, tribal worker, etc.) Used to monitor progress and help plan next steps or address challenges. Can be facilitated by a family contact coach upon request.

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R.O.C.K. Mat-Su (Raising Our Children with Kindness) is a cross-sector collaborative of community members joining together to promote family resilience and reduce child maltreatment in Alaska's Mat-Su Borough. R.O.C.K. Mat-Su adopted a strategy to coordinate ...more

© 2023 R.O.C.K. Mat-Su - Powered by Castos

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R.O.C.K. Mat-Su (Raising Our Children with Kindness) is a cross-sector collaborative of community members joining together to promote family resilience and reduce child maltreatment in Alaska's Mat-Su Borough. R.O.C.K. Mat-Su adopted a strategy to coordinate and optimize family contact in 2017 to tackle the systemic challenges involved in providing family contact services for children in out of home placement in the Mat-Su.

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Family Contact Improvements - R.O.C.K. Mat-Su

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In 2017, the Butler Institute for Families partnered with R.O.C.K. Mat-Su and the local Office of Children's Services (OCS), in the south-central region, to evaluate the systemic challenges involved in providing family contact services. By evaluating the systemic challenges involved in family contact resources, the partnership between R.O.C.K.

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Missing Threads

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Missing Threads: The Story of the Wisconsin Indian Child Welfare Act

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Section 2: Building the Relationship & Goal Setting

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Section 2: Building the Relationship & Goal Setting

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Section 2_Building the Relationship and Goal Setting_Case 4_Fillable

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Section 2: Building the Relationship & Goal Setting

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Section 2: Building the Relationship & Goal Setting

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Section 2_Building the Relationship and Goal Setting_Case 3_Fillable

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Section 2: Building the Relationship & Goal Setting

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Section 2: Building the Relationship & Goal Setting

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Section 2_Building the Realtionship and Goal Setting_Case 2_Fillable

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Center on the Developing Child at Harvard University

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Center on the Developing Child at Harvard University

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Our mission is to drive science-based innovation that achieves breakthrough outcomes for children facing adversity.

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Section 2: Building the Relationship & Goal Setting

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Section 2: Building the Relationship & Goal Setting

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Section 2_Building the Relationship and Goal Setting_Case 1_Fillable

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Successful Video Visits with young Children

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Successful Video Visits with young Children

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Successful Video Visits with Young Children

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This tool is used in conjunction with the tool Who Is in My Family? Once you have a sense of the family, you can more easily talk with the parent about their hopes and dreams at three levels: for their overall family, children, and themselves. Be clear with the parent that the hopes and dreams may change as you work together, which is normal and expected. This is simply the starting place.

There are several ways you can use this tool:

Coach and parent use it as a discussion tool to help the parent reflect on the three layers of goals and how all of them are important. It may be easiest for a parent to identify goals for their children, but hardest to do for themselves. Help them reflect on how all three goals tie together and support the overall well-being of the family. For example, if the parent has a goal of returning to school, but is concerned that it will negatively impact the children because she/he will be less available to them, be sure to help her/him understand how this goal helps the family in the long term.

Discuss the tool, and ask that the parent complete it at home with the family, and bring it back to the next meeting.

The parent's responses can help you understand their priority areas and inform goal setting.

Below is a PDF you can print, download or view full screen. See the toolbar at the top of the PDF for these various options. If you view in full screen, to get back to the normal page view, click the toggle in the toolbar at the bottom of the PDF.

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Tool: My Hopes and Dreams - Family-Centered Coaching

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This tool is used in conjunction with the tool Who Is in My Family? Once you have a sense of the family, you can more easily talk with the parent about their hopes and dreams at three levels: for their overall family, children, and themselves.

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This tool helps you get to know a parent and how they define their family, and to begin to identify family strengths.

You can use this in several ways.

Use it to engage in a conversation with a parent during the meeting, perhaps starting to fill it in together to make sure the parent understands the directions. Then have them complete it at home and bring it back to the next meeting.

Complete the tool together, asking questions as it is filled in.The parent can take it home to share with other family members, adding to it or changing it as needed. When the parent returns, you can follow up with additional questions.

As the parent talks about their family, listen for who the people are who provide continual presence and help on a day-to-day basis, such as with child care and transportation, and those who serve more as emotional supports for a parent. Parents need both types of support. This tool provides insight as to the breadth and depth of a parent's support network and lets you know who to be sure to ask about in follow-up visits.

During the conversation about who is in their family, listen for the hopes and dreams the parent shares as this will inform the tool My Hopes and Dreams.

Below is a PDF you can print, download or view full screen. See the toolbar at the top of the PDF for these various options. If you view in full screen, to get back to the normal page view, click the toggle in the toolbar at the bottom of the PDF.

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Tool: Who Is In My Family? - Family-Centered Coaching

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This tool helps you get to know a parent and how they define their family, and to begin to identify family strengths. You can use this in several ways. Use it to engage in a conversation with a parent during the meeting, perhaps starting to fill it in together to make sure the parent understands ...

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Responding to Challenging Behaviors Knowledge Cards

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Responding to Challenging Behaviors Knowledge Cards

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Using Protective Factors to Develop Case Plans

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Using Protective Factors to Develop Case Plans

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Things to do when you can't be with your child

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Things to do when you can't be with your child

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This tool explores a family's overall well-being, prioritize areas of life to work on, and set initial goals. Parents can use The Wheel of Life to illustrate and communicate the landscape of their lives.

1. Review the different parts of life on the wheel.

2. Ask participants "How satisfied are you with this part of your life?" Give each part of the wheel a score from 1-10. 1 means very unsatisfied and 10 means very satisfied.

3. Ask participants to shade in the wheel based on their scores.

4. Use the reflection questions to identify the areas where the parent and their family have strengths and successes.

5. Ask the parent "What are the 2-3 parts of your Wheel of Life that you would like to improve?" Ask questions to identify goals, support, and opportunities to make progress.

Helpful Hints:

Build Relationships Use the tool to build rapport with the participant whether they are willing to share openly or only respond with short statements.

Use a Strengths-Based Approach Celebrate and shine light on strengths and what has worked well, even in areas that participant's said need work.

Follow the Parent's Lead Ask questions to understand what each numbered score means to the parent. For example, a "10" in finances may mean that they no longer have a bill collector calling them, or it could mean that they have enough money to cover bills each month and are saving for college. A "1" in transportation may mean that they are taking public transportation to work, but that it is nearly an hour-and-a-half commute.

Connect to Other Family-Centered Tools Discuss how the participant's answers compare with their responses from My Hopes and Dreams. Reflect on how the parent might draw on their support network identified with the Who Is in My Family? Tool.

Include Families Discuss the questions together and then have the parent complete the answers at home, maybe including family members in the conversation, and bring them back for the next meeting. Listen for how each area may relate to additional family members.

Below is a PDF you can print, download or view full screen. See the toolbar at the top of the PDF for these various options. If you view in full screen, to get back to the normal page view, click the toggle in the toolbar at the bottom of the PDF.

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Tool: The Wheel Of Life - Family-Centered Coaching

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This tool explores a family's overall well-being, prioritize areas of life to work on, and set initial goals. Parents can use The Wheel of Life to illustrate and communicate the landscape of their lives. Review the different parts of life on the wheel. Ask participants "How satisfied are you with this part of your life?"

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2.6 Analysis of Pre-Training Self-Assessment

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These tools were developed by CSSP with partners in child welfare systems that were shifting to a protective factors approach. The tools are designed to help child welfare workers use a protective factors lens at important points in a child welfare case. In addition, "Taking Care of Yourself" helps workers to think about the protective factors in their own lives in the context of their difficult work. Finally, a guide for coaching to a protective factors approach helps supervisors reinforce the approach and support workers' efforts to shift their practice; workers and their supervisors can use the practice reflection tools and action planning tool to map out the changes they want to make.

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Practice Tools for Child Welfare | Center for the Study of Social Policy

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These tools were developed by CSSP with partners in child welfare systems that were shifting to a protective factors approach. The tools are designed to help child welfare workers use a protective factors lens at important points in a child welfare case.

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Virtual Visits: Recommendations by Age and Access Resources

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Virtual Visits: Recommendations by Age and Access Resources

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Use this tool to help participants make specific plans to take steps and practice their self-defined goals. Participants and coaches can also use the tool to create clarity and transparency on action steps between meetings.

Plan Participants begin by choosing one of their priorities from the Wheel of Life. It can be helpful to start with the priority area that lends itself most easily to defining a goal and action steps. This builds confidence, skills, and experience to then set goals for the other areas.

Let the participant know that this session will involve a lot of brainstorming together to generate ideas. Remind participants that there are no bad ideas and try to leave judgments aside. Refer to the tools on specific areas of life for suggestions of powerful questions you can ask to help the participant refine their goals.

What opportunities exist?

Which steps come next?

Which strategy will you take?

What will you do to reach your goal and by when?

What concrete steps can you take now?

What obstacles might get in the way?

How will you overcome those challenges?

How can you get support from family, friends, and others to achieve your plan?

Will this plan get you to your goal?

Do Participants follow the steps outlined in this section in the tool. This is when the participant and family carry out the steps outlined in the plan.

What can you do? What will you do? The more specific the participant can be as to what this is, the easier it will be to take action.

What role can family members play? Encourage the participant to enlist the support of family members and to think about how to approach those members for assistance.This is an opportunity to refer to the tool, Who Is in My Family?

Who will carry out the steps (participant, family members)? There may be a series of small steps, some taken by the participant and others by family members.

When will it be done? You and the participant may want to set timelines for each of the small steps and then an all-done date for completing all steps. This way the participant can see movement and success along the way.

Where will it be done? Are there things to do in the home? At the workplace? At school?

Review Together, in a subsequent coaching session, discuss the successes and unexpected outcomes.

How did it go? Did things happen according to the plan?

How did the plan affect the family? Were steps missed?

Did things happen on time? If the plan was achieved, then celebrate that and continue with the plan, making adjustments as needed.

If the plan was not achieved, what needs to change? What family support might be needed?

What support or resources can you as the coach provide?

Below is a PDF you can print, download or view full screen. See the toolbar at the top of the PDF for these various options. If you view in full screen, to get back to the normal page view, click the toggle in the toolbar at the bottom of the PDF.

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Tool: Plan, Do, Review - Family-Centered Coaching

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Use this tool to help participants make specific plans to take steps and practice their self-defined goals. Participants and coaches can also use the tool to create clarity and transparency on action steps between meetings. Plan Participants begin by choosing one of their priorities from the Wheel of Life.

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Family Centered Coaching

Step-by-Step Guide to Family-Centered Coaching with Parents

Roles a Coach Can Play

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Arizona's Maricopa County shares how FCC puts the parent in the driver's seat with their dreams and goals in sight.
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Transform Practice & Engage Families

Welcome to the Family-Centered Coaching Toolkit. Use and adapt these strategies, tools, and resources to work holistically with families as they strive to reach their goals.

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Welcome to the Family-Centered Coaching Toolkit. Use and adapt these strategies, tools, and resources to work holistically with families as they strive to reach their goals.

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Center on the Developing Child at Harvard University

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There is large amount of evidence from developmental psychology about the importance of contingent, reciprocal interaction ("serve and return") for many aspects of early childhood development (see Working Paper 1). But how do we know it actually "builds brains"? An increasing number of more recent studies, utilizing brain imaging and other new technologies, now document the impact of nurturing, supportive interaction and "sensitive caregiving" on both brain function and structure. A sampling of these studies are cited below.

"Neuroimaging revealed a neural mechanism by which language experience may influence brain development; namely, children who experienced more conversational turns exhibited greater activation in left inferior frontal regions (Broca's area) during language processing, which explained nearly half the relationship between children's language exposure and verbal abilities."

Romeo, R.R., Leonard, J.A., Robinson, S.T. et al. (2018). Beyond the 30-million-word gap: Children's conversational exposure is associated with language-related brain function. Psychological Science, 29(5), 700-710.

"Sensitive parental care, characterized by prompt and adequate response to the child's signals and needs, predicts a more secure attachment relationship, higher levels of cognitive competence, and fewer psychological problems."

"Parental sensitivity in early childhood was positively associated with markers of more optimal brain development at age 8 years, including a larger total brain volume, larger gray matter volume, and thicker cortices in the precentral, postcentral, caudal middle frontal, and rostral middle frontal gyrus."

Kok, R., Thijssen, S., Bakermans-Kranenburg, M. et al. (2015). Normal variation in early parental sensitivity predicts child structural brain development. Journal of the American Academy of Child and Adolescent Psychiatry, 54(10), 824-831.

"Variations in typical mother-infant interactions are associated with differences in infant brain volumes. Specifically, we found that lower maternal sensitivity was correlated with smaller subcortical grey matter volumes"

Sethna, V., Pote, I., Wang, S. et al. (2017). Mother-infant interactions and regional brain volumes in infancy: An MRI study, Brain Structure and Function, 222, 2379-2388.

"After considering age at imaging, household income and postnatal maternal anxiety, regression analyses demonstrated significant indirect associations between maternal sensitivity and bilateral hippocampal volume at six months. ... Moreover, functional analyses revealed direct associations between maternal sensitivity and connectivity between the hippocampus and areas important for emotional regulation and socio-emotional functioning."

Rifkin-Graboi, A., Kong, L., Sim, L.W. et al. (2015). Maternal sensitivity, infant limbic structure volume and functional connectivity: A preliminary study. Translational Psychiatry, 5, e668.

"Parent-child synchrony provides the first experience of nonverbal resonance where the mother adapts her gaze, affective expression, vocal quality, and movements to the infant's earliest signals to create a shared dialog. Synchrony supports the development of abilities that sustain social engagement, including symbol formation, moral understanding, emotion regulation, and frustration tolerance and provides a template for biological synchrony; during synchronous moments parent and child coordinate their heart rhythms, neural response, and oxytocin release, hence, synchrony is a mechanism by which the parent's mature physiological systems externally-regulate the child environment-dependent systems and tune them to social life. Here, we show that synchrony longitudinally shapes the neural basis of empathy in preadolescence and specifically targets brain areas that underpin the interface of cognitive and affective empathy."

Levy, J., Goldstein, A. & Feldman, R. (2019). The neural development of empathy is sensitive to caregiving and early trauma. Nature Communications, 10, 1905.

"7-mo-old infants activate auditory and motor brain areas similarly for native and nonnative sounds; by 11-12 mo, greater activation in auditory brain areas occurs for native sounds, whereas greater activation in motor brain areas occurs for nonnative sounds, matching the adult pattern. We posit that hearing speech invokes an Analysis by Synthesis process: auditory analysis of speech is coupled with synthesis that predicts the motor plans necessary to produce it. Both brain systems contribute to the developmental transition in infant speech perception."

Kuhl, P.K., Ramírez, R.R., Bosseler, A., Lin, J.L. & Imada, T. (2014). Infants' brain responses to speech suggest analysis by synthesis. Proceedings of the National Academy of Sciences. 111(31) 11238-11245.

"The quality of the interactions between parents and their children, measured with gesture and speech, is associated with advanced language development ... Infants' language learning is enhanced in one-on-one social contexts, perhaps because these contexts allow more contingent social interaction between adult and child. ... Evidence is accumulating to indicate a greater role for social interaction and social contingency in language learning. A large number of studies now suggest an important role for social behavior in language learning, among them: (1) the necessity of a social context for phonetic learning from exposure to a new language (Conboy & Kuhl, 2011; Kuhl et al., 2003); (2) the role of contingent response to infants' babbling... (Goldstein et al., 2003; Goldstein & Schwade, 2008), (3) the role of social behavior (eye gaze) as a tactic that provides vital information for language learning in infants (Brooks & Meltzoff, 2008). ... These findings contribute to our understanding of the social foundations of language, as observed in both typically developing and developmentally challenged young children, suggesting that language acquisition fundamentally requires social interaction to instigate learning (Kuhl, 2007; Kuhl, 2011; Kuhl, Coffey-Corina, Padden, Munson, Estes, & Dawson, 2013)."

Ramírez-Esparza, N., García-Sierra, A. & Kuhl, P.K. (2014). Look who's talking: Speech style and social context in language input to infants is linked to concurrent and future speech development. In press: Developmental Science, 17(6), 880-91.

"Our findings, derived from the moment-to-moment tracking of eye gaze of one-year-olds and their parents as they actively played with toys, provide evidence for an alternative pathway, through the coordination of hands and eyes in goal-directed action. In goal-directed actions, the hands and eyes of the actor are tightly coordinated both temporally and spatially, and thus, in contexts including manual engagement with objects, hand movements and eye movements provide redundant information about where the eyes are looking. Our findings show that one-year-olds rarely look to the parent's face and eyes in these contexts but rather infants and parents coordinate looking behavior without gaze following by attending to objects held by the self or the social partner. This pathway, through eye-hand coupling, leads to coordinated joint switches in visual attention and to an overall high rate of looking at the same object at the same time, and may be the dominant pathway through which physically active toddlers align their looking behavior with a social partner."

Yu, C. & Smith, L.B. (2013). Joint attention without gaze following: Human infants and their parents coordinate visual attention to objects through eye-hand coordination. PLoS One, 8(11), e79659.

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5 Steps for Brain-Building Serve and Return - Center on the Developing Child at Harvard University

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Child-adult relationships that are responsive and attentive-with lots of back and forth interactions-build a strong foundation in a child's brain for all future learning and development. This is called "serve and return," and it takes two to play! Follow these 5 steps to practice serve and return with your child.

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Section 5_Bringing it all together_Case 2

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This tool provides guidance and information on why this topic is important and general tips and advice for coaching on this topic, including how to incorporate a family focus. You will also find:

Powerful questions and other family-centered inquiries

Resources to identify in your community

General tools and resources related to the topic

Guidance and materials were chosen based on their support of the principles of family-centered coaching, success in use by organizations working with similar populations and goals, accessibility and affordability (non-proprietary resources available at no cost), and ease of use for coaching.

Below is a PDF you can print, download or view full screen. See the toolbar at the top of the PDF for these various options. If you view in full screen, to get back to the normal page view, click the toggle in the toolbar at the bottom of the PDF.

Child-Well-Being-and-Parenting

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Tool: Coaching on Child Well-Being and Parenting Areas of Life - Family-Centered Coaching

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This tool provides guidance and information on why this topic is important and general tips and advice for coaching on this topic, including how to incorporate a family focus. You will also find: Powerful questions and other family-centered inquiriesResources to identify in your communityGeneral tools and resources related to the topic Guidance and materials were ...

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Section 5_Bringing it all together_Case 4

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Section 5_Bringing it all together_Case 3

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Resources for Holding Icebreaker Meetings Between Birth and Foster Parents - The Annie E. Casey Foundation

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Building relationships between birth parents, foster parents and caseworkers can be extremely important for foster kids, and using Icebreaker meetings can be an effective mechanism for doing that.

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Using Protective Factors to Help Identify Relevant Strengths

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Using Protective Factors to Help Identify Relevant Strengths

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Providing "Just in Time" Parenting Education

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Providing "Just in Time" Parenting Education

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Everyday Strategies for working with families

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Enhancing and Practicing Executive Functioning Skills

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Enhancing and Practicing Executive Functioning Skills

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Podcast: Childhood Trauma with Bruce Perry

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Podcast: Childhood Trauma with Bruce Perry

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Dr. Bruce Perry joins Dr. Hanson and Forrest to discuss the incredible impact of childhood experiences, the fuzzy distinction between trauma and stress, and what we can do to heal from those experiences.

As with all of our episodes dealing with trauma and traumatic experiences, please approach this material with care for yourself in mind. There are specific descriptions during the episode of neglect and abuse, including that perpetrated upon children.

Sponsor Message: We're now on Patreon, and we've made this week's expanded show notes available for free!

About Our Guest: Dr. Perry is one of the world's leading experts on childhood trauma, and his clinical research and practice focuses on examining the long-term effects of trauma in children, adolescents, and adults.

He is the Senior Fellow of The ChildTrauma Academy, and a Professor at the Feinberg School of Medicine at Northwestern University in Chicago and the School of Allied Health at La Trobe University in Melbourne, Australia. Dr. Perry is also the author, with Maia Szalavitz, of The Boy Who Was Raised As A Dog a bestselling book based on his work with maltreated children, and Born For Love: Why Empathy is Essential and Endangered.

Connect with the show:
Timestamps:
02:20: Why do early experiences have such a long-term impact?

06:10: What makes something traumatic rather than being merely stressful?

11:00: Summary of the material so far.

15:50: The Neurosequential Model of Therapeutics.

24:50: Respecting someone's developmental phase.

29:00: Practical examples of treatment for childhood traumas.

36:50: Self-help approaches to healing old trauma.

42:00: A message to your younger self.

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Being Well Podcast: Childhood Trauma with Dr. Bruce Perry - Dr. Rick Hanson

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Dr. Bruce Perry joins Dr. Hanson and Forrest to discuss the incredible impact of childhood experiences, the fuzzy distinction between trauma and stress, and what we can do to heal from those experiences. As with all of our episodes dealing with trauma and traumatic experiences, please approach this material with care for yourself in mind.

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Guiding Purposeful Family Contact and Parental Skill Development

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Building Protective Factors Action Sheets

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Building Protective Factors Action Sheets

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By now, most counselors, pediatricians, teachers, and other people who work with children know about ACES: The "Adverse Childhood Experiences" scale. ACE's predict, based on measuring the number of traumatic or adverse events experienced, which kids are likely to struggle developmentally and emotionally as they mature. (You can take the ACES quiz here).

New results from a survey based on a study of 6188 adults at Johns Hopkins shows that there are 7 childhood experiences that can be statistically linked to good mental health in adults.

What has been less well understood is why a small percentage of kids with high ACE scores have normal development and good adult emotional health. What factors created a level of resiliency in these kids that helped them to survive and thrive despite difficult childhoods?

In 2019 researchers at Johns Hopkins University published results of the first large scale study that sought to identify "Protective Childhood Experiences" that acted counter to traumatic experiences (read the full-text journal article here). The Seven Protective Childhood Experiences (PCE's) they identified (illustrated below) are categories of childhood/adolescent experiences that are connected to improved mental health and social connectedness in adults.

Even before researchers defined ACE's and demonstrated the link between high ACE scores and lower high school graduation rates, increased mental health diagnoses, higher rates of incarceration, and other poor outcomes, there has been an enormous focus on decreasing adverse childhood experiences.

This study helps shape research moving in an additional direction: how to support kids who have experienced one or more traumatic events, and kids who have not yet experienced a traumatic event but will in the future. Could PCE's help researchers identify ways to help grow resilience in kids who are then able to become healthier adults?

Kids who experience many PCE's learn to trust the support of social connections, and social connectedness is linked to adult mental health. Adult survey respondents who reported high levels of adulthood social and emotional support (i.e. family, partners, and friend circles they trusted, were open with, and looked to for support) were more likely to have experienced a high number of PCE's during their childhood.

Kids who experience many PCE's during childhood become adults who can seek support and get care- and adults who can seek support and get care have improved symptoms even if mental illness is present.

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The relationship between PCE's in childhood and good mental health in adults is dose-responsive; that means the more PCE's a child gets the better their adult mental health is likely to be.

1. Ability to talk with family about feelings.

Thoughts, feelings, and experiences are shared in an open and honest way, and dialogue around feelings is welcomed. This could be through a parent checking-in every so often, or even sharing their own feelings (in an appropriate way) to encourage the child to share. Sharing emotions also promotes emotional intelligence in growing minds by identifying and expressing a felt experience.

2. Felt experience that family is supportive in difficult times.

When a difficult experience occurs in a child's life, a parent offers support through presence and/or expresses support through words. Taking the time to notice and be with the child through this helps them to feel as though the parent is by their side and on their side. It doesn't have to be much, but even just a little moment can go a long way in teaching the child that they matter.

3. Enjoyment in participation in community traditions.

Traditions, in general, allow us to feel part of a greater whole. Having traditions in childhood creates a rhythm that both binds us to the greater whole, and also connects us to our families. Celebrating traditions allow for meaningful moments to be had within families and among communities. This can help a child feel connected, garner a greater sense of community, and promote life-long (positive) memories.

4. Feeling of belonging in high school.

High school can be a tough experience, but belonging can be found in many places. This sense of belonging can come from participation in extracurricular activities, through joining clubs or groups that share a similar interest, or through simply finding peers to connect with in a meaningful way. Feeling connected and having positive relationships is key to feeling as though they belong.

5. Feeling of being supported by friends.

Similar to feeling supported by family - it is important that children feel that support from their friends. A parent is essential here because they are the model for a child's first understanding of relationships. A parent can model what it looks like to have healthy, supportive relationships with friends, and encourage their children to find the same qualities in friends they choose.

6. Having at least two non-parent adults who genuinely care.

While it is important for a child to feel supported by their family, it is also important that they have supportive adults outside the home. These adults could be teachers, counselors, coaches, mentors, a friend's parent, etc. It is an adult who is a positive influence with whom they have a healthy attachment; a person they feel they can talk to or turn to besides their parent(s).

7. Feeling safe and protected by an adult at home.

Feeling safe and protected can look like many different things: It can look like being physically cared for - protected from physical danger. It can also look like being kept safe from overwhelming experiences. Whatever it may be, it is crucial that a child feels as though the parent(s) in their life are available and doing what they can to keep the child safe and healthy. This allows the child to focus on things beyond basic needs being met.

Original summary of this illustration: Until now, research on the impact that childhood experiences have on adult mental health has focused on adverse experiences. This week, Johns Hopkins researchers published significant new research demonstrating 7 positive experiences, that when experienced regularly in childhood, correlate to adults who are less likely to experience depression and poor mental health.

study authored by: Christina Bethell et. al. " Positive Childhood Experiences (Free Full Text Article) "

Image Description for Visually Impaired Readers

Handwritten text: Identifying positive childhood experiences that shape mental health in adults

Handwritten text: new results from a survey-based study of 6,188 adults at Johns Hopkins shows seven childhood experiences linked to good mental health and adults. We know the effects of ACES (adverse childhood experiences) but how do we move from data on reducing trauma toward learning how to develop resiliency starting in childhood? This study suggests that not just reducing aces but increasing PCE's contributes to growing resilient kids able to become healthier adults. Read more in JAMA pediatrics article 2749336. Survey respondents with high levels of adulthood social and emotional support were more likely to have high PCEs. Lead researcher Dr Christina Bethell and co-authors propose that kids with high PCE's become adults who are able to seek and get care and support, which improves symptoms even if mental health illness is present. The relationship between PCE's and good mental health is dose-responsive. The more a child gets, the better adult health.

PCES:

One. Ability to talk with family about feelings. (Handdrawn black-ink doodled image of child talking to adult)

Two. Felt experience that family is supportive and difficult times. (Handdrawn black-ink doodled image of child holding paper being encouraged by an adult)

Three. Enjoyment and participation in community traditions. (Handdrawn black-ink doodled image of family around a campfire)

Four. Feeling of belonging in high school. (Handdrawn black-ink doodled image of two kids playing musical instruments)

Five. Feeling of being supported by friends. (Handdrawn black-ink doodled image of a phone showing supportive texts)

Six. Having at least two non-parent adults who genuinely care. (Handdrawn black-ink doodled image of a child in sports gear being encouraged by a coach)

Seven. Feeling safe and protected by an adult at home. (Handdrawn black-ink doodled image of an adult protecting a child from a barking dog)
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7 Positive Childhood Experiences (PCE's) that Shape Adult Health and Resiliency - Illustrated

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By now, most counselors, pediatricians, teachers, and other people who work with children know about ACES: The "Adverse Childhood Experiences" scale. ACE's predict, based on measuring the number of traumatic or adverse events experienced, which kids are likely to struggle developmentally and emotionally as they mature. (You can take the ACES quiz here).

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