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Group 11 – Julia, Adriana, Annette, Allesha and Sabeena

For 2 to 3 year old Students

Activity 3:

• For ONE risk factor, describe the reason/s as to how it impacts on child development

Factor – Severe Neglect

·         Not getting the right type of nutrition

·         Emotional support

·         Attention

·         Language

o    Speech delay – stammering/ Not talking at all

·         Role model/building relationships

·         Social skills

·         Executive functioning skills

·         Boundaries – regulating emotions

·         Trauma – Younger children (1-5-year-old) would have a more severe impact

·         Development Mental Delays

·         Sleep/ Fatigue

·         Developing motor skills

• For ONE tolerable factor, describe the things that could help students tolerate the experience. Consider factors at the family, education setting and community level.

Factor – Injury and Illness and hospitalisation

·         Family

o    Support

o    Frequent communications

o    Delivering of homework

o    Access to resources e.g. IT supplies

·         Education

o    Inclusiveness

o    Bulling teacher capacity – online environment

o    Physical adjustments

o    Modifications to curriculum

o    Supporting peer relationships/friendships

o    Delivering school supplies to the home e.g. desk

·         Community

o    Community connections

o    Sporting events/ BBQ’s

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Risk factor: Severe neglect

Effects on the developing child: long term harm, child withdraws from relationships, fail to reach milestones, language acquisition, fight or flight - affects cognitive development, increased behaviours of concern e.g. aggression, food behaviours, over-clingy, attachment issues, health, physical wellbeing, lack of empathy development

Tolerable factor: unskilled childcare
What could help: upskill workers, coaching and mentoring, strong family and community support, connections with other families and children

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Group 2: Emily Wong, Lucy Vernon, James Lyra, Li Chen, Allan and Tracy Ho

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Group 2: Emily Wong, Lucy Vernon, James Lyra, Li Chen, Allan and Tracy Ho

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Risk Factor: exposed to alcohol

Ø  physiological

•       fetal alcohol syndrome

•       deficiency of executive functions of children

•       child brain development

Ø  psychological

•       less responsive parenting

•       increased risks of violence

•       no role model to look up at home

Ø  others

•       increased risks of poverty

•       academic difficulties

•       attention difficulties

•       little support from home

Tolerable Factor: Bullied at school

Ø  Family support

•       quality parent time spent with students to get through the experiences
•       advice from parents to deal with bullying experiences

•       parents' own experiences with bullying

Ø  teacher intervention

•       effective school policies well communicated in the school community
•       teachers' judgment and handling of bullying: if teachers are objective

Ø  others

•       self-esteem of students: if they will be able to bounce back from bullying experiences
•       students' interpretation of bullying especially those with learning needs such as ASD
•       online bullying

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Risk Factor: Severe Neglect
This risk factor is one that requires us to identify and report via Mandatory Reporting practices to employ supports from DHS and other services.
As teachers, we understand that this risk factor impacts upon the child's social and emotional development, i.e. withdrawn, affecting their collaborative relationships with peers and others in their life. Overall, the child will suffer a delayed development along all key stages potentially carrying through their childhood and adult life if not treated.

Tolerable Factor: Exclusion by a group of youths
This tolerable factor is one that we feel, whilst traumatic, can be impacted upon if identified timely by familiar adults and peers and non compounded by other risk factors. The risk of this factor for the child can be significant if not identified, potentially resulting in far worse consequences.

The child's peers (and or their families) could be supported to develop their pro-social skills through restorative practice programs.

Schools need to prioritise identify where these behaviours for all short of their school values, can follow through with suitable consequences. Further instruction and supports should be provided to all students and their families to foster positive relationships (such as the 4R's Pro-Social Skills Program or comparable program) and model inclusive practice that is both visible and valued. Schools can develop planning opportunities and resourcing to formulate opportunities for peers to interact in different groups (i.e. multi-age activities, friendship seat, peer support programs, buddy program, lunch time clubs). Student Voice and Leadership is a major component of the development of these programs.

School's can promote their inclusive practice (identity of culture, gender) by their fundamental communication forums such as newsletters, Facebook pages, etc. to forward their key intent to the wider community. Schools can plan school events and invite school key note speakers to mark key cultural events identified within their community.

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Risk factor: Frequent Crimes in the community
induce fear, learned hopelessness, trauma, interruption in development, high anxiety in the family, unwillingness to take risks

Tolerable: Bullied at school
School level: respectful relationships curriculum programs, supported circle chats, emotional check in, structured social activities, mediation, regular check ins with trusted adults, behaviour management plans/process to respond to bullies, school counsellor/wellbeing support, contact with families
Family level: check in with children about experiences at school, support/encourage children to make healthy friendships, building confidence, building resilience, communication with school
Community level: community awareness program about bullying and respectful relationships, youth programs, extra-curriculum programs/clubs outside of school e.g. sports, arts etc

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Risk factor:
Severe neglect
Without the nurture from the parents or care givers, the children are likely to
-lack exposure to wide range of experiences
- lack of language input--> delayed language development/ literacy and numeracy
-impact on their health
-struggle to build relationship with others, and maintain these relationships
-not getting chance to develop executive functioning skills due to lack of role models
-psychological issues, loneliness, ability to trust would be impacted
-social skills

Tolerable factor:
Death in the family

Helping the children to cope at
family level:
-providing psychological support, talk through things
-physical comforting
-routine and structure
-participation in sports, maintain hobbies

education settings:
-receiving support from peers through existing relationship
-understanding from the teacher and be sensitive about the death during teaching
-school counselling
-routine and structure at school
-participation in sports, maintain hobbies

Community level:
-psychologist support
-community clubs, gym, sports clubs
-help lines
-community leaders, youth group, religious settings

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Risk Factor - (School aged children) Frequent crime in the community. This impacts child development because they would be under stress and fear - Amygdala firing lose control of pre- frontal cortex. The toxic stress of violence in community would diminish their executive functioning. Cortisol level would be high (flight fight freeze). Healthy development can be affected by stress response systems.
Tolerable factors - (2-3 Yrs) frequent change of caregivers. If the caregivers are warm and responsive the change in the caregivers should not disrupt development. Initially the change in caregiver can be a stress because it maybe unfamiliar. Then when more time with caregivers occurs, a connection will be created and the child will be more responsive. Supportive adults that create safe environments is a critical ingredient to make stressful event tolerable. If the routine stays consistent and predictable that will help the child adjust.

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Room 5: Marisa, Farah, Gavin, Jane, Marcus, Cleo 

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Room 5: Marisa, Farah, Gavin, Jane, Marcus, Cleo 

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Risk Factor: Substance abuse
- witnessing parental substance abuse can be detrimental to child development.
- Parent can be absent, not cared for, needs not responded to in a timely fashion, lack of communication, neglect (basic needs)
- if there were cognitive delays caused by past substance abuse, the student may not be supported / accessing the necessary supports / flagged, accessing medical / specialist help
- intergenerational cycles
- language delays (parents not reading to, conversing with)
- psychoanalytic development theory - lack of connection, development of self, abandonment, intimacy, attachment
- PTSD, trauma
- predictors of future contribution - economically, socially - incarceration, imprisonment
- impact on learning is significant - especially if attendance at school is patchy
- assume responsibility for younger siblings, 'adulting' before their time

Tolerable Factor: Injury, illness or hospitalisation (a protective factor can reduce the impact, or potentially transform this into a positive learning experience)
- supportive family, present family
- peers and social connections - can they continue whilst under treatment
- geographical impact - if families are unable to be close to the treatment
- technology can have a positive impact - Telehealth to stay connected
- partnership between schools and families - eg. RCH, educational services, support for schools, having a liaison person who strongly connects between school / family to maintain educational and wellbeing progress
- impact of the medical staff and the environment on the student whilst in treatment
- recognition of the wellbeing impact - counselling, psychological services
- transitioning to home care as soon as possible
- therapeutic interventions - gardens, art therapy, mindfulness, pet therapy
- education and paediatrics - huge knowledge base, and medical developments, pain management
- advances in mobility aids - allowing school attendance earlier?
- legislation and policy - DDA - rights to attend school, right to an education, the expectation that schools will partner to continue to provide education - a 'push' factor
- better understanding about the pathway back to 'health' or maintenance of the illness. removing that toxic stress - including the young person in the conversations about what lies ahead. collaborative practices.

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Risk factor- caregiver substance abuse (how it impacts child development?)
*Infancy- FASD (reach their milestones, cognitive delay, anti-social behaviour, low self regulation)
*Lack of supervision/ can cause harm to child/injury to child
*Failure to thrive- not enough nutrition
*Biological
*PTSD
*Abandonment
*Mental health issues from caregiver
*Exposure to unsafe home environment
*Inadequate resources
*Difficulties at early childhood service (social skills, executive functioning skills)
*Lack of social exposures
*Generational trauma (social reproduction)
*Unemployment for caregivers

Tolerable- injury and hospitalisation
*Family- parental support, sibling support, mental and emotional support, educational support, family friends or family support, supporting child to understand illness/injury, trauma informed practice
*School- offer support to family, stay connected/ touching base with student and family, classroom teacher , mobility and structural adjustments at school, teacher aide to assist with medication/access at school
*Community-  fundraising for costs, access to services to support rehabilitation, respite, church based support, community groups, cultural groups,

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-mental/emotional wellbeing
-unknown factors, unpredictability, instability
-changes to income/family structure/responsibilities
-grief/trauma
-loss of trusted family figure (guidance)

Tolerable factor - Disorganised childcare
-consistency among staffing, creating transition supports (schedules, visual representations of who is at school each day..) (ES)
-consistent routines at home (F)
-awareness of key caregivers around childcare employees, making connections with childcare (F)
-honest communication of the challenges that childcare setting is facing (ES, C)
-building confident, independent communication of children (F, ES)
- staff training/upskilling/PD, focus on staff wellbeing (ES, C)
-increase in resources/toys (ES, C)
-working to standards/review (ES)

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Group 7 Risk Factor - Bullying at school 

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Group 7 Risk Factor - Bullying at school 

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Impacts
- lack of sense of belonging impacting social development
- chronic stress response inhibits learning and attention
- low self esteem impacting social and emotional development
- mental health impact leading to symptoms of anxiety and depression which will affect learning, attendance at school
- inhibits resilience building skills
- impact in willingness to be involved in activities where the child is interacting with others and building a range of relationships to develop socially.

Tolerable Factor  - Injury and hospitalisation
- How could children cope with the stress and experience of injury and hospitalisation?
Protective Factors
- teachers can support the family with resources
- access to hospital services such as teachers & tutors from hospitals that support children
- Child being educated and informed about their illness, injury and knowing the pathway out e.g. length of rehabilitation, knowing what they can control with their injury, knowing their capabilities
- Stable family environment that can support the family situation such as income for medical expenses, flexible working environment of parent
- Schools providing adjustments and alternative ways children can continue with their learning
-Maintaining peer connections between schools and the child
- Community support e.g. neighbour supports, school supports - school acts as hub for support for the family
- Providing education to other students so that other students can respond appropriately to the student with the medical condition/illness
- Wellbeing supports e.g. trauma support
- Helping the student transition back to school

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Risk factors: Type of injury/trauma, length of stay, how chronic the injury/diagnosis, mental health individuals and families, support network, impact on students learning, social isolation, disconnected from community/friends, school resources/knowledge of teachers to support students, family stress, financial strain & separation.

Tolerable factors: Academic support online, targeted learning (modified to students needs). Social and emotional needs: building resilience (coping strategies). Training for staff based on diagnoses to support students and families. Adapting environment to ensure accessibility. Counseling for students and families. Classroom teacher knowing the student well and building relationships sharing information with other staff.

Community level: Awareness, SSS team, community services, Speech therapists, OT's (Allied health), appropriate for issues, sharing skills/knowledge with teachers and families.

Family level: Connecting families to support networks, culturally sensitive and relevant, involving parents and empowering them by sharing resources, involvement etc. Support for other siblings within the school. Welfare officers supporting families.

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Risk factors
*Parental neglect
*Emotional and Physical abuse
*Having multiple caregivers
*Poor level educational setting
* Domestic violence
*Toxic Stress within the home context
*Developmental disorders

Emotional and physical abuse will have an impact on the child's
* low level of self-esteem,
*social-emotional development,
*peer connection,
*trust and confidence,
* depression,
*withdrawal,
*anxiety,
*frustration,
*sense of insecurity
*Hinder their ability to learn
*Chronic pain for the long term

Tolerable Factors
Encouraging while learning a skill
*Gaining more confidence
*Positive reinforcement
*Facilitating the process
*Role-modelling
*Feedback of efforts
*Focus on mastery vs achievements
*highlighting growth mindset over fixed mindset
*Positive non verbal language
* Supporting the process verbally
*Cultivating emotional connection
*Follow up and more practice
*Identify the challenges the hinders them from reaching their full potential
*Peer scaffolding (social learning theory)
*Transferring skills/knowledge from one learning context to the the another

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Risk Factor (Being bullied at school) - How it impacts child's development
-self esteem/confidence
-trauma
-social relationships
-emotional health (depression / anxiety / loneliness / insecurity..)
-class participation / less engagement / loss of interest / motivation
-physical illness
-eating (overeat or undereat) which links to physical development
-self harm / feeling suicidal
-sleep
-academics / school work

Tolerable Factor (Suspended from school for bad behavior) - Things that could help students tolerate this experience

FAMILY LEVEL
-how parents react
-restorative conversation with parents
-building trustful positive relationships with the student

EDUCATION SETTING
-restorative conversations / resetting
-team building (accepting diversity, differences.. it is okay not to be okay :))
-preventing causes that is triggering certain behaviors
-building trustful positive relationships with the student
-school psychologist / counseling

COMMUNITY LEVEL
-positive relationships with schools
-coach/mentor/ joining clubs or groups (sense of belonging and identity)