https://padlet.com/lgreene11/ck455sh8hwsx What does deprivation in childhood cause and how can we increase resilience in children? en-us 2018-12-13 12:06:09 UTC 2026-01-06 11:16:18 UTC hello@padlet.com https://padlet.com/lgreene11/ck455sh8hwsx/wish/315136757 lack of resilience can manifest as mood disorders (Feder et al. 2009)

medial prefrontal cortex (mPFC) exerts strong negative control over stress pathways, and maladaptive behavior in response to stress involves mPFC dysfunction (Wang et al., 2014).

 GABAB(1a) knockout mice are susceptible whereas GABAB(1b)-deficient mice are resilient to stress-induced anhedonia and social withdrawal (O’Leary et al., 2014)

Ketamine and a number of other neurochemicals likewise also bring about intense and enduring adaptations to stress (Brachman et al., 2016).

Deep brain stimulation has shown to be successful in treating PTSD (Koek et al., 2014), Resilience is related to this disease, thus this treatment could be studied for it's affect on resilience

Early childhood adversity  can disrupt epigenetic programming in the brain, with lasting consequences for gene expression and behavior (increased risk of psychopathology)(Kundakovic et al., 2015)]]> 2018-12-17 13:12:10 UTC https://padlet.com/lgreene11/ck455sh8hwsx/wish/315136757 https://padlet.com/lgreene11/ck455sh8hwsx/wish/315136852 -Flores et al. (2005): studied the resilience in maltreated Latino children. Maltreated Latino children were found to have fewer areas of resilient functioning. "Ego-resiliency" and "ego-control", as personal tools, and the ability to form a positive relationship with an adult figure outside of the immediate family predicted resilience. Still certain aspects of interpersonal functioning were related differently to resilience for maltreated and nonmaltreated Latino children. These findings have implications for understanding how resilience can be promoted in maltreated and nonmaltreated Latino children, emphasizing the effects of ego-resilience  and ego-control as well. 
-Tugade et al. (2004): Cites the broaden-and-build theory of positive emotions (B. L. Fredrickson, 1998, 2001) is used as to help understand psychological resilience. The authors used a multimethod approach across 3 studies to predict that resilient people use positive emotions to rebound from, and find positive meaning in, stressful encounters. This studies use  of emotion to combat anti-resilient factors is blatantly in the cognitive approach to psychology. It was revealed that the experience of positive emotions contributed to participants' abilities to achieve efficient emotion regulation This cognitive process was demonstrated and quantified biologically by accelerated cardiovascular recovery from negative emotional arousal (first two studies) and by finding positive meaning in negative circumstances (third study). ]]> 2018-12-17 13:12:23 UTC https://padlet.com/lgreene11/ck455sh8hwsx/wish/315136852 swsarahwallace421 https://padlet.com/lgreene11/ck455sh8hwsx/wish/315136854 - Levine (2003): Found that social and personal factors can contribute to the enhancement of one's life, people who experience abject destitution have yet grown into stable productive people.
- Sarkar and Fletcher (2014): Athletes endure 3 main types of stressors while participating in a sporting event. They study how positive personality, motivation, confidence, focus, and perceived social support, affect and limit the stressors put onto the athlete.
- Hernandez-Martinez (2013): He set out to study how the background of different students affects their transition in the field of mathematics. He conducted this experiment during the transition of students from high school to college. This study resulted in him finding that the students from lower socioeconomic backgrounds were more resilient in the classroom when higher demands were made and harder work was assigned than they were used to.

Interesting Link: http://www.resilienceproject.org/files/PDF/introduction_resilience_across_cultures_and_contexts.pdf
- It's a guideline book on teaching throughout the world, and how different methods and exercises can help children who have been through different situations.

]]> 2018-12-17 13:12:25 UTC https://padlet.com/lgreene11/ck455sh8hwsx/wish/315136854 https://padlet.com/lgreene11/ck455sh8hwsx/wish/315137502 -Holland Et Al: Figured worlds are developed, these worlds are the socially developed constructs that the world is based on (for example, the work week is monday-friday). This is from where we draw our identity and our significance in the world. These are cultural phenomenons that people are sorted into and through this, learn where they think they belong in the world
-Abelev (2009): Children born into poverty in the U.S. are at a higher risk for nonresilient outcomes. These kids are considered resilient if they're able to advance to middle class adults, which relies on the kid's social competence (ability to make connections)
-Collins K Ahorlu, Constanze Pfeiffer, and Brigit Obrist: Teenage pregnancy exposes young mothers to economic, social, and medical risk. teenage mothers are considered "weak" or "irresponsible" and it is assumed that they will be unable to cope with having a child. This study interviewed both pregnant and not pregnant teenage girls about how capital contributed to the ability for teenagers to deal with the threat of pregnancy. The study found that teenage girls shouldn't be considered weak and irresponsible because they have developed ways to deal with the threat of pregnancy. Instead, teenage access to social, economic, and cultural capital being increased is a much more effective way to reduce teen pregnancy]]> 2018-12-17 13:14:18 UTC https://padlet.com/lgreene11/ck455sh8hwsx/wish/315137502 https://padlet.com/lgreene11/ck455sh8hwsx/wish/315139283 Investigates how children have the ability to successfully adapt to new environments and overcome great challenges. 

Resilience Phenomena
1) good outcomes in high risk children
2) continued ability for success for children under great stress
3) Recovery from trauma

Deprivation:  Sonuga-Barke 

Adopted children were followed from time of adoption to ages 22-25.  Questionnaires, IQ tests and interviews with the children and their parents were used to analyze social, emotional and cognitive outcomes at ages 6, 11 and 15. These tests were compared with Romanian adoptees with similar circumstances and following the same testing intervals.

Conclusion:
The amount of time an adoptee spent in the Romanian orphanage was a large part of a child's future mental health. If a child spent less than six months in a Romanian orphanage, they would have similar mental effects to that of a UK adoptee. Adoptees who lived in the Romanian orphanage for more than six months had a greater rating of social problems, inattention, and overactivity which continued into the adult years. 

Due to the fact that the adoptees entered the Romanian orphanage at varying times during their childhood, the study could not come to a conclusion as to whether or not there is window of time during childhood where a child is more or less likely to be affected by deprivation. ]]> 2018-12-17 13:19:01 UTC https://padlet.com/lgreene11/ck455sh8hwsx/wish/315139283 https://padlet.com/lgreene11/ck455sh8hwsx/wish/315150677
(Colsher and Wallace, 1991)
Environmental enrichment in animals translates roughly to formal education in humans, and those with better educations in childhood decline less cognitively in old age. Ethical considerations involved because it would subject children to lower standards of education to get a result.


(Springer et al, 2005)
Formal education also alters brain activity patterns during task performance. In young adults, more education is associated with less frontal activation during encoding and recognition memory tasks while in older adults, more education is associated with greater bilateral frontal activity

(Shields et al, 2017)
This study characterized cognitive function, mood, sleep, and stress responses at select time points of a season in collegiate rowers. It was hypothesized that during baseline, typical training, and recovery, athletes would show positive mental health profiles, in contrast to decreases in cognition with increases in negative mood and measurements of stress during peak training.

https://www.ncbi.nlm.nih.gov/pubmed/28682806




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