My Experiences in Urban Education

2017 ◽  
Vol 673 (1) ◽  
pp. 126-129
Author(s):  
Rodney Walker
Keyword(s):  
Urban Education ◽  
Adverse Childhood Experiences ◽  
Emotional Impact ◽  
First Person ◽  
Social Emotional ◽  
Childhood Experiences ◽  
Adverse Childhood ◽  
The Social ◽  
Life Trajectory

This essay is a first-person narrative of my adverse childhood experiences, the social emotional impact they had on my life trajectory, and the interventions that helped me to redirect my path and influence my journey to success.

Life Span: Childhood/School Age

2013 ◽  
Author(s):  
Heather Larkin
Keyword(s):  
Social Workers ◽  
Risk Behaviors ◽  
Adverse Childhood Experiences ◽  
Health Risk Behaviors ◽  
School Age Children ◽  
Developmental Tasks ◽  
School Age ◽  
Childhood Experiences ◽  
Adverse Childhood ◽  
The Social

School age children are negotiating numerous developmental tasks across distinct lines of development. Social workers recognize that this development is taking place within the context of culture and systems and are oriented toward assisting the most vulnerable members of society. Adverse childhood experiences (ACEs) are connected to later in life health risk behaviors and serious medical, mental health, and substance abuse problems. The social work profession is poised to work comprehensively in supporting healthy child development and intervening when development has been derailed by ACEs. This builds human capital, which is profitable to society.

Trauma and learning in America’s classrooms

2017 ◽  
Vol 98 (6) ◽  
pp. 35-41 ◽  
Author(s):  
Salvatore Terrasi ◽  
Patricia Crain de Galarce
Keyword(s):  
Learning Environments ◽  
Adverse Childhood Experiences ◽  
Well Being ◽  
Academic Growth ◽  
Traumatic Experiences ◽  
Social Emotional ◽  
Childhood Experiences ◽  
Adverse Childhood ◽  
Health And Well Being ◽  
Student Competencies

Whether they work in a rural, urban, or suburban district, all teachers should expect to confront children who have had adverse childhood experiences involving trauma. All teachers should understand how trauma affects students’ social, emotional, and academic growth. The more that teachers understand how traumatic experiences affect student competencies, the more proactive they can be in creating trauma-sensitive learning environments. Trauma-sensitive schools provide a safe and respectful environment that enables students to build caring relationships with adults and peers, self-regulate their emotions and behaviors, and succeed academically, while supporting their physical health and well-being.

Adverse Childhood Experiences 101: A Primer for Clinicians

2019 ◽  
Vol 25 (2) ◽  
pp. 87-102 ◽  
Author(s):  
Canan Karatekin ◽  
Brandon Almy
Keyword(s):  
Risk Factor ◽  
Protective Factors ◽  
Adverse Childhood Experiences ◽  
Cumulative Risk ◽  
Epidemiological Studies ◽  
Negative Outcomes ◽  
Childhood Experiences ◽  
Adverse Childhood ◽  
The Social ◽  
History Of

We provide an overview of adverse childhood experiences (ACEs), including a brief history and critique of ACEs as a cumulative risk factor, how ACEs are measured, prevalence of ACEs in epidemiological studies, and associations between ACEs and negative outcomes. Next, we list current hypotheses about potential mechanisms of risk between ACEs and negative outcomes and highlight the importance of examining the social determinants of ACEs. We point out the paucity of research on protective factors in studies on ACEs. Finally, we briefly review potential interventions (broadly defined) to prevent and address the consequences of ACEs. We end with several suggestions on what clinicians can do to help patients with a history of ACEs.

scholarly journals How can schools respond long-term to COVID 19?

2021 ◽  
Author(s):  
Lyman Dukes III ◽  
Allison F. Messina ◽  
Nicholas Gelbar ◽  
Marlena Minkos
Keyword(s):  
Adverse Childhood Experiences ◽  
Educational Setting ◽  
Children And Families ◽  
Long Term Effects ◽  
Social Emotional ◽  
Childhood Experiences ◽  
School Aged Children ◽  
The Past ◽  
Adverse Childhood

<p>With COVID-19 considered by many experts to be endemic, the likelihood of persistent and incomparable academic and social-emotional disruption for school-aged children is extraordinary. School professionals have also been adversely impacted. Many children and families, prior to the pandemic, dealt with enduring adverse childhood experiences (ACEs)</p><p>including domestic turbulence and financial, food, and housing insecurity. The disruption of the past two school years, and the possibility of ongoing school disruption, exacerbates these challenges. The recommendations herein are designed to address the expected long-term effects of the ongoing pandemic within the educational setting. </p>

scholarly journals Assessing the Social Determinants of Health and Adverse Childhood Experiences in Patients Attending a Children's Hospital Cleft Palate-Craniofacial Program

2021 ◽  
pp. 105566562110487
Author(s):  
Ethan Ponton ◽  
Rebecca Courtemanche ◽  
Tanjot K. Singh ◽  
Damian Duffy ◽  
Douglas J. Courtemanche ◽  
...  
Keyword(s):  
Cleft Palate ◽  
Social Determinants Of Health ◽  
Social Determinants ◽  
Adverse Childhood Experiences ◽  
Determinants Of Health ◽  
Childhood Experiences ◽  
Children's Hospital ◽  
Adverse Childhood ◽  
The Social ◽  
Children’S Hospital

This study aimed to describe the social determinants of health (SDoH) for patients receiving multidisciplinary team care in a Cleft Palate-Craniofacial program, develop responsive and consistent processes to include trauma-informed psychosocial histories, promote discussions about additional “non-medical” factors influencing health and surgical outcomes, and demonstrate that these activities are feasible in the context of multidisciplinary patient-provider interactions. Single-site, cross-sectional study using a questionnaire. Participants were recruited from a provincial quaternary care Cleft Palate-Craniofacial program at British Columbia Children's Hospital in Vancouver, BC, Canada. 290 families completed the questionnaire. 34% of families experience significant barriers to accessing primary health care, 51% struggle financially, and 11% scored four or more on the Adverse Childhood Experiences scale. Furthermore, 47% reported not having adequate social support in their lives, and 5% reported not feeling resilient at the time of the survey. Patients with cleft and craniofacial anomalies have complex needs that extend beyond the surgical and medical care they receive. It is critical that all Cleft and Craniofacial teams incorporate social histories into their clinic workflow and be responsive to these additional needs. Discussions surrounding SDoH and adversity are welcomed by families; being involved in the care and decision-making plans is highly valued. Healthcare providers can and should ask about SDoH and advocate for universal access to responsive, site-based, social work support for their patients.

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