Resilience : The Biology Of Stress And Science Of Hope : Movie Review Analysis

The Resiliency Scales for Children and Adolescents (RSCA) is a profile of personal strengths that assess personal characteristics that are associated with resiliency (Prince-Embury, 2011). These scales help identify how well a child and youth are able to recover from significant distress, adversity, or life traumas. The RSCA was developed by Sandra Prince –Embury and published by SAGE influenced largely by the Development Theory, Social Learning Theory, and Psychosocial Theory (Prince-Embury, 2009). The RSCA aims to measure clients in three areas of perceived strength, limitations, and/ or vulnerabilities that are related to psychological resilience, assessing youth from 9 to 18 years of age (Prince-Embury, 2012). This tool assists administrators to identify children who have low personal resource and high vulnerabilities before they fall behind and become symptomatic. The assessment results are often utilized as a planning measure on which to focus the treatment plan more towards resiliency intervention if needed (Prince-Embury, 2011). The RSCA can be later used with the same individual as an evaluation measure of the impact of resiliency interventions that have taken place. Even when a client is coping effectively in the present the RSCA can identify how that particular individual may respond when adverse events are encountered (2011).

In 2011-2012 the National Survey of Children’s Health (NSCH) released staggering survey data on Adverse Childhood Experiences (ACE) reporting that approximately 35 million U.S. children had experienced at least one or more childhood traumas (Stevens, 2013). If this data is valid, so far none refuted, this would mean that a high percentage of children are at risk for chronic disease and mental illness (Stevens, 2013). A direct link between childhood trauma and the adult onset of chronic disease, mental illness, violence and being a victim of violence was revealed from the center of disease control and prevention (CDC)’s adverse childhood experiences study(ACE) (Stevens, 2013).

In the Journal of Traumatic Stress, the article “Stress Among Young Urban Children Exposed to Family Violence and Other Potentially Traumatic Events” by Cindy A. Crusto of Yale University School of Medicine, Melissa L. Whitson of the University of New Haven, Sherry M. Walling of Fresno Pacific University, Richard Feinn of the University of Connecticut Health Sciences Center, Farmington, Stacey R. Friedman of the Foundation for Advancement of International Medical Education and Research (FAIMER), Jesse Reynolds of the Yale-Griffin Prevention Research Center, Mona Amer of the American University at Cairo, and Joy S. Kaufman of Yale University School of Medicine takes a look at traumatic events experienced by children

This video completely changes my outlook on the effects of childhood trauma. We all know that a child’s development is extremely important, especially after taking this class. Doctor Nadine Burke-Harris points out that if a child experiences an abusive unloving environment or parents with substance abuse disorder than that child will grow up with a higher chance of health risks. The leading cause of deaths in the United States is high exposure to childhood trauma because the trauma puts you at a higher risk for certain health risks. I believe this knowledge would be most helpful for anyone who is going to potentially deal with traumatized child like a social worker or a therapist. I believe this information would help a social worker or a

According to the American Psychological Association, trauma is an emotional response to a terrible event like an accident, rape or natural disaster. Physical abuse, emotional abuse, sexual abuse, and partner violence are all unfortunate traumatic encounters that many young children are exposed to every day (http://www.apa.org, 2015). According to research, every year approximately 1 million infants, children, and adolescents are officially substantiated as victims of child abuse and neglect in the United States (U.S. Department of Health and Human Services Administration on Children, Youth and Families, 2005). These children who are victims of such circumstances often face life-long problems including depression, suicide, alcoholism and drug abuse. Major medical problems such as heart disease, cancer, and diabetes are additional issues that may arise. First, there are the different ways these types of experiences stay on a children’s minds. They continue to have

We hosted the third annual “Childhood Trauma Conference”, at the Thunderbird International School of Global Management. We had over 100 attendees for the pre-conference and over 150 attendees for the two-day conference. Various well known outside professionals as well as some Touchstone staff members presented. The feedback from participants was exceptionally positive. The conference was profitable, netting more than $3,000. This was down from last year with expenses higher this year.

Nadine Burke Harris’ speech on the effects of childhood trauma and the Adverse Childhood Experience (ACE’s), was highly interesting. The idea that adverse childhood experiences can cause health problems later on is a bold and thoughtful hypothesis. Through research and the ACE program she, and her team, have found compelling evidence to support this statement; however, it brings up few questions and ideas that I will discuss.

Research on resilience has identified key protective factors in a youth’s life that can buffer and prevent the impact of such risk factors as severe stress or trauma (Markstrom, Marshall, & Tryon, 2000; Tiet et al., 1998). The most significant protective factor is the child’s connection

Resiliency is the ability to adapt positively, during challenging life experiences. Similarly, the author describes resiliency as the ability to recover quickly from trauma, tragedy, and other types of significant loss. Ironically child hood which most believe is the most carefree time of our lives, can be the most traumatic. Children face a wide array of trauma and need to develop resiliency in order to successfully thrive. With this in mind, it is suggested that teaching children coping strategies and ways to spring back into shape to help address hardships and difficulties optimizes their resiliency so that that they are able to persevere in times of stress and trauma.

The word ‘resilience’ is derived from the Latin word ‘resilire’ which translates as ‘to bounce back’, it can be described as a dynamic process, encompassing positive adaptation within the context of significant adversity (Luthar, Cicchetti, & Becker, 2000). In cases where children have experienced trauma or are living in high stress environments, resilience has been defined as the capacity to adapt and thrive despite challenging and threatening circumstances (Masten, 2001). Resilience is not something some children ‘have a lot of’, it is something that develops as a result of complex transactions between the child and their environment (Sroufe, 1997). It is perceived as a crucial element in maintaining and promoting

Adverse childhood experiences (ACEs) are related to a variety of negative physical and mental health consequences among children and adults (Steele & Malchiodi, 2012). Studies of the last three decades on ACEs and traumatic stress have emphasized the impact and the importance of preventing and addressing trauma across all service systems utilizing universal systemic approaches (Oral et al., 2016). The short and long term outcomes of these childhood exposures include a multitude of health and social problems including heart disease, alcoholism, drug abuse, mental health diagnosis, and interpersonal violence (CDC, 2011). Current developments in the delivery of medical care call for providers and agencies to develop protocols for the surveillance of trauma, resiliency, functional capacity, and health impact of ACEs. The Adverse Child Experiences (ACE) studies supported by the Centers for Disease Control (CDC) is advancing the understanding correlated to multiple childhood traumatic events and adverse outcomes later in life (Steele & Malchodi, 2012). This paper consolidates a literature review focused on ACEs informed medical practice enhanced primary care and outlines next step recommendations specific to addressing ACEs in medical care.

The American Psychological Association (APA) defines resilience as “the ability to adapt well to adversity, trauma, tragedy, threats, or even significant sources of stress” (APA 2011). According to Edith Grotberg, a developmental psychologist, “Resilience is important because it is the human capacity to face, overcome and be strengthened by or even transformed by the adversities of life” (1995). Resilience is the ability to remain positive in the face of adversity, which is not the same as not having distress or denying it (Music, 2011). Developing this capacity relies on protective factors within individuals as well as in the family and community. Research has emphasized the importance of early childhood as a time for promoting resilience

The journal article I chose to critique is “Stress and Resilience for Parents of Children with Intellectual and Developmental Disabilities: A Review of Key Factors and Recommendations for Practitioners” written by Justin W. Peer and Stephen B. Hillman. This article talks about the stress parents of children with intellectual or developmental disabilities might experience and the effects this stress can have on them. At the end it gives suggestions as to what a professional dealing with this kinds of cases might be able to do.

Clinical research reveals that psychological trauma during childhood increases the likelihood of developing psychological or functional disorders in adulthood. However, a significant percentages of adults with a history of trauma remain psychologically healthy. These individuals have been described as resilient. Resilience is the ability of human beings to persevere, rebound and even flourish after experiencing traumatic events (Bonnano, 2004)

“I have survived more than you can imagine.” This is true of so many of the students that walk through our doors into our classrooms. One of my first experiences with youth who had experienced trauma, I worked as a youth counselor in a working at a youth group home. These children came from every type of family structure and experienced every type of trauma that one could never hope to imagine, many of the trauma stemmed from events within the child’s home environment.