1. Child Development 3-12 Part 4: Influences, Risks, Resilience, and Resources
Oklahoma Cooperative Extension Service Core In-Service February 26, :00-11:00 a.m.
Debbie Richardson, Ph.D., Parenting Assistant Extension Specialist
Human Development & Family Science - Oklahoma State University

2. Introduction
Welcome
Overview of In-service
Resource Materials

3. In-Service Objectives
Extension Educators will be able to:
Describe risk and protective factors, developmental concerns, and other issues pertinent to children between the ages of 3 to 12 years, and
Understand when to be concerned regarding risks or delays to child development, and resource and referral sources.

4. Dr. Michael Criss – Assistant Professor
Individual Risk and Resilience during Childhood
Dr. Michael Criss – Assistant Professor
Department of HDFS
Oklahoma State University

5. Mike Criss, Ph.D. Assistant Professor, HDFS
Research areas:
Parenting
Children’s relationships with parents, siblings, and peers
Developmental change in parenting and children’s interpersonal relationships
Antecedents of antisocial behavior
Child resilience
Teaches:
Lifespan Human Development
Adolescent Development in Family Contexts
Developmental Contexts of Normative Behavior Problems
Advanced Research Methods in HDFS

6. What are Risk Factors?
Risk factor: a variable that increases the probability that an individual will have negative outcomes.
What do I mean by “increases the probability”?
Types of “negative child outcomes”:
aggression/delinquency
depression/anxiety
alcohol/drug use
risky sexual behavior
poor emotion regulation
poor social skills and peer relationships

7. What are Risk Factors? Types of risk factors:
biological/genetic factors
parent and child personality/temperament
parental psychopathology
negative parenting
negative family relationships
neighborhood factors
demographic variables
Note: Risk factors are often correlated with each other.

8. What are Protective Factors?
Protective factor: a variable which serves as a buffer or decreases the influence of a risk factor on individual outcomes.
Resilience: when an individual has positive outcomes despite the presence of a risk factor or risk factors.
Types of protective factors:
child characteristics
positive parenting
positive family relationships
positive peer relationships
schools

9. Final Remarks Risk and protective factors may differ in:
males and females
younger and older kids
different cultural and ethnic groups

10. Ecological Systems Bronfenbrenner
Developmental processes do not occur in a vacuum but are influenced by factors in the immediate environment, society and culture as a whole.
Individuals are significantly affected by interactions among a number of overlapping systems in which they live.
Family, community, and societal factors must be optimal for children to learn and be healthy.
Particularly useful in defining social issues and guiding social policy.

11. Social Context of Human Development Bronfenbrenner
Layers of systems
At the center of the model is the individual.
Interactions with others and the environment are key to and shape development
We all experience more than one type of environment, including   •  the microsystem – setting which an individual lives such as a family, peer group, child care, neighborhood. etc. is the immediate environment in which a person is operating.
 •   the mesosystem - which is two microsystems interacting, such as the connection between a child’s home and school, health agencies, church, etc.
•  the exosystem - external environment or networks in which an individual is not actively involved, but nonetheless affects him or her anyway. Community structures, local educational, medical, employment, communications systems that influence the microsystems. For ex: child’s parent’s workplace. Although a child may never have any role in the parent’s workplace, or, in fact, never even go there, the events which occur at the child’s place of employment do affect the child. For example, if the parent has a bad day at work, or is laid off, or promoted, or has to work overtime, all of these events impact the child.
• the macrosystem - the larger cultural context, attitudes, values, political philosophies, economic patterns, and social conditions.
Also Chronosystem: Time dimension. Patterns of environmental events and transitions over life course. Effects created by time or critical periods of development. Social, historical conditions.
Each of these systems are characterized by roles, norms (expected behavior) and relationships. Together these systems are termed the social context of human development.
Bronfenbrenner Ecological Theory

12. Poverty/Low SES Greater risk for range of poor outcomes:
Development and cognition
Less stimulating home environment
Elevated blood lead levels
Stress and emotional distress
Health care and illness
Chronic poverty is not a unitary variable, but a combination of pervasive stressful conditions.

13. Adverse Childhood Experiences (ACE)
The largest study ever done to examine the health and social effects of these childhood experiences throughout the lifespan (17,421 participants)
What are Adverse Childhood Experiences (ACEs)?
Growing up with…
Childhood abuse and neglect
Domestic violence
Substance abuse or mental illness in the home
Parental discord
Crime

14. ACEs Compelling Evidence
Surprisingly common
Long-term, damaging consequences - still have profound effect 50 years later
Happen even in “the best of families”
Transformed from psychosocial experience into organic disease, social malfunction, and mental illness
A main determinant of the health and social well-being of the nation - determine the likelihood of the 10 most common causes of death in the U.S.

15. ACEs Childhood experiences profoundly and causally shape adult life
Produce neurodevelopmental and emotional damage, and impair social and school performance
Rarely occur in isolation…they come in groups
Higher # of ACEs → greater risk of behavior problems
Examples: individual with ACE score of 4, is 12 x more likely to attempt suicide than those with none
higher ACE score, the greater the likelihood of smoking, which then may lead to chronic obstructive pulmonary disease

16. ACE Findings – Adverse Effects
Alcoholism & Alcohol Abuse
Chronic Obstructive
Pulmonary Disease
Depression
Fetal Death
Illicit Drug Use
Ischemic Heart Disease
Health-related Quality of Life
Liver Disease
Risk for Intimate Partner Violence
Multiple Sexual Partners
Sexually Transmitted Diseases
Smoking
Suicide Attempts
Unintended Pregnancies

17. ACE Pyramid

18. Developmental Disabilities
Jennifer Jones, Ph.D.
Human Development & Family Science
Oklahoma State University

19. Jennifer Jones, Ph.D. Visiting Assistant Professor
Human Development & Family Science
Research areas:
Self-concept of Adolescents with Intellectual and Developmental Disabilities
Parenting Individuals with Intellectual and Developmental Disabilities
Teaches:
Non-Normative Development
Infant and Child Development

20. Children’s Mental Health

21. Referral Sources Health Dept. – Child Guidance Mental Health Centers
Youth & Family Services
School counselors/psychologists
Pediatricians
Children’s Hospitals
OASIS

22. Discussion & Applications

23. Wrap-up Wrap-Up In-service evaluation Follow-up
Submit questions or comments about this session or for next session.
Consider the definitions, theoretical frameworks with own upbringing, teaching, curricula, written resources, etc.
In-service evaluation - weblink
Post recording of session.