Centers For Disease Control and Prevention. School Connectedness: Strategies for Inceasing Protective Factors Among Youth. Atlanta, Ga.: US. Department of Health and Human Services; 2009. Retrieved on March 12, 2012 from http://www.cdc.gov/healthyyouth/adolescenthealth/pdf/connectedness.pdf
"Families, schools, and communities all need to work together to create an environment that facilitates healthy development of children and adolescents." (CDC) This article looks at the connection between families, schools, and communities and how protective factors can be learned in school. Schools can play an important part in influencing children and adolescents. "School connectedness is the belief by students that adults and peers in the school care about their learning." This article looks at why school connectedness is important and beneficial to students.
This article is important to parents and teachers because it shows how schools and peers can influence students in positive ways if students feel that school is a safe environment and a place to learn. "Students are more likely to engage in healthy behaviors and succeed academically when they feel connected to school." (CDC)
Saturday, March 17, 2012
Protective Factors Articles: Community
Youth Violence: Risk and Protective Factors (August 30, 2011) Centers for Disease Control and Prevention. Retrieved on March 11, 2012 from http://www.cdc.gov/ViolencePrevention/youthviolence/riskprotectivefactors.html
This article looks at the protective factors for youth violence which affect many communities in cities across the country. "Protective factors buffer young people from the risks of becoming violent. These factors exist at various levels." (CDC) This article looks at individual/family protective factors and peer/social proctective factors. Many of the points for these protective factors such as a strong support in and from the community, commitment to school, and involvement in social activities help to build protective factors in the community.
This article is important for parents because it lists the protective factors that are beneficial not only to the family and individual child but also the community. If parents can see that they are providing or expecting the bulleted items listed then they will know that they are building protective factors which will be beneficial in the home, school, and community.
This article looks at the protective factors for youth violence which affect many communities in cities across the country. "Protective factors buffer young people from the risks of becoming violent. These factors exist at various levels." (CDC) This article looks at individual/family protective factors and peer/social proctective factors. Many of the points for these protective factors such as a strong support in and from the community, commitment to school, and involvement in social activities help to build protective factors in the community.
This article is important for parents because it lists the protective factors that are beneficial not only to the family and individual child but also the community. If parents can see that they are providing or expecting the bulleted items listed then they will know that they are building protective factors which will be beneficial in the home, school, and community.
Protective Factors Articles: Community
A Cure for Child Abuse. (Dec. 7, 2010). Miller-McCune. Retrieved on March 11, 2012 from http://www.miller-mccune.com/a-cure-for-child-abuse-25882
"Asked to investigate the roots of child abuse, a group of social engineers focused not on its cause but its prevention." (Miller-McCune) This article discusses how the Doris Duke Charitable Foundation reached out to the Center for the Study of Social Policy "with a daunting request: Could it help develop an entirely new approach to the field, a strategy that wouldn't be small-bore, lead-footed, depressin?" (Miller-McCune) This article looks at the affect that programs have on families when they are effective and preventive. It discusses the importance of protective factors. "Their presence - or absence - actually can help predict good or bad outcomes. A family with all the signs of risk - but also all the strength of protective factors - has a strong chance of avoiding maltreatment." (Miller-McCune)
This article is important to parents and caretakes because it shows the measures taken to go further than preventing child support but the importance of building protective factors which would strengthen families making communities stronger.
"Asked to investigate the roots of child abuse, a group of social engineers focused not on its cause but its prevention." (Miller-McCune) This article discusses how the Doris Duke Charitable Foundation reached out to the Center for the Study of Social Policy "with a daunting request: Could it help develop an entirely new approach to the field, a strategy that wouldn't be small-bore, lead-footed, depressin?" (Miller-McCune) This article looks at the affect that programs have on families when they are effective and preventive. It discusses the importance of protective factors. "Their presence - or absence - actually can help predict good or bad outcomes. A family with all the signs of risk - but also all the strength of protective factors - has a strong chance of avoiding maltreatment." (Miller-McCune)
This article is important to parents and caretakes because it shows the measures taken to go further than preventing child support but the importance of building protective factors which would strengthen families making communities stronger.
Protective Factors Articles: School
KidsMatter Primary. Protective Factors for Children's Mental Health. Australia. Australian Government Department of Aging 2009. Retrieved on March 6, 2012 from http://www.kidsmatter.edu.au/
This article looks at how protective factors attempt to reduce influences which may affect a child's mental health. The state of a child's mental health can affect all aspects of their life. Family and school life can be positively affected with strong protective factors in place. "Positive connections between family and school support children's academic achievement and reduce the likelihood of failure." (KM) This article looks at how protective factors "can help to reduce the likelihood of developing mental health problems." (KM)
This article also discusses how protective factors counteract risk factors. "A caring relationship with a parent, caregiver and/or teacher provides children with a source of support to help them cope with difficulties." (KM) This article also breaks down how key protectors such as the child, family, school, life events, and society can influence children's mental health.
This article would be beneficial to parents and teachers because it can help them to understand how protective factors can be instrumental in having a positive affect on a child's mental health. Although this article focuses on how protective factors can reduce risk factors "it is important to note that while the factors listed above have been found to be associated with a reduction in the risk of mental health problems, this does not mean that a particular factor or combination of factors will necessarily be protective in all children." (KM)
This article looks at how protective factors attempt to reduce influences which may affect a child's mental health. The state of a child's mental health can affect all aspects of their life. Family and school life can be positively affected with strong protective factors in place. "Positive connections between family and school support children's academic achievement and reduce the likelihood of failure." (KM) This article looks at how protective factors "can help to reduce the likelihood of developing mental health problems." (KM)
This article also discusses how protective factors counteract risk factors. "A caring relationship with a parent, caregiver and/or teacher provides children with a source of support to help them cope with difficulties." (KM) This article also breaks down how key protectors such as the child, family, school, life events, and society can influence children's mental health.
This article would be beneficial to parents and teachers because it can help them to understand how protective factors can be instrumental in having a positive affect on a child's mental health. Although this article focuses on how protective factors can reduce risk factors "it is important to note that while the factors listed above have been found to be associated with a reduction in the risk of mental health problems, this does not mean that a particular factor or combination of factors will necessarily be protective in all children." (KM)
Protective Factors Articles: Family
Strengthening Families Through Early Care & Education. How Are Protective Factors Built in Families? Washington, D.C. Center For The Study of Social Policy 2009. Retrieved on March 9, 2012 from www.CSSP.ORG/www.strengtheningfamilies.net
This article discusses the programs and strategies professionals use to build proctective factors in families and children. "The research behind Strengthening Families identified seven program strategies that exemplary early care and education centers used to build Protective Factors in families." (CSSP) This article explains how each of the strategies work based on the five protective factors. For parental resilence - facilitate friendship and mutual support "programs offer many opportunities for parents to get to know each other, develop mutual support systems and take leadership." (CSSP)
This article also discusses the strategies used to build protective factors in families. "Strategies included sponsoring sports teams, potlucks, classes, camping trips and field trips, advisory groups, board leadership and volunteer opportunities." (CSSP) To strengthen parenting "programs have many ways for parents to get help on parenting issues when they needed it: a class or a support group, opportunities to meet with teachers, family support workers or other staff, home visits or resources from a lending library." (CSSP) In facilitating children's social and emotional development "programs help children build the capacity to articulate their feelings and get along with others, often using a curriculum, such as "Second Step" or "I Can Solve." (CSSP)
I feel that this article would be beneficial to parents because it helps them to understand some of the strategies programs use to build protective factors in families and children. Parents can understand what to expect from the strategies of the program which can help them to be more susceptible to the program.
This article discusses the programs and strategies professionals use to build proctective factors in families and children. "The research behind Strengthening Families identified seven program strategies that exemplary early care and education centers used to build Protective Factors in families." (CSSP) This article explains how each of the strategies work based on the five protective factors. For parental resilence - facilitate friendship and mutual support "programs offer many opportunities for parents to get to know each other, develop mutual support systems and take leadership." (CSSP)
This article also discusses the strategies used to build protective factors in families. "Strategies included sponsoring sports teams, potlucks, classes, camping trips and field trips, advisory groups, board leadership and volunteer opportunities." (CSSP) To strengthen parenting "programs have many ways for parents to get help on parenting issues when they needed it: a class or a support group, opportunities to meet with teachers, family support workers or other staff, home visits or resources from a lending library." (CSSP) In facilitating children's social and emotional development "programs help children build the capacity to articulate their feelings and get along with others, often using a curriculum, such as "Second Step" or "I Can Solve." (CSSP)
I feel that this article would be beneficial to parents because it helps them to understand some of the strategies programs use to build protective factors in families and children. Parents can understand what to expect from the strategies of the program which can help them to be more susceptible to the program.
Proctective Factors Articles: Family
Strengthening Families Through Early Care & Education. What Are The Protective Factors? Washington, D.C. Center For the Study Of Social Policy 2009. Retrieved on March 9, 2012 from www.CSSP.ORG/www.strengtheningfamilies.net
This article discusses the five protective factors and explains why each of them are significant to families. The five proctective factors discussed in this article are parental resilience, social connections, concrete support in times of need, knowledge of parenting and child development, and social and emotional competence of children. "Parental resilience is the ability to constructively cope with and bounce back from all types of challenges." (CSSP) This is important to many families who are facing challenging times with loss of jobs, housing, and the everyday issues of meeting lifes challenges. "Friends, family members, neighbors, and other members of a community provide emotional support and concrete assistance to parents." Social connections are an important and crucial component in family protective factors. "Parents need access to the types of concrete supports and services that can minimize the stress of difficult situations, such as family crisis, a condition such as substance abuse, or stress associated with lack of resources." Ensuring that parents receive the support they need can help reassure them build protective factors.
Families today need resources and support to help them understand what services are available to them and for their situation. "Having accurate information about raising young children and appropriate expectations for their behavior help parents better understand and care for children." (CSSP) Finally, the article looks at why protective factors are important to the development of children. "A child's ability to interact positively with others, to self-regulate, and to effectively communicate his or her emotions has a great impact on the parent-child relationship." (CSSP)
This article would be beneficial to parents, caregivers, and teachers because it explains the concept of each protective factor. Families today are facing tremendous amounts of stress and this article details why each factor is important and provides good resources to parents.
This article discusses the five protective factors and explains why each of them are significant to families. The five proctective factors discussed in this article are parental resilience, social connections, concrete support in times of need, knowledge of parenting and child development, and social and emotional competence of children. "Parental resilience is the ability to constructively cope with and bounce back from all types of challenges." (CSSP) This is important to many families who are facing challenging times with loss of jobs, housing, and the everyday issues of meeting lifes challenges. "Friends, family members, neighbors, and other members of a community provide emotional support and concrete assistance to parents." Social connections are an important and crucial component in family protective factors. "Parents need access to the types of concrete supports and services that can minimize the stress of difficult situations, such as family crisis, a condition such as substance abuse, or stress associated with lack of resources." Ensuring that parents receive the support they need can help reassure them build protective factors.
Families today need resources and support to help them understand what services are available to them and for their situation. "Having accurate information about raising young children and appropriate expectations for their behavior help parents better understand and care for children." (CSSP) Finally, the article looks at why protective factors are important to the development of children. "A child's ability to interact positively with others, to self-regulate, and to effectively communicate his or her emotions has a great impact on the parent-child relationship." (CSSP)
This article would be beneficial to parents, caregivers, and teachers because it explains the concept of each protective factor. Families today are facing tremendous amounts of stress and this article details why each factor is important and provides good resources to parents.
Monday, February 20, 2012
Risk Factor Articles: Early Intervention for Young Children At-Risk for Learning Disabilities
Early Intervention for Young Children At-Risk for Learning Disabilities (2006). Coleman, Mary Ruth, Buysse, Virginia, Neitzel, Jennifer Retrieved on February 15, 2012 from http://www.cec.sped.org/AM/Template.cfm?Section=Home&CAT=none&TEMPLATE=/
This article looks at what is being done to improve the ways that learning disabilities are identified and to better the intervention programs for children. According to this article "a new system, Recognition and Response, is being developed that will help teachers and parents identify young children ages 3-5 who may be at risk for learning disabilities." This article points out the benefits of the Recognition and Response program and explains how it works. The Recognition and Response system builds on the works of another program called Response-to-Intervention. The basis for both of these programs is that "parents and teachers recognize that a young child may not be learning in an expected manner, they can take steps to enhance the child's early learning success." (Coleman, Buysse,Neitzel) The Recognition and Response system involves four elements: an intervention hierarchy entailing three tiers of instruction and intervention, screening, assessment, and progress monitoring to guide the teacher's decision to move a child from one tier to the next, research-based curriculum, instruction, and intervention, and also collaborative problem-solving.
Each four of these elements are explained in detail as well as the criteria for the three tiers that teachers must use in assessing children. "The Recognition & Response system is based on the RTI model for identifying learning disabilities, which allows for early and intensive interventions for struggling students." (Coleman, Buysse, Neitzel) This article strongly supports the use of the Recognition and Response system as well as the RTI system because it aims to provide help to children as soon as a problem is suspected or identified. Although the RTI method has many positive aspects there are issues about how the method is implemented that have not been addressed. "While researchers generally agree on RTI's key components and tiered implementation, there is less consensus about the nature and focus of interventions, the duration and intensity of the interventions, and the benchmarks used to determine when more intensive interventions are needed." (Coleman, Buysse, Neitzel) This article also expresses why services for young children are important and also lists recommendations for developing an early intervention system for them.
This article would be beneficial to parents and teachers because it explains and helps them understand the Recognition and Response system. It explains for parents how instruction, screening, assessment, and progress monitoring is done to identify what type of intervention is needed for the child. For teachers this article is beneficial because it explains why research-based curriculum, instruction, and focused interventions can help children with or without disabilities. As a future teacher it gives an idea of why teachers must pay a keen attention to their students to pick up on any developmental problems children may exhibit in the classroom.
This article looks at what is being done to improve the ways that learning disabilities are identified and to better the intervention programs for children. According to this article "a new system, Recognition and Response, is being developed that will help teachers and parents identify young children ages 3-5 who may be at risk for learning disabilities." This article points out the benefits of the Recognition and Response program and explains how it works. The Recognition and Response system builds on the works of another program called Response-to-Intervention. The basis for both of these programs is that "parents and teachers recognize that a young child may not be learning in an expected manner, they can take steps to enhance the child's early learning success." (Coleman, Buysse,Neitzel) The Recognition and Response system involves four elements: an intervention hierarchy entailing three tiers of instruction and intervention, screening, assessment, and progress monitoring to guide the teacher's decision to move a child from one tier to the next, research-based curriculum, instruction, and intervention, and also collaborative problem-solving.
Each four of these elements are explained in detail as well as the criteria for the three tiers that teachers must use in assessing children. "The Recognition & Response system is based on the RTI model for identifying learning disabilities, which allows for early and intensive interventions for struggling students." (Coleman, Buysse, Neitzel) This article strongly supports the use of the Recognition and Response system as well as the RTI system because it aims to provide help to children as soon as a problem is suspected or identified. Although the RTI method has many positive aspects there are issues about how the method is implemented that have not been addressed. "While researchers generally agree on RTI's key components and tiered implementation, there is less consensus about the nature and focus of interventions, the duration and intensity of the interventions, and the benchmarks used to determine when more intensive interventions are needed." (Coleman, Buysse, Neitzel) This article also expresses why services for young children are important and also lists recommendations for developing an early intervention system for them.
This article would be beneficial to parents and teachers because it explains and helps them understand the Recognition and Response system. It explains for parents how instruction, screening, assessment, and progress monitoring is done to identify what type of intervention is needed for the child. For teachers this article is beneficial because it explains why research-based curriculum, instruction, and focused interventions can help children with or without disabilities. As a future teacher it gives an idea of why teachers must pay a keen attention to their students to pick up on any developmental problems children may exhibit in the classroom.
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