mental health in children of low income families
DESCRIPTION
Mental Health in Children of Low Income Families. East Central Chapter of Indiana AEYC Conference April 12 th , 2014. About Us. Lillie Weidner Ball State University Child Development with minors in Interpersonal Relations and Developmental Psychology Senior Alyssa St.Amant - PowerPoint PPT PresentationTRANSCRIPT
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MENTAL HEALTH IN CHILDREN OF LOW INCOME FAMILIES
East Central Chapter of Indiana AEYC ConferenceApril 12th, 2014
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ABOUT US
Lillie Weidner Ball State University Child Development with minors in Interpersonal
Relations and Developmental Psychology Senior
Alyssa St.Amant Ball State University Child Development with a minor in Leadership
Studies Senior
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ACTIVITY
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POVERTY
Poverty is the condition of not having enough income to meet basic needs for food, clothing and shelter. An income at or below $22,113 per year (for a
family of four) 44% of children in Indiana live in low-income
families Adverse health, developmental, emotional
and behavioral problems are more prevalent http://youtu.be/MHPz8YPys2w
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LOW SOCIOECONOMIC STATUS AND THE FAMILY DYNAMICS
Parental stress negatively affects the child Time constraints Relationships Increase child stress levels Physical and mental development
Home chaos Lower test scores of cognitive ability Low self-regulatory capabilities Poor language skills Higher behavioral problems Learned helplessness
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POVERTY AND MENTAL HEALTH Mental health refers to state of well-being in which one is
able to cope with the stressors of life in a productive and fruitful way.
Children’s development can be related to poverty histories.
Children’s early experiences of poverty may be the most important time in reducing the overall poverty impact on children. Ill tempered, shy and children with close relationships interactional continuity
Problems may remain at a high level, even when economic situations improve. habits becoming constant and continuous (negative outcomes)
If poverty continues, there may be increasing mental health problems as children grow older.
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POVERTY AND MENTAL HEALTH (CONTINUED)
The relationship between financial burden and mental health in early childhood may be disconnected. Not the financial burden its self, rather the
hardships that branch off of the instability of poverty
Do early experiences of poverty predict high levels of mental health problems in children?
Do persistently poor children experience more rapid increases in mental health problems than other children?
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CHILDREN’S MENTAL HEALTH
Common Disorders Withdrawal Depression Attention Deficit Hyperactivity Disorder Post Traumatic Stress Syndrome Peer Problems
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EFFECT ON BRAIN DEVELOPMENT
Effects of stress on growth and development Release of cortisol
Switching on genetic markers Schizophrenia Anti-social personality disorder Major depression Post Traumatic Stress Disorder
Hippocampus/ Amydala Hippocampus (episodic)
Matures throughout childhood and adolescence Amydala (emotional)
Mature at birth
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BRAIN DEVELOPMENT
System Need State Skills We Can Access
Behaviors
Brain Stem Provide safety
Survival Defense Fits, temper tantrums, withdrawal
Limbic System
Provide connections
Emotions and memory
Upbringing Name callings, inducing guilt, nagging
Frontal Lobe of the Cortex
Provide problem solving skills
Unlimited New ideas Bright moments, using words to solve disputes
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DR. BECKY BAILEY
Creator of Conscious Discipline Four Brain Smart Principles
The best exercise for the brain is exercise. The brain is pattern-seeking and survival-
oriented. Connections on the outside with others build
neural connections. The brain functions optimally when the child
feels safe.
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CLASSROOM TECHNIQUES
Corticolimbic Connections Enable a person to override impulses from the
lower states Made through connections with other people
Connections involving eye contact, touch, presence
I Love You Rituals http://youtu.be/C3PtrlnUm4U
Self Regulation Control impulses
Jim Gill Music http://youtu.be/5Zs9z3_LOpU
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YOU CAN MAKE A DIFFERENCE!
Programs for young children should be attentive to mental health problems as well as cognitive and intellectual deficits Open communication with families Fostering meaningful relationships within the
classroom setting Maintain a stable environment
You CAN make a difference!
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OTHER COMMENTS/DISCUSSIONS?