Psychology of Early Childhood chapter 16
Psychology of Early Childhood chapter 16 psyc3250
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This 3 page Class Notes was uploaded by Caoimhe Notetaker on Wednesday April 6, 2016. The Class Notes belongs to psyc3250 at Tulane University taught by Dr. Jung in Spring 2016. Since its upload, it has received 16 views. For similar materials see psychology of early childhood in Psychlogy at Tulane University.
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Date Created: 04/06/16
Chapter 16: helping children cope with stress 04/06/2016 ▯ Coping strategies vary Depend on temperament, age, and cognitive functioning and learning responses and social factors ▯ ▯ Family stressors- children’s security is rooted in their families Divorce o Children regress behaviorally Poverty o Affects cognitive development and ability to learn o Contribute to behavioral and social emotional problems and affects health Homelessness o Over 1.5 million children 2x as likely to experience hunger and have moderate to severe health problems Other stressors o New siblings o Death o Visitors o Family members away on business ▯ Child abuse 3 million reports per year (actual estimate is 3 x that) o 6 major types Physical Sexual Emotional Neglect Abandonment Substance use ▯ Health stressors Asthma, tonsillectomy, chemo, aftermath of accident Parental health problems ▯ ▯ Death Even toddlers have some understanding of death Often don’t understand finality Needs to be open for discussion—children will need to talk about it ▯ ▯ Fears Phobias: intense, irrational, stems directly from a specific event Anxiety: more generalized, vague feeling of uneasiness, no specific source o Most difficult to deal with Common fears: the unknown, abandonment, animals, dark, doctors, heights, school, monsters, nightmares, storms, water ▯ Resilient children- deal effectively with vulnerabilities Emotionally responsive parents are important for resilience High positive expectations and understanding of own strength and ability as well as own accomplishments Heightened sense of humor Temperament that elicits positive adult responses Independent and able to bond with adults (teachers) ▯ ▯ Techniques to help children cope A consistent supportive atmosphere Communication Biblio-therapy Relaxation techniques Play ▯ ▯ Self-protection programs (against child abuse) More effective with older kids Preoperational kids don’t understand ▯ ▯ A stressed child likely comes from a stressed family Reassure parents through empathy and caring Know available resources within the community ▯ ▯ ▯