Consequences of Stress on Children's Development~Chaos

Stress comes in many forms war, poverty, racism, natural disaster, isolation, hunger, abuse, neglect, noise, chaos, disease, pollution and violence. Stress does not discriminate; it does not care if you are two, thirty-two or sixty-two; worldwide children are affected by stress on a daily basis.  Sometimes stress can be positive, pushing a three year old to become toilet trained, a six year old to learn to ride a two wheeled bike,  a sixteen year old to study extra hard to pass that history exam. It helps us meet our next goal, giving us a shove in the right direction.  Stress also has the opposite effect.

War torn countries struggling with trying to survive and reestablish, communities trying to rebuild after a natural disaster, countries devastated by decades of drought unable to feed their people, developing populations fighting diseases, crime and violence in inner cities, over-population and over-crowding in families, homes and neighborhoods, no matter where you look the end result is the same. All of the above items create chaos. Chaos creates negative stress.     

The brain carefully records all this information and documents social history through neurochemistry.  The key players in neurochemistry are neurotransmitters.  They are the chemical components that allow nerve cells to communicate with each other.  A win releases one chemical, being afraid, bullied and victimized releases another (Bailey, 2000).  Because the brain is pattern seeking and survival oriented, these chemical releases (cortisol, norepinephrine, serotonin, and dopamine) create patterns and over time hardwires the brain.  

Prolonged exposure to these stress hormones (cortisol and norepinephrine) cause chemical changes in the hippocampus within the limbic system of the brain, leading to a  permanent deficits in learning and memory, a higher risk of developing depression, post-traumatic stress disorder, hyper-vigilante, or emotionally flat (apathetic), ADHD, as well as a host physical disorders (Berger, 2012).  

Dopamine is another neurotransmitter that regulates emotional connections in the brain. Too much causes anxiety and hyper-vigilance, too little causes feeling of hopelessness.  Infants and toddlers who are taken care of well, have their needs met consistently learn that looking and interacting with others is of value and produces pleasure, conversely children who are left alone, experience poor quality care, or are degraded learn that ignoring, shouting and disrupting are valued.  These children learn that acting out gets them the attention they desire and thus the chemical release they crave.  You know these children; they are the ones who are disruptive in class causing chaos and disorder; they find comfort in chaos (Bailey, 2000).

Children from homes that are chaotic, abusive, stressful, tense have lower levels have brains that lower the levels of dopamine in order to survive, this leads to those hopeless feelings we discussed above. These feelings of hopelessness are compounded by their parents and teachers lowered expectations for the child’s behavior, withdraw from academic challenge, lack of persistence, and general disconnect from peers and pursuit of personal interests.

In an effort to reengage these children teachers must create classrooms that are routine and ritual oriented, inclusive and attentive to the needs of ALL the children enrolled, and create many opportunities for positive social interactions.  The brain functions optimally when it feels safe, once this happens it sends out a neurotransmitter transmitter called Serotonin.  Serotonin is the partner to dopamine, while the dopamine helps us focus, serotonin helps regulate under or over stimulation.  Low levels of serotonin link to aggression; where as high levels associate with obsessive-compulsive behaviors.

As you see, chaos and stress can lead to a myriad of problems physically, cognitively, and socially, that left untreated will have a far-reaching impact on the successes and failures of our children.

References:

Berger, K. S. (2012).The Developing Person Through Childhood (6^th ed.). New York, NY: Worth Publishing

Bailey, B. (2000). Conscious Discipline: 7 Basic Skills for Brain Smart Classroom Management. Oviedo, FL: Loving Guidance Inc.

Child Development and Public Health--Sudden Infant Death Syndrome

Meet Sam...

Sam was born May 16, 2005; the second child of my neighbor.  In his short 5 months and 24 days on earth, he touched many lives. While I can’t imagine the pain his parents felt; as a friend of the family I can tell you it was devastating for me.  I remember when I got the call; I felt like someone punched me in the stomach, I couldn’t catch my breath.  I have never felt so helpless in my life; I didn’t know what to do or say, all I could do was sit on their couch silently; uselessly.

Sam passed away during his afternoon nap November 9, 2005 while at his childcare.  Today just happens to be November 9, 2013.  He would be almost 8 and a half years old. I still think of Sam often, wondering what he would look like; if he would have grown as tall as his dad, been feisty like his big sister used to be, or bashful like his little brother.

This blog entry is dedicated to our baby angel, his parents, siblings and everyone who loved him!

 
Here is what the research tells us about SIDs (Sudden Infant Death Syndrome)



Sudden Infant Death Syndrome (SIDS) is defined as the sudden death of an infant less than 1 year of age that cannot be explained after a thorough investigation is conducted, including a complete autopsy, examination of the death scene, and review of the clinical history.
SIDS is the leading cause of death among infants aged 1–12 months, and is the third leading cause overall of infant mortality in the United States. Although the overall rate of SIDS in the United States has declined by more than 50% since 1990, rates for non-Hispanic black and American Indian/Alaska Native infants remain disproportionately higher than the rest of the population. Reducing the risk of SIDS remains an important public health priority.

                                 Source: www.cdc.gov/sids

In a typical situation parents check on their supposedly sleeping infant to find him or her dead. This is the worst tragedy parents can face, a tragedy which leaves them with sadness and a feeling of vulnerability that lasts throughout their lives. Since medicine cannot tell them why their baby died, they blame themselves and often other innocent people. Their lives and those around them are changed forever.
The U.S. national campaign to reduce the risk of SIDS has entered a new phase and will now include all sleep-related SUIDs (sudden unexplained infant death). The campaign, which has been known as the Back to Sleep Campaign, has been renamed the Safe to Sleep Campaign.
For a medical examiner or coroner to determine the cause of the death, a thorough case investigation including examination of the death scene and a review of the infant’s clinical history must be conducted. A complete autopsy needs to be performed, ideally using information gathered from the scene investigation. Even when a thorough investigation is conducted, it may be difficult to separate SIDS from other types of sudden unexpected infant deaths, especially accidental suffocation in bed.
Unfortunately, we cannot expect to prevent all SIDS deaths now. To do so requires a much greater understanding of SIDS, which will be achieved only with a commitment from those who value babies and with a considerably expanded research effort. However, there are things that can be done to reduce the risk of SIDS.

Reducing the Risk

By taking the following steps it is thought we may reduce the risk of infant death:

Always place babies on their backs to sleep. Babies who sleep on their backs are less likely to die of SIDS than babies who sleep on their stomachs or sides. Placing your baby on his or her back to sleep is the number one way to reduce the risk of SIDS.

Use the back sleep position every time. Babies who usually sleep on their backs but who are then placed on their stomachs, such as a nap, are at very high risk for SIDS. It is important for babies to sleep on their backs every time, for naps and at night.

Place your baby on a firm sleep surface, such as a safety-approved crib mattress covered with a fitted sheet. Never place a baby to sleep on a pillow, quilt, sheepskin, or other soft surface. The Consumer Product Safety Commission will have more information.

Keep soft objects, toys, and loose bedding out of your baby’s sleep area. Don’t use pillows, blankets, quilts, sheepskins, sleep positioner, or pillow-like bumpers in your baby’s sleep area. Keep all items away from the baby’s face.

Avoid letting your baby overheat during sleep. Dress your baby in light sleep clothing and keep the room at a temperature that is comfortable for an adult.

What does a safe sleep environment look like?
To learn more about safe sleep environment and reducing the risk of SIDS, check out the National Institute of Child Health Development (NICHD) publication: What does a safe sleep environment look like? at (http://www.nichd.nih.gov/sts/about/environment/Pages/look.aspx)

What groups are most at risk for SIDS?
Babies who are placed to sleep on their stomachs or sides are at higher risk for SIDS than babies who are placed on their backs to sleep. African-American babies are more than two times as likely to die of SIDS as Caucasian babies. American-Indian/Alaska Native babies are nearly three times as likely to die of SIDS as Caucasian babies.

Will my baby develop flat spots on his or her head from back sleeping?
For the most part, flat spots on a baby’s head go away a few months after the baby learns to sit up. There are other ways to reduce the chance that flat spots will develop on your baby’s head, such as providing "tummy time" when your baby is awake and someone is watching. "Tummy time" not only helps prevent flat spots, but it also helps a baby’s head, neck, and shoulder muscles get stronger.

SIDs Around the World 

SIDS rates were found to differ by country, as had reductions in rates.  For the last decade or so SIDS data has been collected in many countries: The United States, Canada, Argentina, Ireland, New Zealand, Scotland, Japan, The Netherlands, Australia, and Mongolia.

New Zealand, Ireland and United States initially held the highest SIDs rates, with Japan and Mongolia held the lowest rates.  Scientists began to wonder why. Throughout the study they found that Japanese and Mongolian families put their babies to sleep on their backs, wrapped and “tied” blankets around their babies, which is also thought to reduce death rates and children are less likely to suffocate from loose blankets. Out of all the countries reporting today New Zealand remains the country to have the highest SIDs rates worldwide. The cause is still being investigated.

Bereavement

If you or someone you know has experienced the loss of an infant, the following organizations may offer support:

• Centering Corporation (http://www.centering.org)
• CJ Foundation for SIDS (http://www.cjsids.org)
• Compassionate Friends (http://www.compassionatefriends.org/home.aspx)
• First Candle (http://www.firstcandle.org/grieving-families)
• M.I.S.S Foundation and Alliance of Grandparents Against SIDS Tragedy (A.G.A.S.T) (http://www.missfoundation.org)
• Share Pregnancy and Infant Loss Support, Inc. (http://www.nationalshare.org)

References:

www.cdc.gov/sids

http://pediatrics.aappublications.org/content/122/3/660.full

Berger, K. S. (2012).  The developing person through childhood (6th ed.). New York, NY: Worth Publishing

 

Childbirth in my life and around the world

A new baby is like the beginning of all things-wonder, hope, a dream of possibilities~Eda LaShan, American psychologist and author

The following is an excerpt from Childbirth: A Journey through Time:

“Picture this scene. A Native American woman went to a secluded area of the forest. She walked about quietly. Her mate sat on his horse close by, alert for enemies or predators. The woman occasionally braced herself against a tree and grimaced. Otherwise she seemed to be in a trance. After a while, she squatted by the tree, grunted, and soon her child was born. A final grunt and the placenta passed. After she wiped the baby off with part of her garment, she cleansed herself in a nearby steam. Then her mate helped her onto his horse and the proud family rode off” (Brodsky, 2006).

Throughout history woman have been in charge of their child birthing experiences, many chose midwifes to help with pain management and the birth process.  The definition of midwife is “with woman”.

In the 17, 18 and even early 1900’s men took a position in the birth picture wielding primitive tools and dirty hands. If women and infants made it through the birthing process they would later die of “puerperal fever”.

And this:

“The year was 1938. J.P. McEvoy wrote an article entitled, “Our Streamlined Baby” in the Readers Digest. ‘I became the father of a little girl—but she was born in a new way—the easy, painless, streamlined way.’ McEvoy wrote about how the birth had been planned—the place, the date, the hour, and then related the conduct of his wife during labor and birth.”  The story goes on to tell about medication to induce labor, another medication to ease the pain and then a little more medication after that. The wife comes to and asks when she would have her baby unknowing that five hours earlier her baby daughter had been born (Brodsky, 2006).

                                        

Here in the United States most births take place in hospitals and/or birthing centers, in clinical settings; more than one-third (33%) of all babies are born through a C-section. In China that number nears 50% (Berger, 2012).  While in underdeveloped countries woman commonly labor and deliver at home, doctors are only present in emergencies.  Midwifes are present for these “gentle births” (p. 103).

My own children were born in a hospital, perhaps a little less dramatically than the previous examples. I was awake for both births, receiving an epidural for my first and an intramuscular injection of pain medication for the second.  Both pregnancies were induced early because of complications of toxemia.  Immediately after my babies were born I began to hemorrhage and needed medical intervention.  Had I been born in another century, used a midwife or been in a lessor equipped birthing center I may have become a maternal mortality statistic. Thankfully my obstetrician was highly skilled and I am now the proud mama of a college freshman and sophomore in high school.

 

 

References:

Berger , K. S. (2012). The developing person through childhood (6^th ed.). New York, NY: Worth Publishers.

Brodsky P. (2006). Childbirth: A Journey Through Time. International Journal of Childbirth Education. 21(3), 10-15.