The capacity to respond to adversity in a healthy, adaptive manner; resilience is the manifestation of skills (eg, social skills, emotional regulation, language, and executive functions) that can be modeled, taught, learned, practiced, and reinforced. A vertically integrated public health approach acknowledges that universal primary preventions are absolutely necessary yet insufficient to promote relational health. 3. Biobehavioral synchrony refers to the matching of nonverbal behaviors (eg, eye contact), coupling autonomic functions (eg, heart rate), coordination of hormone release (eg, oxytocin), and alignment of brainwaves between a parent and an infant. culturally effective: the family and child's culture, language, beliefs, and traditions are recognized, valued, and respected. LIFESPAN CHP2.docx - Chp 2- evolutionary theories Theories Reciprocal experiences with engaged and attuned adults (like those that occur during developmentally appropriate play) that build SSNRs; they are warm, affirming, and inclusive, and they promote early relational health. Bronfenbrenner's Ecological Theory Of Development Recent research suggests that this dyadic need to connect promotes the development of biobehavioral synchrony between parents and infants.119,120 Feldman119 states, Such coordination is observed across four systems: the matching of nonverbal behavior; the coupling of heart rhythms and autonomic function; the coordination of hormone release [eg, oxytocin following contact with both mothers and fathers]; and brain to brain synchrony [eg, coordinated brain oscillation in alpha and gamma rhythms]. Because the human brain is so immature at birth, the infant is dependent on this biobehavioral synchrony not only for survival but also for laying the foundation for future self-regulation and social-emotional skills. Communication could be further enhanced by cultural humility,164,165 implicit bias training,166171 a more diverse health care team (eg, providing families and patients the opportunity to seeing themselves reflected in the sex, ethnicity, and cultural backgrounds of the team members), and access to professional interpreters. Early childhood experiences, both adverse and positive, appear to be biologically embedded and influence both disease and wellness across the life course.30 The ecobiodevelopmental model of disease and wellness explains how the ongoing but cumulative and reciprocal dance between ecology and biology leads to changes at the molecular (eg, methylation patterns), cellular (eg, brain connectivity patterns), and behavioral levels (eg, tobacco, alcohol, or other substance use).2,17 These changes are either adaptive or maladaptive depending on the context, and they are either benefits or risks to future health, academic success, and economic productivity.75. Relational health defines the solution. Any conflicts have been resolved through a process approved by the Board of Directors. Identify and address potential barriers to SSNRs. Acronym for Trauma-Focused Cognitive Behavioral Therapy; TF-CBT is an evidence-based, manualized, skills-based therapy that allows parents and children to better process emotions and thoughts related to traumatic experiences. Become hubs for medical neighborhoods, horizontally integrating a wide array of local efforts and early childhood initiatives that not only support families with resources and programs but also advocate for the public policies that promote safe, stable, and nurturing families and communities. These perspectives offer different interpretations of the nature of society and the role of . Integrated behavioral health services as part of the FCPMH team might be the next layer for parents who need additional assistance (eg, parental depression), and the need for more intensive skill building (eg, PCIT) for some parents becomes yet another focus for collaboration with key services within the community (eg, ABC, PCIT, CPP, and TF-CBT). Search for other works by this author on: National Scientific Council on the Developing Child, Young Children Develop in an Environment of Relationships: Working Paper No. University of Utah, Department of Psychology, College of Social & Behavioral Science. Similarly, many of the risk factors for toxic stress responses that are the targets of secondary interventions are also potential barriers to the development of SSNRs that need to be identified and addressed (eg, child ACE scores, parent ACE scores, SDoHs, or even a strong biological sensitivity to context). This wide spectrum of adversity underscores the fact that ACE scores and other epidemiologically derived risk factors at the population level are not valid or reliable predictors of outcomes at the individual level.56 Toxic stress, by contrast, refers to an individuals physiologic response to these adversities, and biomarkers of this physiologic response have the potential to be more sensitive and specific measures of experienced adversity at the individual level.37 Validated biomarkers also offer transformational potential as measures of responsiveness to specific interventions.37,57 With these applications in mind, the pediatric research community is hoping to develop clinic-friendly, noninvasive biomarkers for different forms and degrees of adversity. The ecobiodevelopmental model suggests that, to improve the likelihood of positive developmental outcomes across the life span, efforts should be made to improve the salient features of the child's environment. Encourage them to become leaders in interdisciplinary early childhood systems work and vocal advocates for public policies that promote positive relational experiences in safe, stable, and nurturing families and communities. Eco-biodevelopmental models are advocated by the American Academy of Pediatrics, and these models offer insights into the neurobiological processes associated with environmental factors and the ways in which these processes may be addressed to improve outcomes. Executive functions are core life skills, and they include capacities like impulse inhibition, working memory, cognitive flexibility, abstract thought, planning, and problem solving. Reaffirming an ecobiodevelopmental framework2 because early childhood experiences, both adverse and nurturing, are biologically embedded and influence the development of both disease and wellness later in life. The model is separated into three categories: 1) ecological, 2) biological and 3) developmental. For children at higher risk for toxic stress responses, targeted secondary interventions with tiered services (eg, HealthySteps84,85) may be needed. The toxic stress framework may help to define many of our most intractable problems at a biological level, but a relational health framework helps to define the much-needed solutions at the individual, familial, and community levels (see Table 1). FCPMHs could work to reduce these barriers by partnering with their AAP chapter, local organizations (such as schools, businesses, and faith-based organizations), and other community assets (including parents, extended family, child care providers, community health workers, and patients) to form medical neighborhoods149,159,161 that work collaboratively to address the SDoHs while also advocating for policies that support safe, stable, and nurturing families and communities. Primary preventions in the relational health framework are focused on how to universally promote the development and maintenance of SSNRs. To move forward (to proactively build healthy, resilient children), the pediatric community needs to embrace the concept of relational health.15 Relational health refers to the ability to form and maintain SSNRs, as these are potent antidotes for childhood adversity and toxic stress responses.57,113 Not only do SSNRs buffer adversity and turn potentially toxic stress responses into tolerable or positive responses, but they are also the primary vehicle for building the foundational resilience skills that allow children to cope with future adversity in an adaptive, healthy manner.16,17 These findings highlight the need for multigenerational approaches that support parents and adults as they, in turn, provide the SSNRs that all children need to flourish. A Comparison of the Toxic Stress and Relational Health Frameworks. In the past decade or so, biomedical researchers have proposed an ecobiodevelopmental framework for studying health and disease across the life course . Intimate Partner Violence Exposure in Early Childhood: An Build the therapeutic alliance; employ a common-factors approach; explain behavioral responses to stress; endorse referral resources. Thinking Developmentally: Nurturing Wellness in Childhood to Promote Lifelong Health. Children with known adversity but no overt symptoms,18 children with parents who experienced significant adversity as a child,86 and families struggling with the social determinants of health (SDoHs) (eg, poverty leading to food or housing insecurity,87,88 language barriers, or acculturation leading to conflicts within immigrant families89) may benefit from an array of interventions that mitigate specific risk factors. Itasca, IL: American Academy of Pediatrics; 2018. 10.1542/peds.2021-052582. Five Key Theories In Psychology - psychotherapy For children who are symptomatic or meet criteria for toxic stress-related diagnoses (eg, anxiety, oppositional defiant disorder, or posttraumatic stress), indicated, evidence-based therapies are needed. Dr Garner collaborated in conceptualizing and drafting this document, took the lead in reconciling the numerous edits, comments, and suggestions made by many expert reviewers, and made significant contributions to the manuscript; Dr Yogman collaborated in conceptualizing and drafting this document and made significant contributions to the manuscript; and all authors approved the final manuscript as submitted. The lifelong effects of early childhood adversity and toxic stress If properly funded, FCPHMs are well placed to implement the following functions: screening for behavioral and developmental risk factors and diagnoses, including mental health conditions, developmental delays, SDoHs, and family-level risk and resilience factors; care coordination, linking families to community-based supports to address SDoHs, parenting concerns, developmental delays, and behavioral and mental health concerns; integrated behavioral health and family support services through colocated, interdisciplinary teams that include case management, behavioral health services, and positive parenting programs; preventive and dyadic mental health services that do not requiring a psychiatric diagnosis code for payment, thereby enabling the deployment of primary and secondary prevention strategies before the emergence of behavioral or medical disorders; enhanced payment for prolonged medical visits, allowing for more patient-centered communication, interdisciplinary care, and development of therapeutic alliances; and. For example, significant adversity in the last trimester of pregnancy is associated with methylation of the childs glucocorticoid receptor gene.76 In adults, the methylation of this gene is associated with the expression of fewer glucocorticoid receptors in the brain.5 Because cortisol downregulates its own production via negative feedback loops in the brain that use glucocorticoid receptors, children with fewer glucocorticoid receptors would be expected to have higher cortisol levels and be more irritable and harder to console.77 These changes could be considered adaptive and beneficial in the short-term because they might prepare the newborn infant for a stressful world in which the infant may need to be more vocal to have his or her needs met. What does theories mean in child development? - Sage-Advices Toxic stress explains how a wide range of ACEs become biologically embedded and alter life-course trajectories in a negative manner. The 3 principles described above, each of which is grounded in the research literature, provide a science-based framework for developing innovative strategies to promote SSNRs at the dyadic level, family level, and community level. Five Tenets of CRT: What they say vs. what they mean - Legal Insur "The . 11, The Timing and Quality of Early Experiences Combine to Shape Brain Architecture. Immediate Past Chairperson, David O. Childers, Jr, MD, FAAP, Program Chairperson, John Takayama, MD, MPH, FAAP, Website Editor, Robert G. Voigt, MD, FAAP, Newsletter Editor, Rebecca A. Baum, MD, FAAP Society for Developmental and Behavioral Pediatrics, Lynn Davidson, MD, FAAP Council on Children with Disabilities, Yekaterina Kokidko, DO Section on Pediatric Trainees, Sherri Louise Alderman, MD, MPH, IMH-E, FAAP, Chairperson, Jill M. Sells, MD, FAAP, Immediate Past Chairperson, Alan L. Mendelsohn, MD, FAAP, Abstract Chairperson, Ami Gadhia, JD Child Care Aware of America, Michelle Lee Section on Pediatric Trainees, Dina Joy Lieser, MD, FAAP Maternal and Child Health Bureau, Lucy Recio National Association for the Education of Young Children. But those same biological changes could prove to be maladaptive, toxic, and health harming over time.10,11. Life Course Theory asserts that non-communicable diseases . Variations, taking into account individual circumstances, may be appropriate.