Sentences with phrase «by significant adversity»

Current efforts to improve quality, enhance access, and build stronger systems of services for vulnerable children are important; but they alone are unlikely to fully close the gaps in learning and health that are caused by significant adversity in early childhood.

Not exact matches

As one Turnaround for Children analysis explains, what children who have been exposed to significant adversity most need in school is «the opportunity to develop skills that may have been affected by their stress responses — meaning the ability to attach and bond, the ability to modulate stress, and most of all the ability to self - regulate.»

Recognizing that priorities for both laboratory - based investigation and community - based action are determined by the meeting participants, a preliminary menu of potential topics includes the following: 1) Advancing the frontiers of scientific research: • construct a developmental framework to study the differential effects of biological embedding of significant adversity related to age, beginning in the prenatal period and extending into adulthood.

We must begin by appreciating that we can no longer afford the luxury of assuming that if our children don't face significant stress or adversity they will turn out «just fine.»

Even children who are fortunate enough not to face significant adversity or trauma, or to be burdened by intense stress or anxiety, experience the pressures around them and the expectations placed on them.

The presence of adversities (STORMS) sometimes come to us by surprise or develops over a significant time.

The fact that the amygdala is enlarged and more reactive in patients who have post-traumatic stress disorder (PTSD) or significant childhood adversity reinforces the notion that the neuronal pathways underlying the stress response (like those in the amygdala) are built - up, reinforced, and strengthened by adverse experiences, leading to a hyper - responsive or chronically active stress response (ie, toxic stress).40 — 43

One final example is the prefrontal cortex, which is thought to play an important role in regulating behavior by suppressing impulses and emotions arising from the amygdala and other parts of the limbic system.50 — 52 In animal studies, exposure to chronic stress or glucocorticoids alters the synaptic connectivity within the prefrontal cortex, 52,53 and this may limit the ability of the prefrontal cortex to (1) suppress the impulsivity and aggression of the limbic system, and (2) execute adaptive responses (rather than maladaptive responses) to stress.54 — 56 Stress - induced changes in brain structure parallel the well - described impact of significant childhood adversity on a variety of brain functions, including the modulation of physiologic responses (hyper - responsive or chronically active stress response), learning (impaired memory), and the regulation of behavior (the ability to execute adaptive vs maladaptive responses to stress).3, 39,57

Childhood adversity, characterized by the presence of sexual and physical abuse, is a global problem of significant proportions.1, 2 Epidemiologic studies3 - 5 indicate prevalence rates for all forms of childhood sexual abuse and physical abuse ranging from 11 % to 35 %.

This article, by Center Director Jack P. Shonkoff and Pat Levitt, science director of the National Scientific Council on the Developing Child, advocates for greater synergy between neuroscience and innovation in early childhood policy to improve life outcomes for children experiencing significant adversity.