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Nội dung chính Show- ACEs and Toxic Stress: Frequently Asked QuestionsHow do ACEs relate to toxic stress?What is trauma, and how does it connect to
ACEs and toxic stress?What can we do to help mitigate the effects of ACEs?Full Text of the GraphicToxic Stress Explains How ACEs “Get Under the
Skin.”We Can Reduce the Effects
of ACEs and Toxic Stress.Which self care skill would the nurse expect a 4 year old child to be capable of performing quizlet?Which psychosocial developmental skill would a nurse observe in a 4 year old child?Which steps would the nurse take to measure the temperature of a 4 year old child using an electronic tympanic thermometer?Which physical changes are characteristic of a preschool aged child?
ACEs and Toxic Stress: Frequently Asked Questions
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For answers to more frequently asked questions about ACEs, please scroll down below the infographic.
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full text of the graphic below.The term “ACEs” is an acronym for Adverse Childhood Experiences. It originated in a groundbreaking study conducted in 1995 by the Centers for Disease Control and the Kaiser Permanente health care organization in California. In that study, “ACEs” referred to three specific kinds of adversity children faced in the home environment—various forms of physical and emotional abuse, neglect, and household dysfunction. The key findings of dozens of studies using the original ACEs data are: (1) ACEs are quite common, even among a middle-class population: more than two-thirds of the population report experiencing one ACE, and nearly a quarter have experienced three or more. (2) There is a powerful, persistent correlation between the more ACEs experienced and the greater the chance of poor outcomes later in life, including dramatically increased risk of heart disease, diabetes, obesity, depression, substance abuse, smoking, poor academic achievement, time out of work, and early death.
How do ACEs relate to toxic stress?
ACEs research shows the correlation between early adversity and poor outcomes later in life. Toxic stress explains how ACEs ”get under the skin” and trigger biological reactions that lead to those outcomes. In the early 2000s, the National Scientific Council on the Developing Child coined the term “toxic stress” to describe extensive, scientific knowledge about the effects of excessive activation of stress response systems on a child’s developing brain, as well as the immune system, metabolic regulatory systems, and cardiovascular system. Experiencing ACEs triggers all of these interacting stress response systems. When a child experiences multiple ACEs over time—especially without supportive relationships with adults to provide buffering protection—the experiences will trigger an excessive and long-lasting stress response, which can have a wear-and-tear effect on the body toàn thân, like revving a car engine for days or weeks a time.
Importantly, the Council also expanded its definition of adversity beyond the categories that were the focus of the initial ACE study to include community and systemic causes—such as violence in the child’s community and experiences with racism and chronic poverty—because the body toàn thân’s stress response does not distinguish between overt threats from inside or outside the home environment, it just recognizes when there is a threat, and goes on high alert.
What is trauma, and how does it connect to ACEs and toxic stress?
While trauma has many definitions, typically in psychology it refers to an experience of serious adversity or terror—or the emotional or psychological response to that experience. Trauma-informed care or services are characterized by an understanding that problematic behaviors may need to be treated as a result of the ACEs or other traumatic experiences someone has had, as opposed to addressing them as simply willful and/or punishable actions.
What can we do to help mitigate the effects of ACEs?
People who have experienced significant adversity (or many ACEs) are not irreparably damaged. There is a spectrum of potential responses to ACEs and their possible chain of developmental harm that can help a person recover from trauma caused by toxic stress.
More ACEs Resources
- Centers for Disease Control and Prevention: More about the original ACEs study and subsequent research.ACEs Too High: A site focused on news and research around ACEs.Substance Abuse and Mental Health Services Administration: Information on trauma-informed approaches and trauma-specific interventions.
- At the most intensive end of the spectrum are therapeutic interventions, ranging from in-patient treatment to regular sessions with a mental health professional, which are designed specifically to giảm giá with serious
trauma.Trauma-informed care or practice is less intensive, but affects how practitioners in a range of fields, such as social work, medicine, and education, work with people who have experienced toxic stress, and reflects an awareness of the harm that has occurred and takes that into account. There are also many less-intensive practices that can help individuals reduce the effects of stress—from meditation and breathing exercises, to physical exercise and social supports.ACEs-based
screening and referral is an increasingly common approach, in which individuals are given an ACE score based on a brief survey of their own personal history of ACEs. This can indicate a general, non-specific sense of increased risk based on population-level probabilities, but it cannot predict accurately how any one individual will fare. In other words, a high ACE score can serve as a rough first screener to identify people who may benefit from services, but it cannot tell you what specifically
you are risk for, nor what to do about it.The ideal approach to ACEs is one that prevents the need for all levels of services: by reducing the sources of stress in people’s lives, whether basic needs like food, housing, and diapers, or more entrenched sources of stress, like substance abuse, mental illness, violent relationships, community crime, discrimination, or poverty. Supporting responsive relationships with a parent or caregiver can also help to buffer a child from
the effects of stress, and helping children and adults build their core life skills—such as planning, focus, and self-control—can strengthen the building blocks of resilience. These three principles—reducing stress, building responsive relationships, and strengthening life skills—are the best way to prevent the long-term effects of
ACEs.
Full Text of the Graphic
“ACEs” stands for “Adverse Childhood Experiences.” These experiences can include things like physical and emotional abuse, neglect, caregiver mental illness, and household violence.
The more ACEs a child experiences, the more likely he or she is to suffer from things like heart disease and diabetes, poor academic achievement, and substance abuse later in life.
Toxic Stress Explains How ACEs “Get Under the Skin.”
Experiencing many ACEs, as well as things like racism and community violence, without supportive adults, can cause what’s known as toxic stress. This excessive activation of the stress response system can lead to long-lasting wear-and-tear on the body toàn thân and brain.
The effect would be similar to revving a car engine for days or weeks a time.
We Can Reduce the Effects of ACEs and Toxic Stress.
For those who have experienced ACEs, there are a range of possible responses that can help, including therapeutic sessions with mental health professionals, meditation, physical exercise, spending time in nature, and many others.
The ideal approach, however, is to prevent the need for these responses by reducing the sources of stress in people’s lives. This can happen by helping to meet their basic needs or providing other services.
Likewise, fostering strong, responsive relationships between children and their caregivers, and helping children and adults build core life skills, can help to buffer a child from the effects of toxic stress.
ACEs affect people all income and social levels, and can have serious, costly impact across the lifespan. No one who’s experienced significant adversity (or many ACEs) is irreparably damaged, though we need to acknowledge trauma’s effects on their lives. By reducing families’ sources of stress, providing children and adults with responsive relationships, and strengthening the core life skills we all need to adapt and thrive, we can prevent and counteract lasting harm.
Which self care skill would the nurse expect a 4 year old child to be capable of performing quizlet?
What self-care skill does the nurse expect 4-year-olds to be capable of performing? Four-year-old children can put on a shirt and can fasten it if the buttons are large. Four-year-olds will be able to comb, but not part, their hair.Which psychosocial developmental skill would a nurse observe in a 4 year old child?
The answer is B: purpose. Ages 3-5 years include preschoolers, and according to Erickson's Stages of Psychosocial Development the child is in the Initiative vs. Guilt stage. The child is learning how to venture out and be independent.Which steps would the nurse take to measure the temperature of a 4 year old child using an electronic tympanic thermometer?
Tympanic Temperature Slowly pull your child's ear backwards to straighten the ear canal (back and up if over 1 year old) (Picture 4). Gently put the tip of the thermometer in the ear until it stops. The tip should point to the space between the eye and the ear on the other side of the head.Which physical changes are characteristic of a preschool aged child?
Physical Growth and Appearance During the preschool years, there is a steady increase in children's height, weight, and muscle tone. Compared with toddlers, preschoolers are longer and leaner. Their legs and trunks continue to grow, and their heads are not so large in proportion to their bodies. Tải thêm tài liệu liên quan đến nội dung bài viết Which areas are sources of stress in four year old children select all that apply?