Understanding Adversity On Childhood Development Report 2022

Running head: UNDERSTANDING ADVERSITY ON CHILDHOOD DEVELOPMENT
Understanding adversity on childhood development
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Author Note

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“The influence of adversity on childhood development may lead to lifelong
problems and impact on risk, vulnerability and resilience.”
The various happenings during early childhood matters for a lifetime. For successfully
managing the future of society, one should identify the issues and then find the measures prior they
turn to be worse. During early childhood, the researches on the biology of the stress indicate the way
how significant adversities like extreme poverty, negligence and abuse weaken the development of
brain architecture. Thus it set the stress responding system of the body permanently on high-level
alert. Moreover, science also highlights the fact that delivering responsive, stable and nurturing
relationships in early life prevents or reverses the harmful impacts of the prior life stress having
prolonged advantages of learning, health and behaviour (Zeanah, 2018). The following study makes
an understanding of the adversities during the development of childhood, leading to lifelong issues
and effect on resilience, vulnerabilities and risks. The statement is explored here through taking into
consideration of the main theories and concepts of development of childhood. Next, the way the
child can react to developmentally towards adverse experiences or events about emotional and social
wellbeing is discussed here. Further, the contexts of dispossession or displacement, grief and loss.
Disability, gender and cultural identity on adversity and emotional and social well-being of them are
analyzed. Lastly, practical instances of cases for demonstrating how the contexts can inform the
development of the child is investigated.
Key concepts and theories related to childhood development:
Norman Garmezy has the ecological view of resilience. On the basis of that, he stated that
there are protective factors at the family and individual levels and external to the family. These all
affect resilience. Few of the effects involve the different factors the dispositional attributes of
childlike temperament at the activity level and the way one meets the latest situations like the

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positive reactiveness to the others along with cognitive skills. Then there are the familial factors that
deal with the warmth and family cohesion with the current of caring adults in the absence of reactive
parents and the issues by the parents regarding their children’s wellbeing (Stern, 2017). Next, there
are the support factors that are external to the family involving the use and availability of external
systems of support through children and parents with string level material substitute and concerned
and supportive teacher and the institutional structure fostering ties with the greater community.
There are three models that are used here for resilience. Then, there is the compensatory model
which the additive model. Here, the stressors can lessen the competences and personal attributed to
developing the adjustments (Morss, 2017). Furthermore, there is a vulnerability and protective
model. It is an interactive relationship present between the personal attributes and stressors with the
association of stress having the results as per the attribute level within consideration. Here, for
instance, any child under high poverty might have the cohesive type of home environment
interacting with poverty for decreasing risks. Further, there is the challenge model which is a
curvilinear relationship. Here, the stressors can develop the adjustments that have been many highs
with high levels (Bever, 2017).
Again as per the professor Emerita at the Columbia University, Suniya Luther, the main
elements include that there are three kinds of protective factors. Then there is the protective
establishing, which is the attribute providing stability or the competence rather than rising risk. Next,
there is the protective enhancing where children are able to engage with stress and rise in
competence. Then, it is protective and reactive with obvious advantages with no levels of high stress.
There is a vital point show by Luthar is the truth that various protective and risk factors are never
intuitive. The reason is that the factors have been appearing to be of high risk and never meant in
that way (Widom et al., 2018).

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Next, the key elements of Ann Masten, a clinical psychologist and Regents Professor in the
Institute of Child Development from the “University of Minnesota” can be considered. This
highlights the fact that here should a couple of criteria to be taken into consideration as resilient.
They are measures of a positive type of development or adaptation and the current or past existence
of situations threatening the disruption of positive kind of adaptations. The positive adaptation and
development can be defined as meeting development activities and the main human adaptation
systems. The development activities are expectations of any specific culture or society under
periodic context for children behaviour for various ages and cases (Huesmann & Eron, 2017). The
main system of human adaptation involves the attachments of parenting and relationships, finding
happiness in the systems of mastery motivation, the emotional system that is self-regulatory, a
formal level of the education system, spirituality and cultural belief systems. These models of
resilience have commonly indicated by Masten as the Person focused ad Variable focused
approaches. The variable focused measures sees the associations among the variables with
association patterns and multivariate assessment. As the method comprise of statistical efficient and
display patterns between the variables between experiences, environment and individual levels. In
this way, one can encapsulate the overall experiences (Meadows, 2017). Under any person-focused
approach, this includes the analysis of every people, providing a comparison of the various resilient
and non-resilient type of individuals. There is the evaluation of the trajectories of life course with the
attempt to investigate the ways they distinct. Again, the variable groups are analyzed as they take
place naturally with every people. It is suggested by Masten that both the approaches comprise of
utility (Wells, Evans & Cheek, 2016).