Re: Ls Island Issue 01 My Childhood 09 Zip} 58
Gifford Brickley
This Invited Commentary highlights the prevalence of adverse childhood experiences and the potential effect that such experiences can have in the medical education setting on trainees, colleagues, and faculty. The author draws on 20 years of experience working in organizations devoted to helping physicians with disruptive behavior learn new behavioral skills to enable them to function within the complex medical environment. A case example-an amalgam of individuals who have presented for remediation-is used to illustrate the issues that result from adverse childhood experiences. There is a broad and well-understood literature demonstrating a correlation between early life trauma and medical and mental health issues. Adverse early life experiences can also contribute to attachment-related difficulties including problems with boundaries, trust, and suspiciousness; lack of reciprocity; lack of attunement with others' emotional states; as well as regulation issues, including difficulties labeling and expressing feelings and internal states. Difficulties with self-concept, including a lack of continuous and predictable sense of self, low self-esteem, and shame and guilt, are also associated with exposure to adverse childhood experiences. Given the documented high proportion of health care workers, including physicians, who are trauma survivors, trauma-sensitive education must be a priority, not only in medical school but across the educational continuum.
Introduction: In France, the management of pediatric cancers is carried out in reference hospitals that can delegate care to local health centres (LHC), forming "care networks". There is no LHC in Corsica, forcing children and their families to leave the island for all care in the reference centre. The aim of this study was to describe the situation in Corsica and to consider this organisation.
Conclusion: The rates of pediatric onco-hematological diseases in Corsica may warrant the creation of an LHC on the island. Additional cost studies on the feasibility of an LHC in Corsica are needed to optimise the care and quality of life of these children and their families.
The conversation about reopening schools -- and whether learning will be distance, hybrid, or in-person -- is weighing heavily on the minds of many, many families across Rhode Island and the country. It's complex and deeply personal for each family, student, and educator. Reopening schools sits directly at the intersection of our core values of equity, student-centered learning, and parent voice. With that in mind, Rhode Island KIDS COUNT issued this statement to inform the conversation. Information on state and district plans for reopening is available at www.back2schoolri.com. Rhode Island KIDS COUNT will continue to share information as this process unfolds.
Research has confirmed what any parent can guess: that when a child is hungry, they cannot possibly perform at the same level or behave the same as the well-nourished children next to them. Extensive research[2] on childhood hunger has repeatedly demonstrated that:
Ironically, poverty and childhood hunger in early life has been linked to childhood obesity. Possible explanations of this include that foods high in sugar and fat are cheaper and more accessible than fresh produce. Obese children are bullied and teased more than their normal weight peers, are more likely to suffer from social isolation, depression, and lower self-esteem, and are more likely to become obese adults with the host of medical implications that obesity brings including cardiovascular problems, diabetes, increased risk for certain cancers and more.
Lessons from Turtle Island is the first complete guide to exploring Native American issues with children. The authorsone Native, one white, both educatorsshow ways to incorporate authentic learning experiences about Native Americans into your curriculum. This book is organized around five cross-cultural themesChildren, Home, Families, Community, and the Environment. The authors present activities, from children's books they recommend, to develop skills in reading and writing, science, math, make-believe, art, and more. The book provides helpful guidelines and resource lists for selecting appropriate toys, children's books, music, and art, and also includes a family heritage project.
192 pages
How do you help young children learn more about Native peopls than the cultural stereotypes found in children's books and in the media?
Lessons from Turtle Island is the first complete guide to exploring Native American issues with children. The authorsone Native, one white, both educatorsshow ways to incorporate authentic learning experiences about Native Americans into your curriculum.
192 pages
This edition of Early Childhood Matters is dedicated to examining the many ways that climate change and early childhood intersect. In 34 articles, we hear from leading policymakers, researchers, educators, urban planners and activists from around the world, about how to both develop ecological resilience and improve well-being in the early years.
Hoping this issue of Early Childhood Matters is a valuable resource for you, we encourage you to share within your network. Below some infographics, including a GIF, and more detailed guidelines with sample social media messages for you to share.
Obesity is an alarmingly increasing global public health issue. Several countries worldwide have witnessed a double or triple escalation in the prevalence of obesity in the last three decades, probably due to urbanization, sedentary lifestyle, and increase consumption of high-calorie processed food. The alarming increase in childhood obesity foreshows a tremendous burden of chronic disease prevention in the future public healthcare systems worldwide. Obesity prevention is a critical factor in controlling Obesity-related Non-communicable diseases (OR-NCDs), including diabetes, cardiovascular disease, stroke, hypertension, cancer, and psychological problems. This activity reviews the public health considerations in obesity and highlights the role of the interprofessional team in developing public health strategies for the management and prevention of this condition.
Obesity is an alarmingly increasing global public health issue. Obesity is labeled as a national epidemic, and obesity affects one in three adults and one in six children in the United States of America.[1][2] Several countries worldwide have witnessed a double or triple escalation in the prevalence of obesity in the last three decades (Figure 1, Figure2), probably due to urbanization, sedentary lifestyle, and increase consumption of high-calorie processed food.[3]
The alarming increase in childhood obesity foreshows a tremendous burden of chronic disease prevention in the future public healthcare systems worldwide. Obesity prevention is a critical factor in controlling Obesity-related Non-communicable diseases (OR-NCDs), including insulin resistance/metabolic syndrome, featuring hyperinsulinemia, type 2 diabetes, hyperlipidemia, hypertension, and coronary artery disease.[4][5]
The weight bias in the health care system can be explicit (consciously expressed) or implicit (involuntarily expressed). Implicit weight bias is not rare to see among Health care providers. Society's negative biases towards overweight or obesity often are shared and exhibited by the health care provider (HCP). The weight bias by the health care team can impair the patient's health care quality. Most HCPs believe in the energy balance theory of weight control, which encourages the thinking of obesity issues being a personal responsibility and limiting the scope of appropriate counseling.[30] The following interventions could help in reducing the weight bias in health practice.
Obesity is a national epidemic affecting every one in three adults and one in six children in the United States of America. The rising trend has been attributed to change in environmental and food practices in the face of the increasingly sedentary lifestyles of people. Tracking childhood obesity into adulthood poses a significant burden on the healthcare system for managing this and its complications. Obesity is crucial to developing non-communicable diseases (OR-NCD), which include diabetes, hypertension, coronary artery diseases, to name a few. The psychological aspect regarding the stigma of obesity leads to delay in seeking healthcare in these individuals.
Autism spectrum disorder (ASD) encompasses a spectrum of neurodevelopmental disabilities. This spectrum is characterized by repetitive patterns of behavior, interests, activities, and problems in social interactions. ASD is a complicated neurodevelopmental disorder that is characterized by behavioral and psychological problems in children. These children become distressed when their surrounding environment is changed because their adaptive capabilities are minimal. The symptoms are present from early childhood and affect daily functioning. Children with ASD have co-occurring language problems, intellectual disabilities, and epilepsy at higher rates than the general population.
Childhood disintegrative disorder (CDD), also called disintegrative psychosis and Heller syndrome, is a rare disorder that is subsumed under ASD. In the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5), childhood disintegrative disorder, along with other types of autism, is merged into a single spectrum called autism spectrum disorder. Childhood disintegrative disorder has a relatively late onset and is characterized by regression of previously acquired skills in the areas of social, language, and motor functioning. It is not known what causes this disease, and it is often seen that children who have this disorder have achieved normal developmental milestones before the regression of skills. The age at which this disease manifests is variable, but it is typically seen after three years of reaching normal milestones. The regression can be so fast that the child may be mindful of it, and in the beginning, may even ask what is going on with them. Some children may appear to be responding to hallucinations, but the most common and distinct feature of this disease is that the attained skills are gone.
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