Early Life Stress: Resilience Development in Children

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Table of Contents

Introduction
Adaptation-Based Approach to Resilience
Somatic Symptoms and Stress
Conclusion
References

Introduction

Children who have been exposed to early life stress (ELS) have smaller amygdales. Young peers being abused and those from low-income families had smaller hippocampus volumes. Cumulative stress and behavioral issues were associated with smaller amygdala and hippocampus volumes. Hippocampal volumes influenced the ELS-behavioral disorder link (Hanson et al., 2015). Researchers have discovered that exposure to ELS alters the cerebral zones involved in the expression manufacturing process and control. Differences in the amygdala and hippocampal regions may be linked to poor ELS outcomes. When the medial temporal lobe (MTL) is stressed, the volumetric changes are non-linear. Other non-human animal models have helped individuals understand how ELS affects the MTL.

Adaptation-Based Approach to Resilience

Grinding poverty and continued violence harm children’s cognitive development and growth. Affective stress can be reduced by educating anxious children to behave more like kids in stable environments. Traditional answers to high-stress circumstances may also be engaged for other situations. Existing therapies act against rather than giving high-stress adaptations, making them difficult to win. The costs and benefits of interventions differ by developmental context (Ellis et al., 2017). When tested in conditions similar to those reared in high-risk environments, persons raised in high-risk environments should surpass those raised in low-risk situations.

Classroom Risks and Resources

Everyone requires a safe and supervised learning environment, but children with special needs or who struggle with externalizing behaviors need it more. The use of positive, anticipatory approaches to redirect pupils’ misbehavior may be improved through active pre-service and in-service expert improvement programs (Hoglund et al., 2015). Incorporating mental health professionals into school culture may assist reduce job-related weariness while promoting student social, psychological, and cognitive development. For their own and the children’s sake, school counselors may be assigned to a particular institution in primary schools.

Somatic Symptoms and Stress

The findings support previous research showing that students benefit from natural environments for recreation, learning, and vistas of greenery. Access to nature in the homes and neighborhood reduces ADHD symptoms and depression rates and helps youngsters cope with stress (Chawla et al., 2014). Clinical methods that encourage early diagnosis and prevention of stressors may result from a better understanding of the possibly remediable group influences from individuals, families, and groups within a community. To promote the behavioral mental health of minority students, particularly African Americans, dwelling in particularly elevated risk urban contexts (Hart et al.,2013). Stress and sickness in childhood often result in somatic complaints.

Intriguing Questions

In the revised Diagnostic and statistical manual, psychosomatic Side effects and Associated Conditions are long-term somatic symptoms linked to excessive thoughts, feelings, and behaviors; however, there are three intriguing questions from this perspective: first, what are the medical solutions to the long-term side effect and why is it necessary to offer medication within a certain period? Secondly, why is understanding how somatic symptoms are perceived and transmitted critical for psychosomatic medication? Lastly, what is the truth between clearness and obscureness of the symptom pathophysiology, and is it common how developmental hardship may affect cognitive and social development? As per the dominant deficit model, children raised in stressful environments are prone to learning and behavioral problems, which can be prevented, reduced, or repaired. An attempt to harness the unique qualities and capabilities that evolve in a high-stress setting is absent.

Conclusion

In conclusion, it is crucial to consider individual, societal, familial, and cultural contexts when studying resilience. This research should be undertaken using a multi-systemic approach. Since resilience is a long-term phenomenon that evolves, many studies on children and teenagers are needed to understand it better. A better knowledge of resilience features may pave the way for creating better diagnostic and first-line intervention criteria.

References

Chawla, L., Keena, K., Pevec, I., & Stanley, E. (2014). Green schoolyards as havens from stress and resources for resilience in childhood and adolescence. Health and Place, 28(2014),1-13.

Ellis, B. J., Bianchi, J., Griskevicius, V., & Frankenhuis, W. E. (2017). Beyond risk and protective factors: An adaptation-based approach to resilience. Perspectives on Psychological Science, 12(4), 561-587.

Hanson, J. L., Nacewicz, B. M., Sutterer, M. J., Cayo, A. A., Schaefer, S. M., Rudolph, K. D., Shirtcliff, E. A., Pollak, S. D., & Davidson, R. J. (2015). Behavioral problems after early life stress: Contributions of the hippocampus and amygdala. Biol Psychiatry, 77(4), 314-323.

Hart, S. L., Hodgkinson, S. C., Belcher, H. M., Hyman, C., & Cooley-Strickland, M. (2013). Somatic symptoms, peer and school stress, and family and community violence exposure among urban elementary school children. J Behav Med, 36(5), 454-465.

Hoglund, W. L., Klingle, K. E., & Hosan, N. E. (2015). Classroom risks and resources: Teacher burnout, classroom quality and children’s adjustment in high needs elementary schools. Journal of School Psychology,53(2015), 337–357.

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