PSY1APP lecture_working with children and adolescents_STUDENTS.pdf

Working With Children And Adolescents PSY1APP Associate Professor Karli Treyvaud 1 Pexels: Alexander Grey  ACKNOWLEDGEMENT OF COUNTRY La Trobe University acknowledges our campuses are located on the land...

Working With Children And Adolescents PSY1APP Associate Professor Karli Treyvaud 1 Pexels: Alexander Grey  ACKNOWLEDGEMENT OF COUNTRY La Trobe University acknowledges our campuses are located on the lands of many Traditional Custodians in Victoria and New South Wales. We recognise their ongoing connection to the land and value their unique contribution to the University and wider Australian society. La Trobe University is committed to providing opportunities for Aboriginal and Torres Strait Islander people, both as individuals and communities, through teaching, learning, research and partnerships across all our campuses. 2  latrobe.edu.au Lecture Learning Objectives 1. Describe the bioecological model of development 2. Apply the bioecological model to understand interactions between individuals and their environments 3. Discuss resources for working with children and adolescents working with children and adolescents Slide 3 | Version 2 1. Describe the bioecological model of development Slide 4 | Version 2  latrobe.edu.au Required Reading for Lecture Slide 5 | Version 2  latrobe.edu.au Bioecological Theory (e.g., Bronfenbrenner, 1995) Bronfenbrenner's original ecological model developed 1970s Newer version = bioecological model includes more consideration of the influence of the individual on their development and interaction with the environment Proposes 4 main contexts for development Slide 6 | Version 2  latrobe.edu.au Bronfenbrenner’s Bioecological Theory (Ashiabi & O’Neal, 2015; Bronfenbrenner, 1995) macrosystem exosystem Microsystem mesosystem Direct effect on development. Immediate microsystem relationships or organisations e.g., parents, family, school, friends, sports Slide 7 | Version 2  latrobe.edu.au Bronfenbrenner’s Bioecological Theory (Ashiabi & O’Neal, 2015; Bronfenbrenner, 1995) macrosystem exosystem Mesosystem mesosystem Relationships between microsystems e.g., microsystem family and peers Slide 8 | Version 2  latrobe.edu.au Bronfenbrenner’s Bioecological Theory (Ashiabi & O’Neal, 2015; Bronfenbrenner, 1995) macrosystem exosystem Exosystem mesosystem Indirect effect on development as individual is not microsystem directly involved with these settings e.g., parental workplace Slide 9 | Version 2  latrobe.edu.au Bronfenbrenner’s Bioecological Theory (Ashiabi & O’Neal, 2015; Bronfenbrenner, 1995) macrosystem exosystem Macrosystem mesosystem Indirect effect on development. Societal values, microsystem economy, opportunities and resources Slide 10 | Version 2  latrobe.edu.au Bronfenbrenner’s Bioecological Theory (Ashiabi & O’Neal, 2015; Bronfenbrenner, 1995) macrosystem exosystem Macrosystem mesosystem Indirect effect on development. Societal values, microsystem economy, opportunities and resources Chronosystem Changes in systems level factors or development over time Slide 11 | Version 2  latrobe.edu.au Bronfenbrenner’s Bioecological Theory (Ashiabi & O’Neal, 2015; Bronfenbrenner, 1995) macrosystem exosystem Macrosystem mesosystem Indirect effect on development. Societal values, microsystem economy, opportunities and resources Culture Potential to influence development at all levels Slide 12 | Version 2  latrobe.edu.au Bronfenbrenner’s Bioecological Theory (Ashiabi & O’Neal, 2015; Bronfenbrenner (1995) Key ideas: Interaction between biopsychological human (bio) and environment (ecology) Interactions are reciprocal, and can be with people, objects, or activities Proximal processes (interactions): closest to individual, happen most often, strongest drivers of development Distal processes (interactions): further from individual, less often, indirect influence Slide 13 | Version 2  latrobe.edu.au Bronfenbrenner’s Bioecological Theory (Ashiabi & O’Neal, 2015) Overall study aim: Examine how SES (macrosystem) and family factors and parent-child interaction (microsystem) influence social development. Also interested in interaction with child gender Slide 14 | Version 2  latrobe.edu.au Bronfenbrenner’s Bioecological Theory (Ashiabi & O’Neal, 2015) Slide 15 | Version 2  latrobe.edu.au Bronfenbrenner’s Bioecological Theory (Ashiabi & O’Neal, 2015) Slide 16 | Version 2  latrobe.edu.au Bronfenbrenner’s Bioecological Theory (Ashiabi & O’Neal, 2015) Study Method Data from National Survey in US (28,064 children) Telephone survey with parents of children aged 6-11 years Built a model using the factors to test relationships and influence on child development Slide 17 | Version 2  latrobe.edu.au Bronfenbrenner’s Bioecological Theory (Ashiabi & O’Neal, 2015) Results Influence of macrosystem on child development was mediated by microsystem Family and Child social SES parenting stress development Neighborhood social capital Evidence for interaction between child and environment (e.g. different relationships for boys and girls) Slide 18 | Version 2  latrobe.edu.au Bronfenbrenner’s Bioecological Theory (Ashiabi & O’Neal, 2015) Slide 19 | Version 2  latrobe.edu.au Bronfenbrenner’s Bioecological Theory (Ashiabi & O’Neal, 2015) Results Proximal factors (microsystem) had stronger effect on child social development than contextual (macrosystem) factors Slide 20 | Version 2  latrobe.edu.au Bronfenbrenner’s Bioecological Theory (Ashiabi & O’Neal, 2015) Conclusions Broadly supportive of several key elements of Bronfenbrenner's bioecological theory Illustrative of how to use a psychological theory to inform research design Slide 21 | Version 2 2. Apply the bioecological model to understand interactions between individuals and their environments Slide 22 | Version 2  latrobe.edu.au Individual Characteristics to Consider Cognitive skills Age Developmental stage Social skills Temperament Personality Values, beliefs, attitudes Hearing and visual abilities Physical development and functioning Physical and mental health Slide 23 | Version 2  latrobe.edu.au Individual Characteristics to Consider Cognitive skills Age Developmental stage Social skills Previous experiences Temperament Life events Personality Relationships Values, beliefs, attitudes Culture Hearing and visual abilities Physical development and functioning Physical and mental health Slide 24 | Version 2  latrobe.edu.au Family & Australian Indigenous Peoples (Wright et al., 2022) Concept of family is broad and includes kinship, biological and social networks Grandparents and extended family play an important role in raising children Research with Aboriginal peoples from Central Australia found these factors to be supportive of family functioning: – Living in a multigenerational/extended family household – Knowing and speaking your Aboriginal language – Higher community cohesion – High cultural practice – Higher individual agency Slide 25 | Version 2  latrobe.edu.au Individuals within a Broader Context Bioecological model can be used to help guide us to consider the multiple layers of environments that might influence a child’s development and the way we intervene to support them Children are not passive recipients of parenting, their environments, or interventions If we don’t consider the effect of the child on their world, we may be over or underestimating the effect of the environment (van Zeijl et al., 2007) Slide 26 | Version 2  latrobe.edu.au Fictional Vignette: Oliver Imagine you are a psychologist working with Oliver. Oliver is a 6-year-old child who is having difficulties making friends at school and has come to your clinic for assessment and intervention. What aspects of Oliver’s life are you interested in knowing more about? Slide 27 | Version 2  latrobe.edu.au How could we apply the Bioecological Theory to working with children and adolescents? Important microsystem factors to consider Parent-child relationship Family environment Peer relationships School/Kinder Cultural background Workplace (adolescents) Important exosystem factors to consider Neighbourhood Parent workplace Slide 28 | Version 2  latrobe.edu.au How could we apply the Bioecological Theory to working with children and adolescents? Other considerations: Age of the child important, e.g., which contexts would likely have a stronger influence for a toddler compared with a 16- year-old? Potential for protective effects of proximal microsystem factors, e.g., potential for sensitive and warm parent-child relationship to buffer against potential adversity for children living in poverty Slide 29 | Version 2  latrobe.edu.au How could we apply the Bioecological Theory to working with children and adolescents? Providing support and intervention Intervention design- In which context should we intervene (e.g., home, school, community)? Which factors should we target? Should we try to improve most proximal factors in the microsystem to have more chance of improving developmental outcomes? Understanding the reciprocal influence between the individual child and their environment- do some interventions work better for children with specific characteristics? Slide 30 | Version 2  latrobe.edu.au What is Early Intervention? Early Intervention consists of multidisciplinary services provided to children aged 0-5 to: Promote child health Enhance emerging competencies Minimize delays Remediate emerging areas of difficulty Prevent deterioration Promote family functioning (Shonkoff et al, 2000) Slide 31 | Version 2  latrobe.edu.au Working with Adults in the Child’s World Working with children and young adolescents often involves working with the adults in their worlds – Parents – Teachers – Other health professionals Slide 32 | Version 2  latrobe.edu.au Early Intervention Parenting, or parent-based interventions are often first line of intervention Growing evidence for interventions tailed for populations of children and adolescents who are vulnerable due to their circumstances, characteristic or experiences Evidence based parenting programs for behavioural difficulties, e.g., Parent-child Interaction Therapy (PCIT) Signposts for Building Better Behaviour Incredible Years Program Slide 33 | Version 2  latrobe.edu.au Early Intervention Parenting Programs Effective programs include: Parents as partners Tailoring interventions to parent AND child needs Service integration and collaborative care Peer support Trauma informed services Cultural relevance Inclusion of fathers National Academies of Sciences, Engineering, and Medicine. 2016. Slide 34 | Version 2  latrobe.edu.au Early Intervention After Premature Birth (Spittle et al., 2015) Children born prematurely (before 37 weeks’ gestational age) are at risk for difficulties with development in areas including cognitive and social-emotional development Early intervention programs for children born preterm that begin while the infant is in the hospital or early post- discharge = positive and clinically significant effect on child cognitive development in infancy and preschool Early intervention that focuses on parents and children is more effective in improving child outcomes than interventions with little parent participation Slide 35 | Version 2  latrobe.edu.au Interactions Between Environmental Contexts Paper looking at early intervention for children born prematurely, and whether outcomes were influenced by family social risk (Spittle et al., 2016- see Figure 2) Evidence that at 2 years for children with higher social risk, the intervention group showed better cognitive development Little difference between cognitive outcomes for children in the lower social risk group No interaction effects at later ages Slide 36 | Version 2  latrobe.edu.au Child Temperament, Parenting, and Behavioural Difficulties (Van Zeijl et al., 2007) Aim: Investigate whether the relation between negative and positive maternal discipline and externalizing problems is influenced by child difficult temperament in 1- to 3-year-old children Methods: Observation and questionnaire measure of child temperament 227 children (and mothers) aged 1-3 years with elevated externalising behaviours Children in two groups based on temperament (more easy, more difficult) Slide 37 | Version 2  latrobe.edu.au Child Temperament, Parenting, and Behavioural Difficulties (Van Zeijl et al., 2007) Effect of discipline on children with easy temperaments was not strong (see Figure 1) Effect of negative and positive discipline on children’s behaviour was stronger for children with difficult temperaments Interaction between individual child characteristics and their parenting environment influencing outcomes Slide 38 | Version 2  latrobe.edu.au How could we apply the Bioecological Theory to working with children and adolescents? Working with children and adolescents What roles? e.g., teacher, health professional, psychologist, childcare, support worker Understanding the multiple contexts for development of the child or adolescent in front of you Understanding how these contexts interact for this child (e.g. parent involvement with school) Understanding how this child interacts with each context (e.g., may be different in home and school contexts) Slide 39 | Version 2 3. Discuss resources for working with children and adolescents Slide 40 | Version 2  latrobe.edu.au How to Find Quality Resources Q. Where would you go to find good quality information about working with children and adolescents? Established and experienced organisations e.g., Royal Children’s Hospital, Headspace, Beyondblue, Orygen Specialist Program Government funded organisations or groups e.g., raisingchildren.net, emerging minds Community resources e.g., Libraries, maternal and child health service, GPs Slide 41 | Version 2  latrobe.edu.au United Nations Convention on the Rights of the Child Important agreement by countries who have promised to protect children’s rights https://www.unicef.org/child-rights- convention/convention-text-childrens-version Child friendly versions available Slide 42 | Version 2  latrobe.edu.au Practicing Cultural Curiosity (Emerging Minds, 2020) Understanding a child, adolescent, and family’s cultural background and context is important to learn about the individuals and how to support them Culturally curious practice is informed by: – Awareness of your own culture and biases – How these can shape assumptions, beliefs and language – Learning from the children and families you work with and acknowledging their own experiences and cultural knowledge – Reflective practice Skill development can support culturally curious approach (e.g. engagement skills, working with interpreters) Slide 43 | Version 2  latrobe.edu.au Clinical Research with Children and Adolescents May occur within hospitals or medical institutions e.g. Royal Children’s Hospital, Royal Women’s Hospital, Peter MacCallum Cancer Centre, Murdoch Childrens Research Institute, Orygen Specialist Programs Often involves multi-disciplinary teams e.g. psychologists, medical doctors, nurses, physiotherapists, play therapists, allied health clinicians, neuroscientists Informed by good understanding of psychology, particularly developmental psychology Slide 44 | Version 2  latrobe.edu.au Research with Children (Neill, 2005) Shift to ensuring that children are part of research Raises important ethical issues Legal and ethical issues around age and capacity to consent Consent and/or assent Important that child is freely and voluntarily agreeing to participate How do we assess this? Legal consent from parent/guardian important as well Issues around child protection and confidentiality Monitoring the impact on the child, providing support, consider power-dynamics Slide 45 | Version 2  latrobe.edu.au Research and Ethics Resources NHMRC National Statement on Ethics See Chapter 4.2 Children and Young People https://www.nhmrc.gov.au/research-policy/ethics/national-statement- ethical-conduct-human-research Clinical Trials https://www.australianclinicaltrials.gov.au/participants/who-can- participate#clinical-trials-and-children Research and informed consent with children https://research.vu.edu.au/ordsite/ethics/ethics_childlren_handbook.pdf Slide 46 | Version 2  latrobe.edu.au Working with Children and Adolescents as a Psychologist Australian Psychological Society Psychologists talking about their careers (working with children and families) https://www.psychology.org.au/Training-and-careers/Careers-and- studying-psychology/careers-in-psychology/Psychologists-talk-about- careers/Child-adolescent-and-family American Psychological Association Information about being a psychologist and working with children https://www.apa.org/ed/graduate/specialize/child-clinical Slide 47 | Version 2  latrobe.edu.au Resources Emerging Minds https://emergingminds.com.au/ Resources and online training courses focused on supporting children’s mental health and wellbeing Commission for Children and Young People https://ccyp.vic.gov.au/ Child safe principles and standards Tip sheets for working with children with a disability, indigenous children, children from CALD families Australian Human Rights Commission https://humanrights.gov.au/our-work/education/what-are-childrens-rights Slide 48 | Version 2  latrobe.edu.au Resources Department of Social Services https://www.dss.gov.au/families-and-children/programs-services/children Families and Children Australian Institute of Health and Welfare https://www.aihw.gov.au/reports-data/health-welfare-services/child- protection/overview Child protection information and reports Slide 49 | Version 2  latrobe.edu.au References – Ashiabi, G. S., & O’Neal, K. K. (2015). Child Social Development in Context: An Examination of Some Propositions in Bronfenbrenner’s Bioecological Theory. SAGE Open. – Bronfenbrenner, U. (1995). Developmental ecology through space and time: A future perspective. In P. Moen, G. H. Elder, Jr., & K. Luscher (Eds.), Examining lives in context: Perspectives on the ecology of human development (pp. 619- 647). Washington, DC: American Psychological Association. – Emerging Minds. (2020). Practicing cultural curiosity when engaging with children and families. https://emergingminds.com.au/resources/practicing- cultural-curiosity-when-engaging-with-children-and-families/ – Leventhal, T., & Brooks-Gunn, J. (2000). The neighborhoods they live in: The effects of neighborhood residence on child and adolescent outcomes. Psychological Bulletin, 126, 309-337. – National Academies of Sciences, Engineering, and Medicine. 2016. Parenting Matters: Supporting Parents of Children Ages 0-8. National Academies Press. – Neill S.J (2005). Research with children: a critical review of the guidelines. Journal of Child Health Care, 9, 46-58. Slide 50 | Version 2  latrobe.edu.au References – Shonkoff et al, 2000). From Neurons to Neighborhoods: The Science of Early Childhood Development, Zero to Three, 5. – Spittle et al., (2015) Early developmental intervention programmes post-hospital discharge to prevent motor and cognitive impairments in preterm infants. Cochrane Database Syst Rev. – Spittle, A.J., Treyvaud, K., Lee, K.J., Anderson, P.J. and Doyle, L.W. (2018), The role of social risk in an early preventative care programme for infants born very preterm: a randomized controlled trial. Dev Med Child Neurol, 60: 54-62. – Wright A, et al. (2022). Relationship of Aboriginal family wellbeing to social and cultural determinants, Central Australia: ‘Waltja tjutangku nyakunytjaku’Family Medicine & Community Health, 10, e001741. – van Zeijl, J., Mesman, J., Stolk, M. N., Alink, L. R. A., van IJzendoorn, M. H., Bakermans-Kranenburg, M. J., Juffer, F., & Koot, H. M. (2007). Differential susceptibility to discipline: The moderating effect of child temperament on the association between maternal discipline and early childhood externalizing problems. Journal of Family Psychology, 21(4), 626-636. Slide 51 | Version 2  THANK YOU La Trobe University CRICOS Provider Code Number 00115M TEQSA PRV12132 - Australian University © Copyright La Trobe University 2024