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- All Subjects: Early Childhood
- All Subjects: Family
- Creators: Krysik, Judy
Description
Via my personal, academic and professional journey, I closely examine my career growth and how my perspectives on early childhood environments developed in reference to free play. Using a narrative format, I share personal experiences that have shaped my views on free play. Free play is a type of play that features choices, freedom of selection, cognitive and social development, and child interest. I review relevant literature and weave in my personal and professional experiences in order to reflect on free play from two different perspectives: participant (child), and the Early Childhood Professional (teacher and/or administrator). I also demonstrate how my professional and academic milestones have contributed to my developing beliefs and ideas put into practice about free play in early childhood environments.
ContributorsAlleyne, Teja Diamond (Author) / Swadener, Beth Elizabeth (Thesis advisor) / Nagasawa, Mark (Committee member) / Bartlett, Margaret (Committee member) / Arizona State University (Publisher)
Created2011
Description
Traumatic events have deleterious effects biologically, emotionally, socially, and cognitively. Events may include violence, neglect, and abuse and are best understood through a lifecourse perspective. Preventable and treatable, traumatic exposure promotes the development of trauma symptoms including avoidance, hyperarousal, increased fear, intrusive experiences, and aggression/violence. Trauma symptomology is thought to be an underlying cause of child maltreatment and intergenerational cycles of abuse
eglect. Traumatic symptoms may interfere with the ability to work, function, and care for young children and may accompany a Post-Traumatic Stress Disorder (PTSD) diagnosis.
Although these experiences are known to be harmful, little research has focused on experiences of mothers involved in the child welfare system with young children (< 5 years). Subsequently, this study explored maternal experiences of trauma whilst calculating one of the first PTSD estimates. Types of trauma exposure, age of exposure, and event details were explored alongside history of substance use, domestic violence, and mental illness. Trauma symptom type, severity, and frequency were assessed. Utilizing adult attachment as a partial mediator, relationships between trauma exposure, trauma symptoms, and parenting were examined.
Supported by a university-community collaboration within the Safe Babies Court Teams Program in Maricopa County, Arizona, this study is exploratory and cross-sectional. A convenience sample of child welfare involved mothers (N = 141) with young children were recruited who were new clinical intakes with open court dependencies. Data on child/adult traumatic events, trauma symptoms, adult attachment, and parenting were collected. Results indicated high rates of complex/chronic trauma, specifically domestic violence and physical/sexual abuse. Mothers experienced higher than average childhood adversity/emotional abuse with significant overlap between trauma exposure and reduced mental health. PTSD rates ranged from 35-39%. Adult attachment did not to mediate trauma on parenting behaviors however strong and significant direct effects were found. Insecure-disorganized and insecure-resistant were the most dominant attachment styles.
Overall, these findings indicate the complex lifecourse nature of trauma exposure and the need to pay special attention to mental health and domestic violence histories in child welfare involved mothers of young children. Implications for social work practice, policy, and research are presented and provide impetus for continued future work.
eglect. Traumatic symptoms may interfere with the ability to work, function, and care for young children and may accompany a Post-Traumatic Stress Disorder (PTSD) diagnosis.
Although these experiences are known to be harmful, little research has focused on experiences of mothers involved in the child welfare system with young children (< 5 years). Subsequently, this study explored maternal experiences of trauma whilst calculating one of the first PTSD estimates. Types of trauma exposure, age of exposure, and event details were explored alongside history of substance use, domestic violence, and mental illness. Trauma symptom type, severity, and frequency were assessed. Utilizing adult attachment as a partial mediator, relationships between trauma exposure, trauma symptoms, and parenting were examined.
Supported by a university-community collaboration within the Safe Babies Court Teams Program in Maricopa County, Arizona, this study is exploratory and cross-sectional. A convenience sample of child welfare involved mothers (N = 141) with young children were recruited who were new clinical intakes with open court dependencies. Data on child/adult traumatic events, trauma symptoms, adult attachment, and parenting were collected. Results indicated high rates of complex/chronic trauma, specifically domestic violence and physical/sexual abuse. Mothers experienced higher than average childhood adversity/emotional abuse with significant overlap between trauma exposure and reduced mental health. PTSD rates ranged from 35-39%. Adult attachment did not to mediate trauma on parenting behaviors however strong and significant direct effects were found. Insecure-disorganized and insecure-resistant were the most dominant attachment styles.
Overall, these findings indicate the complex lifecourse nature of trauma exposure and the need to pay special attention to mental health and domestic violence histories in child welfare involved mothers of young children. Implications for social work practice, policy, and research are presented and provide impetus for continued future work.
ContributorsKawam, Elisa (Author) / Krysik, Judy (Thesis advisor) / Shafer, Michael (Committee member) / Roe-Sepowitz, Dominique (Committee member) / Arizona State University (Publisher)
Created2015
Description
Children removed from methamphetamine laboratories are a severely understudied population despite the widespread deprivation parental methamphetamine abuse has on children, particularly in homes where methamphetamine is produced. Arizona's children are uniquely affected by the use and manufacturing of methamphetamine due to the geographic location and landscape of the state. A sample of 144 children removed from their homes during the seizure of methamphetamine laboratories, as part of the Arizona Drug Endangered Children program between 1999 and 2003, was investigated. Results indicate that younger children were more likely to be reported by Child Protective Services as high or moderate risk of further abuse, test positive for methamphetamine, and have maternal alleged perpetrators of abuse. Older children were more likely to be reported as low risk for further abuse, test negative for methamphetamine, and have paternal alleged perpetrators of abuse. Results also show that children initially placed in foster care were more likely to remain in foster care at the final assessment than to be living with a parent or kin. These findings have implications for individuals working with children removed from methamphetamine laboratories, including Child Protective Services case workers, medical personnel, temporary and permanent child caregivers (i.e., foster care, kin care, adoptive parents, and shelters), and community members (i.e., teachers). Recommendations based on study findings are offered to child and family advocates and interventionists.
ContributorsPennar, Amy LaRae (Author) / Shapiro, Alyson F. (Thesis advisor) / Bradley, Robert H (Committee member) / Krysik, Judy (Committee member) / Arizona State University (Publisher)
Created2011
Description
Background: It is estimated that 50% of all mental illness arises prior to age 14, an incident attributed in part to disruptions and imbalances within the family system. Equine assisted learning is a complementary and alternative approach to family therapy which is being used increasingly to promote mental health in both adults and children. This study sought to build and deliver an evidence-based, family-centered equine assisted learning program aimed at promoting family function, family satisfaction and child social-emotional competence, and to measure its acceptability and preliminary effect.
Method: Twenty families with children 10 years and older were recruited to participate in a 3-week equine assisted learning program at a therapeutic riding center in Phoenix, Arizona. Sessions included groundwork activities with horses used to promote life skills using experiential learning theory. The study design included a mixed-method quasi-experimental one-group pretest posttest design using the following mental health instruments: Devereaux Student Strengths Assessment, Brief Family Assessment Measure (3 dimensions), and Family Satisfaction Scale to measure child social-emotional competence, family function, and family satisfaction, respectively. Acceptability was determined using a Likert-type questionnaire with open-ended questions to gain a qualitative thematic perspective of the experience.
Results: Preliminary pretest and posttest comparisons were statistically significant for improvements in family satisfaction (p = 0.001, M = -5.84, SD = 5.63), all three domains of family function (General Scale: p = 0.005, M = 6.84, SD = 9.20; Self-Rating Scale: p = 0.050, M = 6.53, SD = 12.89; and Dyadic Relationship Scale: p = 0.028, M = 3.47, SD = 7.18), and child social-emotional competence (p = 0.015, M = -4.05, SD 5.95). Effect sizes were moderate to large (d > 0.5) for all but one instrument (Self-Rating Scale), suggesting a considerable magnitude of change over the three-week period. The intervention was highly accepted among both children and adults. Themes of proximity, self-discovery, and regard for others emerged during evaluation of qualitative findings. Longitudinal comparisons of baseline and 3-month follow-up remain in-progress, a topic available for future discussion.
Discussion: Results help to validate equine assisted learning as a valuable tool in the promotion of child social-emotional intelligence strengthened in part by the promotion of family function and family satisfaction. For mental health professionals, these results serve as a reminder of the alternatives that are available, as well as the importance of partnerships within the community. For therapeutic riding centers, these results help equine professionals validate their programs and gain a foothold within the scientific community. Additionally, they invite future riding centers to follow course in incorporating evidence into their programs and examining new directions for growth within the mental health community.
Method: Twenty families with children 10 years and older were recruited to participate in a 3-week equine assisted learning program at a therapeutic riding center in Phoenix, Arizona. Sessions included groundwork activities with horses used to promote life skills using experiential learning theory. The study design included a mixed-method quasi-experimental one-group pretest posttest design using the following mental health instruments: Devereaux Student Strengths Assessment, Brief Family Assessment Measure (3 dimensions), and Family Satisfaction Scale to measure child social-emotional competence, family function, and family satisfaction, respectively. Acceptability was determined using a Likert-type questionnaire with open-ended questions to gain a qualitative thematic perspective of the experience.
Results: Preliminary pretest and posttest comparisons were statistically significant for improvements in family satisfaction (p = 0.001, M = -5.84, SD = 5.63), all three domains of family function (General Scale: p = 0.005, M = 6.84, SD = 9.20; Self-Rating Scale: p = 0.050, M = 6.53, SD = 12.89; and Dyadic Relationship Scale: p = 0.028, M = 3.47, SD = 7.18), and child social-emotional competence (p = 0.015, M = -4.05, SD 5.95). Effect sizes were moderate to large (d > 0.5) for all but one instrument (Self-Rating Scale), suggesting a considerable magnitude of change over the three-week period. The intervention was highly accepted among both children and adults. Themes of proximity, self-discovery, and regard for others emerged during evaluation of qualitative findings. Longitudinal comparisons of baseline and 3-month follow-up remain in-progress, a topic available for future discussion.
Discussion: Results help to validate equine assisted learning as a valuable tool in the promotion of child social-emotional intelligence strengthened in part by the promotion of family function and family satisfaction. For mental health professionals, these results serve as a reminder of the alternatives that are available, as well as the importance of partnerships within the community. For therapeutic riding centers, these results help equine professionals validate their programs and gain a foothold within the scientific community. Additionally, they invite future riding centers to follow course in incorporating evidence into their programs and examining new directions for growth within the mental health community.
ContributorsSolarz, Allison (Author) / Chen, Angela (Thesis advisor)
Created2019-05-02