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The Role of Parents in Mental Health and Trauma Therapy

 

This week we welcome guest blogger Erin Neill. Erin is a doctoral student in the Department of Human Development and Family Studies at Iowa State University. She is also a Licensed Independent Clinical Social Worker in Washington, DC. Erin is passionate about all things mental health.

 

 

Events such as hurricanes, tornadoes, terrorism, abuse, and neglect are all examples of traumatic experiences that many children in our country and around the world experience on a daily basis. Experiencing a traumatic event leads to poor outcomes for children, including acting out, poor school performance, substance abuse, and mental health issues such as posttraumatic stress disorder, or PTSD. Fortunately, we know that there are effective treatments for childhood PTSD. One of those treatments is Cognitive Behavioral Therapy, or CBT. But what we don’t know is exactly how, or why, or for whom CBT works best. We need more information about this. For children we want to know, what is the role of parents?

There is some research that suggests that children and parents have a reciprocal relationship. That is, children and parents interact with each other to affect how CBT treatment is working. So far, however, there have been very few studies that show this type of relationship.

In my research, I looked at data for children who had experienced a traumatic event and developed PTSD as a result. These children, and only the children, attended 12 weeks of a CBT intervention. We also asked moms (who brought their children to treatment each week) to report on their child’s PTSD sympto
ms as well as their own maternal depression symptoms.

The most exciting finding was that even though the moms did not receive any treatment themselves, their depression symptoms decreased significantly over the course of their child’s treatment. But even more, they were part of the reason that their child got better over time. I found that it wasn’t just that child PTSD symptoms decreased over time, or because of the treatment, but at least part of the reason that kids’ PTSD symptoms decreased was because the moms’ depression decreased as well. I also found a reciprocal relationship; Part of the reason that moms’ depression symptoms decreased over time was because of their child’s PTSD symptom decrease.

This data provides evidence that moms and children really are affecting each other’s mental health. This is important to know, because if only one person can attend treatment, we know that therapy can affect the mental health of the dyad and of the family system.

This is just one step in learning how, and why, and for whom these treatments work. We continue to need more research in this area because children will continue to experience traumatic events, and they deserve effective treatments.

 

 

 

 

 

Lori Hayungs, M.S.

Lori Hayungs, M.S.

Mother of three. Lover of all things child development related. Fascinated by temperament and brain development. Professional background with families, child care providers, teachers and community service entities.

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Self-Discipline

Self-discipline is often measured in terms of how willing we are as individuals to decide between what we WANT today and what is best for us in the long run. Having the self-discipline to manage our resources; appropriate behavior; language and work ethic help to create a stable environment in which to live.  Parent’s too, who spend the time early in a child’s life to help them adjust their behavior so that they are well mannered in school; the neighborhood and at home, can take credit for creating a nurturing environment.

Natural consequences are all around us, youth and adult alike. If I work through lunch and the cafeteria is closed when I finally take a break to eat, I will have to have another plan for eating. If I choose to use “salty” language to my peers on the job, I may run the risk of being overlooked for leadership positions, because my language is a reflection of my lack of self-discipline in proper communication.

Everyday, we are challenged to work alongside others who may or may not have the same set of skills; our self-discipline is simply an expression of the character we have and our willingness to lead by example!

Barb Dunn Swanson

Barb Dunn Swanson

With two earned degrees from Iowa State University, Barb is a Human Sciences Specialist utilizing her experience working alongside communities to develop strong youth and families! With humor and compassion, she enjoys teaching, listening and learning to learn!

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Natural and Logical Consequences

This week we welcome guest blogger and doctoral candidate Amber Kreischer.

Amber is a doctoral candidate in the department of Human Development and Family Studies. Homeschooling mother of two. Former preschool teacher. Passionate about early childhood development, gender, and books.

Children are in a continuous state of learning how to manage their emotions, their bodies, and their thoughts. Because of this, it is common for children to have outbursts, make mistakes, and test boundaries. The question is: What can we do to help them learn from these events and help them change their behavior for the better? Two options are to use “natural” and “logical” consequences.

No matter our age, we all face consequences for our actions. Often, people argue that children who grow up ‘without consequences’ will never learn how to behave in society. The implied message behind this statement is that adults need to plan or manipulate the consequences that children experience in order for them to have an effect. This is not always the case.

Many times, teaching children “natural consequences” is an effective behavior management technique. It requires no intervention at all on the part of the adult, other than thoughtful discussion with the child regarding what happened. As the name suggests, these types of consequences occur naturally and can be strong motivators for children to reflect on and change undesirable behavior. If a child throws a toy in anger and the toy breaks, the natural consequence is that the toy is now broken. Immediately replacing or repairing the toy would not allow the child to learn from what naturally resulted from their actions. Similarly, perhaps your child is one of many whose bedroom gets messier by the second. Upon stepping on an object on the floor, their pained foot and broken object are natural consequences of choosing to have a messy room.

What is particularly powerful about natural consequences is their lifelong relevance. These are aspects of life that people must manage on a regular basis. Discussing these naturally-occurring outcomes with children benefits them both during the immediate situation as well as in the long run.

A related technique involves the use of “logical consequences.” This technique requires caregivers to think of and employ consequences that logically connect to the given misbehavior. For example, at meal times children sometimes have a habit of bouncing around in their chairs. When a child spills their drink, it logically follows that they would be required to clean it up, rather than having an adult swoop in and clean it for them. My son had a habit of screaming in restaurants when he was a toddler. At first, we shushed him as much as we could, noting glares from other tables. Once I thought to use a logical consequence, his behavior quickly changed. In response to his loudness, we began to calmly remove him from the dining area while telling him that we could not scream in restaurants and we would return to our table when he was finished. It was evident that he learned that the behavior of screaming was not appropriate for restaurant environments, and after 2-3 times of receiving this logical consequence, he used an “inside voice” every time we went out to eat.

It can sometimes be difficult to think of natural and logical consequences in the moment. Consider some behaviors that your child exhibits often. What are some ways that you could allow them to learn from the logical and natural results of their actions?

 

Lori Hayungs, M.S.

Lori Hayungs, M.S.

Mother of three. Lover of all things child development related. Fascinated by temperament and brain development. Professional background with families, child care providers, teachers and community service entities.

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Discipline helps children learn

I recently had someone ask me, “Lori if you say I can’t punish my child aren’t you really telling me that they should be able to do whatever they want?”.   Thus started our conversation on the difference between punishment and discipline.

Earlier this month we defined both punishment and discipline. We found the definition of punishment to be: to deal with roughly or harshly, to inflict injury on. While the definition of discipline is training that corrects, molds, or perfects moral character.

In parenting, our goal should always be to mold and correct as opposed to inflict injury on. I understand where the question about punishment came from. Obviously, we don’t want to imply that inappropriate behaviors in children should have no consequences or that children shouldn’t be held accountable for their actions. What we do want is children who trust that we have their best interests in mind as we guide and teach them appropriate ways to act and behave.

We know that guiding children takes time but it also takes a trusting relationship. Children learn to trust us through our consistency with them. They learn from us when we are consistent with our expectations of their behavior and when we take time to talk and model the behavior we want them to have instead. When we guide their appropriate choices we instill a sense of trust in them. They understand that even though we may not be letting them do what they want, they trust us because we have been loving and consistent.

My answer to the original question then was “Discipline is always about helping children learn the consequences of their actions. Punishment is about instilling fear”.

Lori Hayungs, M.S.

Lori Hayungs, M.S.

Mother of three. Lover of all things child development related. Fascinated by temperament and brain development. Professional background with families, child care providers, teachers and community service entities.

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Discipline is different for everyone

We know this to be true. Parenting is not a ‘one size fits all’ kind of journey. Understanding that each child is unique becomes important even as we consider guidance and discipline. Guidance and discipline strategies will change as children grow and they will also be unique to each particular child. We won’t have just one strategy that we use from start to finish. We will, however, select strategies that grow as our child grows and that match their temperament and personality.

The first step then is selecting a discipline strategy that is appropriate for the age of the child. Appropriate toddler age strategies include redirecting and ignoring. Examples of appropriate strategies for preschoolers include natural consequences or time-in. Consider this more effective version of time-out called ‘time-in’ – essentially it is cuddle time or positive quiet time to get the child’s needs met and ensure emotional regulation for both parent and child.

The second step is then selecting the strategy that meets each child’s particular temperament and personality. Some children will respond quickly to a particular strategy while others may have a limited response. You may even need to select different strategies for siblings due to their different temperaments.

The third step can actually be considered ‘one size fits all’. Consistency. Consistently applying your strategy over and over, at home, at grandma’s and at the store is a huge piece to guidance and discipline success. This means that your strategy needs to be able to be implemented in all places. We don’t select one strategy for grandma’s house and a different one for the store. This is confusing to children and they may become unsure of exactly what your expectations are.

Guidance and discipline is a balance between being loving and kind while at the same time being firm and consistent.

Resources shared below have additional suggestions on age-appropriate strategies.

Disciplining Your Preschooler — Understanding Children

Disciplining Your Toddler — Understanding Children

Parenting Young Teens: Parenting in Stepfamilies

Lori Hayungs, M.S.

Lori Hayungs, M.S.

Mother of three. Lover of all things child development related. Fascinated by temperament and brain development. Professional background with families, child care providers, teachers and community service entities.

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Technology as an Ally

I just finished a conversation with a broadcast news reporter regarding our topic for the month. One comment of his really had an impact on me. “So what you’re saying, is that we need to see technology as an ally in our parenting instead of the enemy,”

He is absolutely correct. As our children begin to use more and more technology in their day to day life, it becomes important for us as parents to see how we can interact with them both. Both, meaning the child and the technology.

One of the things he and I talked about was utilizing technology outdoors to enhance our time exploring nature. Imagine going on a nature walk with your child. You find a peculiar looking bug. If you happen to have technology with you, in an instant you can look up what kind of bug you found. You can learn facts about its habitat, life expectancy and even its eating habits. With technology, you have just enhanced the nature walk right then and there with your child.

Technology and parenting doesn’t have to be an all or nothing battle between you and your child. Why not think of it as a way to enhance your relationship and explore the possibilities of learning together alongside technology. Find the balance between ‘no technology’ parent-child time and ‘focused use of the technology’ (as your ally) .

We would love to hear ways that you have used technology to enhance interactions with your child? Share with us!

Lori Hayungs, M.S.

Lori Hayungs, M.S.

Mother of three. Lover of all things child development related. Fascinated by temperament and brain development. Professional background with families, child care providers, teachers and community service entities.

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Children and Financial Literacy

As we continue to share about children and money, we would like to highlight this blog from fellow Human Sciences teammates in the Family Finance arena.

Maybe After A Million Words

Lori Hayungs, M.S.

Lori Hayungs, M.S.

Mother of three. Lover of all things child development related. Fascinated by temperament and brain development. Professional background with families, child care providers, teachers and community service entities.

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How did Bobby’s parents manage?

This summer while on a trip back to my childhood community, I visited a cousin who is now 90+ and living in a care facility. Eloise and I took a walk through the hallways and I was surprised to run into Bobby who is also a resident.

Bobby is the brother of one of my high school classmates. His family lived on a farm near ours, went to the same church, and was just always a part of the usual activities in the community. So, why do I mention Bobby? Well, it’s because Bobby has special health and behavioral needs. As a child and teenager, I didn’t think too much about Bobby – he was just Bobby and everyone helped take care of him. But as an adult, I look back and think, “How did his parents manage? How did they take care of Bobby and his brothers as well as give time to their marriage and personal lives?”

My guess is that while Bobby’s parents had their ups and downs, they took care of themselves. Providing care for a child with special health and behavioral needs means that the parents/caregivers are in it for the long haul. The caregivers must take care of themselves first so that they can take of their child.

Powerful Tools for Caregivers is a program for caregivers of children with special health and behavioral needs. Caring for a child with special needs changes parents’ lives. In this program parents learn tools to manage self-care. Here’s an example of one tool – taking action with stress reducers.

Participants in the classes learn to identify their personal warning signs and sources of stress. Then they think about what they have done to successfully reduce stress. People share things like: walk, visit a friend, listen to music, read, not try to do everything, play a sport, etc. Stress reducers are personal and what suits one person may not suit another.

The important point is to find ways to reduce stress – something that is enjoyable and works for you. Even little things can make a big difference for parents. As I remember, Bobby’s parents found ways to reduce stress. They were a part of church activities, Bobby’s dad played horseshoes with the neighborhood men, and Bobby’s mom tended pretty flowers in their yard.

If you’re interested in learning more tools to help you thrive as a caregiver of a child with special health and behavioral needs, check out Powerful Tools for Caregivers classes in your area.

 

Donna Donald

Donna Donald

Donna Donald is a Human Sciences specialist for Iowa State University Extension and Outreach who has spent her career working with families across the lifespan. She believes families are defined by function as well as form. Donna entered parenthood as a stepmother to three daughters and loves being a grandmother of seven young adults.

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Classroom Strategies to Support Special Needs Children

iStock_000005759838Small[1]Downs_1 copyThe beginning of the new school year can be an anxious time for parents of a child with special needs. Parents may worry about whether their child will be accepted into a new classroom. They may also worry about their child’s classmates and the teacher that is assigned. The school year is a long time, so every child deserves an environment that is suitable for learning and growing.
All children have the need for belonging, and yet, for children with special needs, they can often be left out by their classmates or left behind in their classroom studies. Having a learning disability doesn’t mean a child cannot learn, it simply means, the approach a teacher takes must be intentional so that the child CAN learn.

A few strategies that can make a big difference in the classroom include:

  • limiting distractions – teachers who are organized ahead of time, who can limit the number of interruptions or distractions can help a child stay focused on the learning.
  • breakdown instructions – teachers who will keep instructions short and who will repeat the instructions help students who need that reinforcement.
  • devise opportunities for students success. It may not seem important, but when students with special needs experience success in the classroom, it creates excitement that will reinforce their desire to try again! It is the support of the teacher, acknowledging student success that can make all the difference.

So parents, as school draws near, advocate for your child and watch your student succeed!

Barb Dunn Swanson

Barb Dunn Swanson

With two earned degrees from Iowa State University, Barb is a Human Sciences Specialist utilizing her experience working alongside communities to develop strong youth and families! With humor and compassion, she enjoys teaching, listening and learning to learn!

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Choosing the Chores

As I started thinking about chores and my childhood I was struck by a memory. I remembered how my sister and I divided our chores as pre-teens. We would take mom’s list, write the chores on small slips of paper, put them in a stocking hat and shake shake shake the hat. We then took turns pulling out the slips of paper. Groaning or cheering soon commenced followed by contemplative silence.

It was in this silence that I believe our ‘true’ learning happened. Imagine us analyzing our list. Carefully calculating how long the tasks would take. Considering the impact the list was about to have on our play time. Silently we would also process each other’s list in our heads. Deciphering if it might be worth it to try to trade out tasks to fit our play time plans better.  Tasks, total time and overall effort became part of the chore equation.

I would like to say that our tasks always got done… but we were just kids after all. Sometimes we spent too much time on the processing, negotiating and trading.  Other times we called in the neighborhood friends to help us finish faster and it actually took much longer than expected. Its also possible that every once in awhile mom may have shown up before the stocking hat selection even got started.

Regardless, we learned. We learned how important we were to our family unit. We learned and were proud. Proud of our creative process, our innovative ideas and our ability to negotiate to meet our own individual desires and needs. Chores weren’t always fun, but they were always at least a bit interesting.  (I wonder where that stocking hat is?)

 

Lori Hayungs, M.S.

Lori Hayungs, M.S.

Mother of three. Lover of all things child development related. Fascinated by temperament and brain development. Professional background with families, child care providers, teachers and community service entities.

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Kindness is learned by feeling kindness

friendsAs I was reading about kindness I became fascinated by the brain research. I sat there thinking “Well of course, the brain is in charge of our feelings. Why wouldn’t it be the center of this conversation?”.

Our brains are in charge of our emotions and our actions. Our brains take the input we receive from others. Process the information. Tell us how to emotionally respond. And our actions become the response. Makes perfect sense. The brain is in charge of kindness.

And then I read this, “our brain learns best about kindness when it FEELS kindness”. There is was.

How should I teach my children about kindness?  Help them FEEL kindness.

Children learn kindness when they ‘feel’ what its like to make someone else smile. And their brain learns.

They learn about kindness when they share with others, when they comfort others, when they give to others. And their brain learns.

Suddenly writing this blog topic wasn’t rocket science, but is was brain science. It was simply thinking about all of the ways that children can be kind to others and understanding that while they do this – their brain learns.

 

Lori Hayungs, M.S.

Lori Hayungs, M.S.

Mother of three. Lover of all things child development related. Fascinated by temperament and brain development. Professional background with families, child care providers, teachers and community service entities.

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Spoiling Grandkids

This week we welcome guest blogger Kristi Cooper. Human Sciences Specialist in Family Life and new grandma.

were grandparnetsI had no idea I’d be taking my own advice years after I wrote about the overspending of grandmothers and aunts on new babies. I’m very excited to provide my 11 month old granddaughter with as many new experiences as she can handle.  Her parents are practical and their home is small so the oodles of toys, clothes and other baubles that are bestowed upon her by well-meaning relatives create stress. Besides, my grandgirl is pretty happy with simple household surfaces to pound and pull up on, and a human or two to keep her entertained.

Marketers of baby stuff focus on female consumers – aunts and grandmothers in particular – because their hearts are as big as their wallets. By keeping our wallets closed and our hearts open we can avoid turning our grandchildren into beggars and entitled teens. Here are 5 ways to love those precious little ones without creating strained relationships, stress over stuff and maintain our financial wellbeing.

  1. Gift of Talent/Skills We all have the need to contribute to our family and community. Share age-appropriate activities with your grandchild or grand babyPlay together – Teach a game from your childhood such as kick-the-can or hide-and-seek.
  2. Gift of Words Talk Together – Encourage grandchildren, nieces, and nephews by highlighting the positive values you see in them. Ask about their goals in life. Talk about how they can reach those goals. Point out the characteristics that you admire in them.
  3. Gift of Time Nothing says, “I love you,” like full, undivided attention – sharing conversation and activities. Work together  Do household chores, homework, bicycle repair or volunteer in the community with your younger generation. Working together teaches skills, work ethic and the value of contributing to others.
  4. Gift of Objects – We all like to receive objects that have been thoughtfully selected just for us. Keep material gifts to a minimum and consider the life-span of the object.  Create together – Choose toys  and consumables like art materials that stimulate critical thinking, imagination and are age-appropriate. Ask yourself, who is doing the thinking – the child or the manufacturer?
  5. Gift of Touch/Self Care – Wrap these gifts in plenty of hugs and kisses, bedtime backrubs, tickles and laughter. Practice relaxation techniques so you can be fully present for your grandchild.

YOU are the best gift your grandchild can receive!

 

 

 

Kristi Cooper

Kristi’s expertise in caregiving, mind body skills and nature education inspires her messages about healthy people and environments with parents, professionals, and community leaders.

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Overwhelmed by the holiday rush?

Where you overwhelmed by the holiday rush? Did you have a ‘to do’ list a mile long and no time to do it? Are you sitting in a pile of dirty dishes, unfolded laundry and unfinished chores? Do you have no idea where to start? Even if you answered ‘yes’ to one of those questions I have a solution for you.

Breathe. Yep, that’s it, just take a deep breath.

Stop everything and just breathe. Give yourself permission to take 10 slow, deep cleansing breaths. You may have to hide in the front closet to get them all in but really shoot for 10 uninterrupted.  Take some deep breaths. Refocus your ‘thinking’ brain by giving it some oxygen.

Who knows? When you revisit the list you may find that the items on it you were trying to balance may not all have to be done exactly ‘right now’. You may just find that acronym HALT like Janet talked about in our last blog is once again interfering.

After deep breathing, it sometimes helps me read ideas from others. Below are several resources that share ideas on how to balance and cope during times you may be overwhelmed.

We would love for you to share your ideas as well. Let us know your tricks for balancing everything you have to get done.

Lori Hayungs, M.S.

Lori Hayungs, M.S.

Mother of three. Lover of all things child development related. Fascinated by temperament and brain development. Professional background with families, child care providers, teachers and community service entities.

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Parents: Are you hungry, angry, tired, or lonely?

woman juggling fruitI survived my early years of motherhood with support and advice from some very knowledgeable, and observant mentors.  I still remember and heed their words.  “Take care of yourself so you can take care of others”.  “Years from now, you will never remember having a dirty sink”.  “Motherhood is a marathon, pace yourself”.  “Get enough sleep.  Everything is worse when you are tired.”  Interestingly their advice focused on me, not my children.  The advice seemed to focus on meeting some basic human needs in order to fulfill my role as a parent.

There advice alone wasn’t enough to meet my needs as a parent.  I signed up for a parenting class and I learned about the HALT acronym.  Like the word implies—HALT requires one to stop, pause and think through one’s behavior.    The acronym stands for Hungry, Angry, Lonely, and Tired.   The philosophy of HALT is that when children are hungry, angry, lonely or tired they will be more likely to misbehave and act out.  But I also knew that as a parent I had also experienced the effects of HALT.  When I felt HALT—hunger, anger, loneliness, and tiredness—I too, became short fused and not at my best.   The technique suggests that parents also “halt” and think about their personal emotional status and wellbeing.

Let’s think about applying the HALT principle to ourselves as parents.

HUNGRY – When we think about hunger, we usually think about how we feel when we are lacking food.  But we can also be emotionally hungry.   We may be hungry for attention, for understanding, friendship, or comfort.  Just as food satisfies our physical hunger, we need social and emotional supports to satisfy our needs.

ANGER – Many of us are uncomfortable at expressing anger and many times it comes out in very unproductive ways—yelling, slamming doors, criticizing, or resentment.  If we have unresolved anger, our relationships with our children suffer.  Physical activity, mindfulness, meditation, deep breathing, breaks, and professional help can all help a parent cope and resolve feelings of anger.

LONELY – Parents can easily find themselves isolated and alone.  It’s important to reach out and interact with other people, especially other parents.  Isolation and loneliness can lead to depression.  A depressed parent will have difficulty responding positively to their children.

TIRED – Parents must often deal with interrupted sleep and many parents ignore tiredness.   Physical tiredness can impact our wellbeing and can leave one vulnerable for accidents and conflicts.  Naps, when possible and going to bed earlier can all be solutions for the sleep deprived parent.  Parents can also experience exhaustion from taking on too much or being overwhelmed from leading overly busy lives.   Solutions that I have tried include:  prioritizing, paring down my expectations of myself, and taking a break.

So the next time you are feeling stressed or you find yourself not enjoying parenthood, consider the HALT acronym.  I’ve found it a wonderful tool to gain insight into my children’s behavior, but even more insightful into understanding my own.

Janet Smith

Janet Smith

Janet Smith is a Human Science Specialist-Family LIfe with Iowa State University Extension and Outreach. She currently provides family life programming in eight counties in southeast Iowa. Janet is a "parenting survivor". She is the mother of Jared-21, Hannah-20, and Cole-15. She and her husband, David have faced many challenges together, including their son Jared's Duchenne Muscular Dystrophy diagnosis.

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More than half of us have had ‘Adverse Childhood Experiences’

This week we welcome our guest blogger Kristi Cooper, Human Sciences Family Life Specialist.

Sunday Dinner at Grandma’s

I love this quote from the program “Lemonade for Life” – “You can’t rewrite the beginning of your story but you can change how it ends.”

Adverse childhood experiences (ACES) affect a child’s neurological, social-emotional and cognitive development. ACES may eventually manifest in chronic health conditions in adulthood.

I’m part of the 55% of Iowans who have more than one ACE. When I think of the chaotic times in my childhood, I’m grateful for the touch points that kept me ‘on track’. The research on Adverse Childhood Experiences tells us these touch points are called resiliency factors. These resiliency factors include individual capabilities, attachment and belonging with caring competent people and a protective community, faith or cultural process. Let me share a few of these touchpoints from my own life and maybe you can see how resilience can be woven through the fabric of our lives.

I am grateful for the elementary school nurse who never questioned my stomach aches and always had clean dry clothes for me to wear when I had an ‘accident’. I’m grateful for my 3rd grade teacher’s calm, caring approach and the interesting hands-on projects she had us do. She introduced me to creative writing which became an outlet for me whenever I felt life was overwhelming. I’m grateful for my grandmothers who loved me unconditionally and were always interested in me. I’m grateful for the routine of Sunday church followed by dinner at Grandma’s house with its comfort food, safety, hugs and laughter. All of these helped me feel normal and sane when life felt scary.

Spending time outdoors with cousins was an important touchpoint for me. Our many adventures catching tadpoles and crawdads, jumping the bogs in the pasture, riding bikes for miles, building snow forts and climbing in the empty corncrib took my mind away from the hurtful times. Music was another touchpoint for me. I saved my 4-H and birthday money and bought a guitar. With the creative writing gift from Miss Ihnen and my new instrument, I made it through a few more turbulent years.

All of these touchpoints helped to reset my stress response – all it takes is a 20 minute activity to reduce heart rate, regulate breathing again and re-focus the mind. As an adult I use meditation, yoga, journaling and sewing projects to reduce anxiety, keep depression away and help my mind think clearly. I have a therapist I consult when I need to sort things out. I’ve used my early experiences to change how I parented my children, hopefully, changing the course of my grandchildren’s lives. These individual resiliency practices combined with positive social relationships and trauma informed community resources help heal the impact of adverse childhood experiences and to reduce the impact of traumatic events.

What are the touchpoints that help(ed) you survive and thrive?

Janet Smith

Janet Smith

Janet Smith is a Human Science Specialist-Family LIfe with Iowa State University Extension and Outreach. She currently provides family life programming in eight counties in southeast Iowa. Janet is a "parenting survivor". She is the mother of Jared-21, Hannah-20, and Cole-15. She and her husband, David have faced many challenges together, including their son Jared's Duchenne Muscular Dystrophy diagnosis.

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