Self-Reflection: Aspects of the Science of Childhood Adversity and Resilience

That resilience is built through relationships and that severe neglect appears to be at least as great a threat to the health and overall development of children as experiencing physical abuse are new to me, as well as the point that trauma can be passed on to offspring through changes in DNA expression.

I am very interested in related social psychology content and now I am reading the book Social Psychology by David G. Myers which is very helpful for the course I'm currently taking. For example, the discussion on self-efficacy in the second part of the book chapter complements how self-efficacy is one of the protective factors that play a role in children's development and strengthen my understanding that resilience is built through relationships.

The science of child development, child adversity and resilience define Child Protection in Humanitarian Action and guide child protection design and practices.  The science helps us appreciate the power of protective and promotive factors account for child's development, know what risk factors constitutes child adversity impact child's development at different phases , and understand the sequence of development is basically the same for children all over the world and the child‘s grow is the outcomes by complicated interaction between genes and the social and physical environment, which suggests that strong child protection programming should seek to simultaneously decrease risks to children and increase factors that are protective and promotive of their wellbeing. This means, effective humanitarian child protection programming should prevent risks to children in the first place but not just in the rush to response. We need to do both preventative work and response to immediate needs.

The Socio-Ecological Model and Ecobiodevelopmental (EBD) framework identify where to start and what should be done to prevent risks to children and how to build children's resilience to better cope with negative experiences they may encounter. Research in these fields strengthens the operability of child protection projects.

I am impressed about the Ecobiodevelopmental framework for early childhood policies and programs and Timing of the experiences or exposures to adversity matter to child development, which define quality response and set a common measurement and a yardstick. For example, for me, to find different promotive and protective factors in the environment in which children live and prioritize the protection work, targeting different ages and developmental stages of children. 

The context part, I think still needs to be discussed more.The culture and customs about children in some countries and regions are detrimental to the welfare of children. How do we deal with such context?

• Self-Reflection: Aspects of the Science of Childhood Adversity and Resilience 

Self-Reflection: Childhood Experiences

The experience:

* What happened that made you feel stressed, anxious or insecure?

I especially freak out when I describe how I feel, or say important things that others ignore，especially when someone misunderstood what I said.

*How did you respond to the experience?

I lose the temper.

*How old were you at the time?

in the middle school and high school

 Resolution to the experience:

* What made you feel better or safe again after the experience?

To talk to a friend who understand me.

*Who, if anyone, did you receive help and support from? What did they do?

My friends. They listened to me and show the understanding.

*What specific capacities and skills help you cope with the experience?

I made friends. I can find the right person to talk to.

• What elements of the science do you see reflected?
• Which elements are missing or could be strengthened in child protection practice?

Self -Reflection: Child Protection

What do you think about when you hear "child protection"? what informs your understanding of the term? Note down what you associate with the term "child protection" and where you think these associations from. 

When I heard the "child protection" I think about “prevention and response” . Child Protection in Humanitarian Action as prevention and response to abuse, exploitation, neglect and violence against children, which means ensuring that violence, exploitation, and abuse don't happen. When they do, it means taking action. Undoing the harm that has been done, and getting children back to safety. 

Prevention is defined on two levels. One level is the primary prevention, The other type is secondary prevention, which links to normally a response to immediate needs.

what's your worldview of child protection?

child protection cover all kinds of humanitarian crises: armed conflict, natural disasters including earthquakes, hurricanes, floods, tsunamis amongst others, and situation of displacement within and across border. 

Child protection is one of the humanitarian sectors that tries to contribute to that broader objective of child wellbeing and healthy development of children. It encompasses many different aspects of a child's life; dignity, participation in decision making for themselves, education, health, nutrition. All of those together will form a child that develops in a healthy way, both physically, emotionally and from psychosocial perspective and can become a member of society that can make decisions for themselves and participate meaningfully in the society and the community.

Identify how humanitarian crises can affect children’s well-being and development

Children are particularly vulnerable in humanitarian crises, which present grave risk to children's physical health and psychological well-being.The impacts of crises are not only felt immediately by children but can have long lasting effects over the course of their lifetime and into the next generation.

• Self-Reflection: Child Protection