Transcript Counting in Communities: Communities Count

Making and Keeping
Connections
Jean M Clinton B.Mus MD FRCP(C)
McMaster University and Children’s Hospital
Voices for Children
October 16 2007
The Health and creativity of a
community is renewed each
generation through its children.
The family, community, or society that
understands and values its children
thrives---the society that does not is
destined to fail
www.childtrauma.org
UNICEF REPORT CARD 2007
“The true measure of a nation’s standing is
how well it attends to its children-their health
and safety, their material security, their
education and socialization, and their sense
of being loved, valued and included in the
families and societies into which they are
born.”
Unicef Innocenti Report 2007
Canada




Material Well Being
Health and Safety
Educational Well being
Family and Peer
Relationships
 Behaviours and Risks
 Subjective well being




 Overall
 12/21
6
13
2
18
 17
 15
SWEDEN
SWEDEN
BELGIUM
ITALY
1
1
1
1
SWEDEN
1
NETHERLANDS 1
Unicef Innocenti Report 2007
The Long Reach of Early
Childhood
Early Years Study 2
CHAPTER 1
Experience
Experiences in early life
activate gene expression
and result in
the formation of
critical pathways and processes.
Adult-child interaction
Sound
Vision
Touch
Smell
Proprioception
Taste
Binocular vision
‘Sensitive periods’ in early
Central auditory system
brain development
Habitual ways of responding
Language
Emotional control
Symbol
Peer social skills
Relative quantity
High
Low
CECD
0
1
2
3
Years
4
5
6
7
Epigenetics
Each person has an individualized
genetic code.
To be expressed, it must be
activated.
Genes need nurturing.
80
75.8%
60
High School Diploma by
Level of Aggression
62.5%
at Age 5
%
40
27.5%
20
3.3%
0
Never
Low
High
Level of Aggression
Chronic
It takes a Child to Raise a
Village
EYS2
Chapter 2
Families
Families are the
basic social units of
human societies.
Monitoring development
Longitudinal surveys &
birth cohort studies
allow researchers &
policy makers
to monitor
children’s development.
Receptive Vocabulary, Age 5
(NLSCY, 2002-03)
110
105
100
95
90
85
Low
Low - Moderate
Moderate
High
Source: Thomas, 2006
¼ of children
 ¼ of Canada’s
children
between birth
to age 6 are
experiencing
some learning
or behavioural
difficulty.
Social Risk Index
 9 comprehensive indicators of social
risk
 those with rate higher than the national
average = contributing to the overall
risk
 zero (0), indicating no social risk
 nine (9) indicating the highest risk
S4 Student Performance by SES Group
Language Arts Standards Test 2001/02
Pass/Fail rates of test writers
100%
17/18 year olds who should have written
100%
90%
90%
80%
80%
276
98 N=402
31
N=36
N=192
In Grade 11
(S3) or lower
121
70%
70%
60%
60%
50%
50%
40%
87%
83%
Withdrawn
N=349
N=
221
In Grade 12
(S4), but no
LA Test Mark
92%
40%
75%
30%
77%
65%
30%
52%
20%
20%
10%
10%
Drop Course,
Absent,
Exempt,
Incomplete
Fail
27%
Pass
0%
0%
Low
Low-Mid
Middle
SES
High
Low
Low-Mid Middle
SES
High
How are Children Doing?
Chapter 3
The EDI has Predictive Validity!
(more than we want)
# of Vulnerabilities
(EDI)
% Failing the FSA
(Grade 4)
% Not ‘Successful’
(Grade 4)
Numeracy
0
1
2-3
4-5
7.5
11.8
18.7
27.5
12.3
22.2
33.8
55.6
Reading
0
1
2-3
4-5
13.6
26.7
29.5
48.4
17.8
33.9
43.1
68.3
06-116
Decrease in the % of vulnerable children as a
result of improved ECD in South Australia
Year
Floreat
Wembley
2003
47.22%
47.11%
2006
14.3%
11.8%
AEDI S.Australia
CHAOS
EYS2
Chapter 4
Top level: Provincial/state
Health
Early
intervention
Social
services
Education
Family
support
Public
health
Municipalities
Parks and
recreation
Local school
authorities
Community
services
Middle level: Local authority
Family
supports
Early
identification
and
intervention
Kindergarten
Child care
Bottom
level:
Community
Public Health
Chaos
Health
Public
health
Preschools
Social
services
Parks &
recreation
Early
intervention
Family
support
Municipalities
Community
services
Parenting
centres
Education
Local school
authorities
Kindergartens
Child care
Children’s
mental health
centres
Thinking big, starting small
ECD: the 1st tier of human
development
Start in local communities
Thinking big… starting small
Communities need
more than opportunities
to create a collective vision;
they need
the mandate & resources
to realize it.
Investing in Early Childhood
Development
Chapter 6
Early Child Development & Parenting
Centres
Problembased
play
Pre- and
post-natal
supports
Full-day,
full-year
options
Parental
participation
Resources
for
families
Nutrition
Exceptional Returns on Investment:
Long-Term Benefit-Cost Ratios for Four Exemplary
ECD Programs
Ratio of benefits to cost
20
17.07
15
Up to 16% rate of return
on investment in ECD,
compared to the highly
touted 6% rate of return
of the U.S. stock market
(1871-1998)
Sources: Lynch (2004), Rolnick &
Grunewald (2003)
10
7.14
5
5.06
3.78
0
Elmira PEIP
(age 15)
Carolina
Abecedarian
(age 21)
Chicago CPCs
(age 21)
Perry
Preschool
(age 40)
Sources: Karoly et al. (1998), Masse & Barnett (2002), Reynolds et al. (2002), Schweinhart et al. (2004)
Rates of Return to Human Development
03-074
Investment Across all Ages
8
6
Pre-school Programs
Return
Per
$
4
Invested
School
R
Job Training
2
PreSchool
0
School
6
Post School
18
Age
Carneiro, Heckman, Human Capital Policy, 2003
OECD Report, 2004
Source: Starting Strong ll: Early Childhood Education and Care; September 2006
Importance of Relationships
"Human beings of all ages are happiest
and able to deploy their talents to best
advantage" when they experience
trusted others as "standing behind
them."
Bowlby, 1973
Our Biological Unit of Survival
“The Clan”
We are WIRED to connect.
We are unavoidably inter-dependant
on each other
YET
www.childtrauma.org
The Relational Landscape is
changing.
Children have fewer emotional,
social and cognitive interactions
with fewer people
www.childtrauma.org
POVERTY OF
RELATIONSHIPS
The compartmentalizing of our culture has
resulted in material wealth yet poverty of
social and emotional opportunity.
Modernity’s Paradox
www.childtrauma.org
Hertzman and Keating
Robert Putnam-Bowling Alone
Social Capital
“Defined as a resource-that stems from
participation in certain social networks-that
possess specific characteristics-which open
up access to resources of varying value.
Collective Efficacy
 A fusion of shared willingness of residents to
intervene and social trust, shared sense of
common values and a sense of engagement and
ownership of public space.”
 CE was found to affect crime rates more than
factors typically associated with crime like poverty,
unemployment or discrimination. Resulted in
dramatically lower crime rates among communities
with similar demographics.
DR Felton Earls
Broken Windows or Collective
Efficacy
 Physical and social disorder in a
neighbourhood lead to increased crime, if
one broken window or aggressive squeegee
man is allowed to remain in a
neighbourhood, bigger acts of disorderly
behaviour will follow.
In the year of our Lord 2007
 Bowling Alone
 National Family Dinner Day
 Spending more time studies….
 If not our culture , then whose?
CLINTON
Relational Community
ECD Services
Civil Society
(Tribe, Religion, etc.)
Health Status,
Cultural Environment
and Programs
and Socioeconomic
Family, Cultural, Economic, & Social Environment
Status &
Resources
Institutional/historical time
Individual Brain and Biological
Development, Genetics, Age, Sex
Family Health Status and Dwelling Environment
Residential Community Health Status and
Cultural, Economic, Service & Social Environments
Regional Health Status and Ecological, Economic, Policy,
Political & Social Environments
National Health Status, Ecological, Economic, Policy, Political & Social Environments
Global Ecological, Corporate/Economic, Policy, Political & Social Environments
Many things we need can wait. The child
cannot. Now is the time his bones are being
formed, his blood is being made, his mind
is being developed. To him we cannot say
tomorrow, his name is today.
~Gabriela Mistral