Childhood Trauma Exposure and Toxic Stress: What the PNP Needs to Know

Hornor, Gail

doi:10.1016/j.pedhc.2014.09.006

Cited by 57 publications

(57 citation statements)

References 29 publications

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“…Antithesis must also establish an alternate rationale for this form of response. In this paper, it is argued that persistent, negative, personal experience—referred to as toxic stress (Shonkoff et al, )—affects external behaviors (explosive, disorganized, or withdrawn behaviors; see Hornor, ) associated with executive function (EF) variation. EF is defined as a set of skills—anticipation, planning, execution, and monitoring (Luria, 1966, )—that characterize conscious activity.…”

Section: Thesismentioning

confidence: 99%

“…In some instances, sources of development might emerge from persistent, negative experience—conceived as abuse, neglect, and racial stressors during childhood. Such experiences increase certain biological responses to stress (Hornor, ; Kindsvatter & Geroski, ; Levy, Heissel, Richeson, & Adam, ). When these responses impair development, stress is termed “toxic.” Other authors, most famously Shonkoff et al (), have stated that regions of the brain associated with EF can be impaired as a result of toxic stress.…”

Section: Antithesismentioning

confidence: 99%

“…The same is true of toxic stress. A number of authors have defined toxic stress, discussed causes, and biological responses (Hornor, ; Kindsvatter & Geroski, ; Levy et al, ; Shonkoff et al, ). Some observations, based on these works, occurred during antithesis—but some issues remain unresolved.…”

Section: Synthesismentioning

confidence: 99%

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A Dialectical Rationale for Persistent Inadequate Response

LeRoy

2019

Mind Brain and Education

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Response to Intervention (RTI) is an approach that can address children's problems in school. However, research has not consistently supported positive effects of RTI. I use the dialectical method to suggest RTI researchers have not adequately focused on children's personal experiences. The effects of persistent, negative experience are observable in external behaviors associated with executive function variation. By means of cultural–historical theory, I outline improvements to experimental designs that incorporate collaboration with children and focus on observations during intervention and assessment.

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Section: Thesismentioning

confidence: 99%

Section: Antithesismentioning

confidence: 99%

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A Dialectical Rationale for Persistent Inadequate Response

LeRoy

2019

Mind Brain and Education

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“…Indeed, nurses have been outspoken about the need to assess and address poverty-related issues in early childhood and its impact on child health (Cox et al, 2018; DeGuzman & Schminkey, 2016; Gross, Beeber, DeSocio, & Brennaman, 2016;Hallowell, Froh, & Spatz, 2017; Hornor, 2015; Mason & Cox, 2014; O’Malley, 2013). As instrumental members of collaborative teams, nurses can and should screen for SDOH and facilitate care coordination to reduce the impact of poverty on health.…”

mentioning

confidence: 99%

Child Poverty, Toxic Stress, and Social Determinants of Health: Screening and Care Coordination

Francis¹,

DePriest

Wilson

et al. 2018

Online J Issues Nurs

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Social determinants of health (SDOH) refer to the social, economic, and physical conditions in which people live that may affect their health. Poverty, which affects nearly 15 million children in the United States, has far-reaching effects on children’s physical and mental health. Although it is difficult to change a family’s economic circumstances, nurses can play a critical role to address SDOH through screening and effective coordination of care. As nurses, our role is to minimize the effects of SDOH, including poverty, on child health and well-being through our practice, research, and professional education. We present three exemplars of child poverty to demonstrate the impact on child health and well-being and propose a model of care for nurses to assess and address SDOH in the pediatric clinical setting.

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“…Although we do not know the extent of KSA deficits related to ACEs, the literature suggests that neither nursing nor continuing education has given a great deal of attention to this phenomenon. 6 Nursing education and continuing education programs should include ACEs content in the curriculum to prepare nurses for ACEs awareness among their patients, as is being done with other health risks like falls, AIDS, and substance abuse. In addition, educators and employers should engage with researchers to identify and assess best practices in preventing and mitigating the impact of ACEs on children and adults.…”

mentioning

confidence: 99%

ACEs Implications for Nurses, Nursing Education, and Nursing Practice

Girouard

Bailey

2017

Academic Pediatrics

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NURSES, AS THE largest health profession, are ubiquitous. They practice everywhere-in hospitals, patient and family homes, churches, prisons, homeless shelters, longterm care facilities, ambulatory care settings, community health centers, schools, camps, prisons, and concert halls-most everywhere people are found. Nurses provide care across the continuum from preventive to end of life. Nurses provide care for people who are well, people who are dying, and people with any and all acute and chronic illnesses. Nurses care for individuals, families, communities, and populations through their direct care and advocacy roles. Thus, to prevent adverse childhood experiences (ACEs) and to reduce their negative effects, we must engage nurses as they "are already on the front lines in the battle against the negative effects of toxic stress." 1 If we are to engage nurses in the battle against the toxic stress associated with ACEs in patients and clients, it is essential to understand the scope of the problem among nurses, raise their understanding about how ACEs impact them, and assure they have the knowledge, skills, and attitudes (KSAs) to join the battle and lead the war to prevent and mitigate the impact of ACEs. Nurses are not exempt from having ACEs and suffering the consequences. Although there is little information about the prevalence of ACEs among nurses, we can assume that rates of ACEs are at least comparable to those in the general population. Some studies suggest that ACEs may be more common among nurses and other health care professionals than among the general population. 2-4 Nurses (and other health care providers) who have experienced ACEs may, like their patients, experience physical, social, emotional, and behavioral sequelae. Nurses suffering from such health problems are less likely to be able to perform as effectively as their colleagues who have not experienced ACEs. Research suggests that nursing work, given its often stressful nature, exacerbates the stress of ACEs and that ACEs may negatively impact performance in the work setting. To fully participate in prevention and mitigation of adverse childhood events, nurses must play a major role with individuals, organizations, and communities as well

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Childhood Trauma Exposure and Toxic Stress: What the PNP Needs to Know

Cited by 57 publications

References 29 publications

A Dialectical Rationale for Persistent Inadequate Response

A Dialectical Rationale for Persistent Inadequate Response

Child Poverty, Toxic Stress, and Social Determinants of Health: Screening and Care Coordination

ACEs Implications for Nurses, Nursing Education, and Nursing Practice

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