Public Health Question

Include at least 7 concepts/ideas from course content: bolded

Define/describe these concepts and connect them directly to your thoughts (integrate)

Incorporate at least 5 different specific sources into your discussion (e.g., van der Kolk C.4 and C. 5 are two different specific sources from Unit Two, even though they come from the same book)
Incorporate at least 2 different types of sources (i.e., book, video, or article) into your discussion
Use APA style for in-text citations and include a properly APA formatted Reference page at the end of your essay o Note: Because we read multiple chapters from the same source (e.g., van der Kolk) and Im requiring you to have at least 5 different specific sources, I ask that you deviate from APA a little and include the chapter number in your references.

In the body of your paper, this would look like:

Eye movement desensitization and reprocessing (EMDR) therapy

has been shown to be more effective then medications such as

Prozac (van der Kolk, 2014, C. 15); or

In recent studies, van der Kolk (C. 15; 2014) discusses evidence

that eye movement desensitization and reprocessing (EMDR) therapy has demonstrated improvements greater than medications such as Prozac.

In your Reference page, youd treat it like an edited book & itd look like this:

van der Kolk, B. (2014). Chapter 15: Letting go of the past: EMDR. In B. van der Kolk (Ed.), The body keeps the score: Brain, mind, and body in the healing of trauma. Penguin Books.

Observation

1. Activity: Find a place to conduct a brief observation of a caregiver/adult with a young(er) child (ages 1 year through 10 years-old). Try to observe an extended interactionthe longer the better, but try for at least 5-10 minutes.
   
   • Examples of places you might go to:
     
     1. Parks
     2. Farmers Market
     3. The mallespecially play area
     4. A soccer/baseball/football field on the weekend
     5. A coffee shop, fast food restaurant, restaurant or cafe
     6. A school parking lot during drop-off/pick-up times
     7. Any grocery store
        
        1. These last two or three might be more difficult as they wont likely be very extended interactions that you can observe
        2. The fluidity of our current circumstances may make any of these more of less viable on any given day

1. Child Observed: Describe the child. Use objective language to provide a picture of what the child looks like and where s/he is at in their development (e.g., what developmental period or estimated age).
2. Basic Brain Development: Walk your readers through the childs brain based on a general idea of his/her age. Tell us about what has happened before this point in time (e.g., has the child gone through some overproduction and pruning cycles?) and what might be occurring now. Get in to some specifics about brain development based on your readings for this Unit. You might look specifically to Siegel & Bryson C. 2 (2012), Siegel & Bryson C. 3 (2012), Pfau (2017), and video 1_2 to support your discussion here.
3. Interaction & Brain Development: Document the interaction. Describe whats happening, how the caregiver is interacting with the child, how the child responds to the caregiver. Be thinking specifically about whats going on in the childs brain during the interaction. Be thinking about different portions of the childs brain that might be activated (e.g., the language centers, the amygdala). You might look specifically to Bullick (2015), Berenyi (2015), Pfau (2017), and video 1_3 to support your discussion
   . Finally, make some statements about how these interactions are promoting (or not) healthy brain development.

Some final thoughts:

• Document these observations objectively (e.g., not she was being mean but she grabbed the childs wrist and pulled so that the childs feet left the ground.). Leave judgment out as much as possible.
• Incorporate what youve learned in the course with your understanding of the child and what youre seeing in this interaction.
• The description of the actual events youve observed should be relatively brief, but the incorporation of what youve learned should be more robust (spend more time talking about this).
• Ensure youre bringing in different sources and types of documents
  • Include at least 7 concepts/ideas from course content: bolded
  • Define/describe these concepts and connect them directly to your thoughts

    (integrate)

  • Incorporate at least 5 different specific sources into your discussion (e.g., Siegel & Bryson C. 2 is one specific source from Unit One)
  • Incorporate 2 different types of sources (i.e., book, video, or article)
  • Use APA style for in-text citations and include a properly APA formatted

    Reference page at the end of your essay
    Note: Remember, I ask that you deviate from APA a little and include the

Sample : Reflection and Integration Paper #1

On the 20th of February, I observed a young child (approximately 3 years old) and an adult (presumably the mother, as the child identified her during the interaction) interacting while her sister played soccer at the 20th Street Park…………..
Basic Brain Development

As the child was approximately 3 years old, it is expected that her brain is still working to integrate both her left and right hemispheres and her upstairs and downstairs brain (Siegel & Bryson, C. 3, 2012). Siegel and Bryson (C. 2, 2012) share that each hemisphere has specialized functions, with the left hemisphere thought of as more linear and logical and the right hemisphere more………….
Observed Interaction & Brain Development

On the day of the observation, the child was running toward the mother. She approached very excitedly pointing back (i.e., pointing quickly and repeatedly) at another child who was crying. The child was very animated and seemed very concerned, repeatedly telling the mother, Baby is hurt!, pulling on her and saying, Help baby! The mother was engaged with the child, saying things like, What happened? Oh my goodness, and Oh no! Ok, lets go!…………….

During this interaction, the mother and child were participating in a serve and return (Bullick, 2015), where the child was asking for the mothers attention (i.e., sharing), and mother was returning that request by engaging with her (i.e., supporting and encouraging). As the mother moved with the child to the hurt baby, the mother also gave names to what the child was feeling, such as, Oh, youre worried that the baby is hurt! This is part of the serve and return called naming. As the mother provided names for the childs feelings, she also extended it into what Siegel and Bryson (2012; C. 2) term Name it to Tame it. She did this by saying things like, That must have been very scary to see the baby fall down and start to cry! Do you want to tell me about that? This whole-brain child strategy encourages caregivers to…

References [*starting on a new page*]
Bullick, T. (2015). Serve and return: The building block of brain architecture. Apple, 17, 37-38.

Alberta Health Services.

Sample ideas for concepts that you might think about how to integrate for this RIP (NOT a comprehensive list!)

• Right hemisphere
• Left hemisphere
• Any of the Whole-Brain Strategies
• Upstairs brain
• Downstairs brain
• Different parts of the brain (e.g., amygdala, cortex)
• Integration of the hemispheres
• Integration of upstairs and downstairs brain
• Serve and return
• Executive functioning (air traffic control)
• Attachment
• Attunement
• Homeostasis
• Protective functions of the body
• Autopoietic being

Perception and response