Examining Relationships Between the Timing of Developmental Adversity, Relational Health, and Developmental Outcomes in Children
About
This webinar, part of the ACEs Aware Science and Innovation Speaker Series, will feature Dr. Erin Hambrick, who will present on the paper, “Beyond the ACE score: Examining relationships between timing of developmental adversity, relational health and developmental outcomes in children”. Dr. Hambrick will discuss how the timing of adversity through four developmental stages affects developmental outcomes in children, and how relational health can be a supplemental tool to ACE screening in both evaluating developmental outcomes and serving as a protective factor in the child’s life.
Learning Objectives
- Describe the association between the timing of adversity throughout four developmental stages spanning from perinatal (birth to 2 months) to childhood (4 to 11 years) and children’s current functioning.
- Identify the potential limitations of using Adverse Childhood Experience (ACE) scores or any one diagnostic category or symptom as the sole metric for evaluating developmental outcomes in children.
- Recognize how relational health can both buffer adverse experiences and be a therapeutic agent following adverse experiences.
Professional Credit
- This activity provides the following types of credit: AMA, AAPA, APA, ANCC, ASWB, ABIM-MOC, ABP-MOC.
- 1.0 credits are available.
- Activity document
Featuring
Erin Hambrick, PhD is a Clinical Child Psychologist and Associate Professor in the Department of Psychology and Counseling in the School of Education, Social Work, and Psychological Sciences at the University of Missouri - Kansas City. She directs Lab PANDA (Pediatric Abuse, Neglect, Disaster, and Adversity), where she and her students research children who have been exposed to trauma and/or adversity, focusing on the role of the developmental timing of both trauma exposure and relational health experiences in influencing post-trauma healing and resilience. Dr. Hambrick also specializes in school-based mental health, consulting on several federal grants to promote trauma-responsive services for children and youth in schools. Dr. Hambrick believes trauma-responsiveness requires a focus on health and mental health equity and cultural competence and embeds this focus throughout her work.