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The Science of Neglect, By: Belle, Beverly, Gabrielle, Siti - Coggle…

- - - - Disseminating new scientific findings to child welfare professionals
        
        Focusing on the implications of the evidence by practice
      - Supporting collaboration between child development researchers and service providers
        
        Develop more effective prevention and intervention strategies
      - Coordinating across policy and service sectors to identify vulnerable children and families as early as possible
      - Creating contexts for cooperation among policy makers, family court judges and practitioners
        
        Improve access to non-stigmatising, community based service
  - - - Assure the earliest possible identification of families that require preventive assistance
      - Identification of children who need therapeutic intervention
    - - Opportunities to identify and address neglectful circumstances for young children
    - - Presents a particularly compelling goal
- - - - Intervention and removal to a stable,
        caring and socially responsive environment required
        as soon as possible
    - - Basic survival needs may be met
        
        Lack of individualised adult responsiveness can lead to severe impairments
        
        Cognitive, physical and psychosocial
        developments
    - - “Warehouse-like” conditions with
        many children, few caregivers
        
        No individualised adult-child relationships
        that are reliably responsive
  - - - Associated with failure to provide for basic needs
      - Significant, ongoing absence of serve and return interaction
    - - Wide range of adverse impacts, from significant developmental impairments to immediate threat to health or survival
    - - Intervention to assure caregiver responsiveness and address the developmental needs of the child required as soon as possible
  - - - Access to high-quality early care and education for children
      - Interventions that address the needs of caregivers
    - - Often leads to developmental
        delays and may caused by a variety of factors
    - - Ongoing, diminished level of child-focused responsiveness and developmental enrichment
  - - - No intervention needed
    - - Intermittent, diminished attention in an
        otherwise responsive environment
    - - Can be growth-promoting under
        caring conditions
- - - - including cognitive delays, stunting of physical growth, impairments in executive function and self-regulation skills, and disruptions of the body’s stress response
  - - - increases risk for attentional, emotional, cognitive and behavioural disorders
    - - higher risk of anxiety, depression, cardiovascular problems and chronic health impairments in the future
    - - high levels of negativity, poor impulse control, personality disorder
      - low level of enthusiasm, confidence and assertiveness
  - - - the adverse effects of toxic stress can compound the lost opportunities for development associated with limited or ineffective interaction