[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-601168-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-601168-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","building-resilience-reducing-the-impact-of-adverse-childhood-experiences","Building Resilience - Reducing the Impact of Adverse Childhood Experiences","","Building Resilience explains how adverse childhood experiences and chronic stress can disrupt children’s development through stress-response biology and altered brain development. It defines resilience as a universal capacity to prevent, minimize, or overcome adversity, and reviews research on resilience across countries and the role of caregivers, parents, and children. The document distinguishes positive, tolerable, and toxic stress, links toxic stress to long-term developmental harm, and describes how early brain architecture and adverse childhood experiences (ACEs) relate to later health outcomes.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/healthcare/","Healthcare",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/building-resilience-reducing-the-impact-of-adverse-childhood-experiences/601168/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/building-resilience-reducing-the-impact-of-adverse-childhood-experiences/601168.png","ImageObject",300,407,{"name":42,"@type":43},"LangkahRina","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-16","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":22},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"How does repeated stress affect young children’s bodies and development?","Question",{"text":62,"@type":63},"Repeated stress triggers a body response that changes the chemistry of children’s bodies. This preparation for fight-or-flight increases heart rate, blood pressure, and stress hormones and can disrupt development over time.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What are the differences between positive, tolerable, and toxic stress?",{"text":67,"@type":63},"Positive stress can be uncomfortable but resolves within a reasonable time and supports growth. Tolerable stress is difficult yet does not damage long-term development and is aided by supportive relationships. Toxic stress is ongoing and damages growth and development through frequent chemical changes.",{"name":69,"@type":60,"acceptedAnswer":70},"What is ACEs and how is it connected to later-life health?",{"text":71,"@type":63},"Adverse Childhood Experiences (ACEs) describe stressful or traumatic experiences that threaten children’s development. The term was coined in a study linking childhood ACEs to later-life health outcomes among Kaiser health plan members.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},601168,1792117731,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":107,"slug":108},7,40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":106,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":22,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":101,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144},962090893776,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Building Resilience: Reducing the Impact of Adverse Childhood Experiences  \nMartha Herndon and Cathy Waggoner  \nShelter chronicles a frightening, stormy night for the animals ina forest (Claire & Leng, 2017) . During the night, bears who are newcomers, ask for help and are turned away by the animal families who have hunkered down for the night, but little fox braves the storm to bring a lantern to the strangers. Later, when the fox den collapses, these bears share their shelter with the fox family. Shelter was featured by the Southern Early Childhood Association during 2019 and conveys the essence of actions which promote positive relationships. These are the same types of relationships which can promote resilience in early childhood.  \nEdith Grotberg (1995) reported results of an international resilience study across 14 countries with 589 children aged birth-11 years. Resilience was not a new subject then, she reported. Her definition of resilience was “a universal capacity which allows a person, group or community to prevent, minimize or overcome the damaging effects of adversity”(p 3) . The study focused on what parents, caregivers, and children themselves do to promote  \nresilience. More than 25 years later, we are still interested in the answers to these questions. Additional research and new technologies have enhanced our understanding of brain development, the role of stress, and the characteristics of human interactions in relation to resilience.  \nImpact of Stress on  \nChildren’s Development  \nThe development of young children can be disrupted by repeated stress because stress triggers a response which changes the chemistry of their bodies (National Scientific Council on the Developing Child (NSCDC), 2014) . Everyone is susceptible to stress.  \nThe body’s response is essential to prepare for a fight orto run away (fight or flight response) by increasing the  \nheart rate, blood pressure, and stress hormones. As teachers of young children, we can relate to this response. We face pressures each day and often struggle to maintain self-control in the face of disagreements among children, tense interactions with parents or other staff, and serious health threats. How often do we remember that young children encounter the same stressful situations, yet have fewer resources to manage them?  \nStress can be positive, tolerable, or toxic (Child Welfare Information Gateway, 2015; NSCDC, 2014) . Positive stress has a helpful impact on our lives. For example, there is stress involved with entering a new childcare center or school, getting ready for a major life event like a wedding, or meeting a new employer. Such stress is common and, while uncomfortable, resolves in a reasonable time and often results in positive changes. Positive stress helps us grow and develop. Tolerable stress is difficult but does not damage growth and development in the long run. Examples of tolerable stress include the death of a loved one and  \n28 Dimensions • Volume 49/Number 1  \naccidents or illness which can be healed. Tolerable stress can be endured and is helped by supportive relationships. Toxic stress is stress which is on-going and damages growth and development. Toxic stress results in developmental damage due to the strong, frequent chemical changes brought on by the body’s stress response. Examples of toxic stress include child abuse and neglect, lack of safety such as domestic violence or violent neighborhoods, and chronic physical or mental health conditions.  \nLife experiences alter brain development. Neuroimaging methods such as magnetic resonance imaging have provided biological evidence about how the brain develops. When the brains of healthy children and those neglected are compared, there is a striking difference. Children abandoned in Romanian orphanages showed major differences compared to children placed in foster care or raised in families from birth (Nelson, et al. , 2013) . When the researchers evaluated brain activity, volume, an","cbCaifMg27KBm3Jw","https://ap.wps.com/l/cbCaifMg27KBm3Jw","pdf",167895,"English","# Impact of Stress on Children’s Development\n## Stress types: positive, tolerable, and toxic\n## Life experiences and brain development\n## Early brain development as a foundation\n## Adverse Childhood Experiences (ACEs)","[{\"question\":\"How does repeated stress affect young children’s bodies and development?\",\"answer\":\"Repeated stress triggers a body response that changes the chemistry of children’s bodies. This preparation for fight-or-flight increases heart rate, blood pressure, and stress hormones and can disrupt development over time.\"},{\"question\":\"What are the differences between positive, tolerable, and toxic stress?\",\"answer\":\"Positive stress can be uncomfortable but resolves within a reasonable time and supports growth. Tolerable stress is difficult yet does not damage long-term development and is aided by supportive relationships. Toxic stress is ongoing and damages growth and development through frequent chemical changes.\"},{\"question\":\"What is ACEs and how is it connected to later-life health?\",\"answer\":\"Adverse Childhood Experiences (ACEs) describe stressful or traumatic experiences that threaten children’s development. The term was coined in a study linking childhood ACEs to later-life health outcomes among Kaiser health plan members.\"}]","Building Resilience - Reducing the Impact of Adverse Childhood Experiences | PDF",1792092108,15]