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1997 closed camera inspection of 30 day drug Alchohol Hal Richardson Aug_1

1997 closed camera inspection of 30 day drug Alchohol Hal Richardson Aug_1

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02/01/2013

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August
28, 1997Ms. Claudine Dombrowski
PO Box 304Larned, KS 67550
RE: RUcki
Dear Ms.
Dombrowski:
This letter is written at your request to describe some of the
typical behaviors and social-emotional needs of 2
1/2
year old
children.
The subject
of human growth and development has been
written about extensively for decades and
by
some very
notable
figures in the areas of pediatrics and child
psychology.
In the
following paragraphs I hope to illuminate a few of the areas
with which young preschoolers struggle.
In this preschool period children struggle to achievepsrChOlogiCal autonomy
and
eventually mastery and competence. A
2 /2 yec'!r"~'oldis in
the
process
o
gaining
control over
their
own
behavior
and working
toward
a wider range of competency to
gain control over their immediate
environment
(home,
day
care,
etc). The threat posed
by
many events experienced as stressful
by
the preschool child centers around a
10s5
of control,
including the inability of trusted adults to controlenvironmental events. The effort to regain control, to achievesome measure of mastery over the uncontrollable, is seendramatically in the preschooler's play. The child uses pretend
to enact stressful events with themselves in the role of the
powerful
adult.With toddlerhood comes dramatic changes in
children's
sense ofthemselves in relationship to others. First, they achieve theability to recogni~e themselves as separate
from
others and ashaving an affect on others. Gradually they develop the ability
 
RUG
j7 
03:23 F~JM DILLONS ~3 LRRNED, KS
Page 2
TO13155233041
R.03
to then detect and empathize with the emotional states of
others. While these are
impressive
developmental skills,
unfortunately they also render young children especially
vulnerable to certain kinds of stress (e.i. birth of a newsibling). It is presumed that young
childrgn's
increasedsensitivity to social relationships in general and threats ofdisplacem~nt in particular combine with their ongoing dependency
on the family to make them especially vulnerable to anxiety and
stress.Finally, preschool
children's
struggle
with
the continuing
development of attachment relationships renders themparticularly vulnerable to events that threaten to disrupt those
relationships.John Bowlby, author of volumes on child development, viewed thefirst
3
years of life as heavily involved in the development of
attachment relationships which are incorporated as part of the
child's sense of themselves in relation to others. Disruptions
in the attachment process (i.e. separation from primarycaregiver) are likely to be particularly
painful
during the
toddler
and
early
preschool years. Separation
in the first 6
months of life and
after
the age of 4 are less disruptive.
During
the period
between 1
and 4
years,
stressors
that
threaten
the primary attachment relationship are likely to be e~perlenced
as particularly
difficult.
As children approach school
age,
their
repertoire
of self soothing skills as well as theirnetworks of
extra-familial
relationships expands, and
consequently their ability to find comfort from persons other
than primary attachment figures in times of stress. Young
&fflchoOlets_commonl~
d~~~s~rate the effects of stress
in
four
a
!
RegressIon to
r-mmature
forms of
behavior, increasedattention seeking, withdrawal from social contact, and
changes
in
play.Providing the young child with consistency, safety andpredictability creates feelings of security and
trust.
Talking
to children and explaining about stressful circumstances takes
the guessing out of what might happen. Talking about bow
important children
are
to parents provides
them
with a
solid 
foundation and a great de~l of comfort.Ms. Dombrowski, I hope that there has been
something
written
here that you will find useful and helpful.

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