Artist Statement
(a 2013 Commissioned Work)
When I think about what will bring us peace in this world I envision communities that come together to fully support families in raising physically and mentally healthy children. I believe that everyone has a role that they can play to contribute to the healthy development of children in their family and community. This series is intended to help participants think through the innumerable ways they may be able to provide support and nurturance throughout the growth cycles of children and their families—actively contributing to the construction of a healthy and peaceful world.
You may notice two prominent visual themes in these montages—plants to represent life and hands to represent different types of support. The diverse plants are used in place of images of specific children or families. Plants have similar life cycles to many other living organisms; I wanted participants to view the core concepts broadly, not tied solely to preconceived notions of a specific gender, race, class, or sexual orientation that may be triggered by human images. The hands that appear in these montages belong to local community members who in some way contribute to the wellbeing of children and families—brothers, sisters, aunts, uncles, parents, godparents, grandparents, teachers, and those who work in public and/or mental health fields. I encourage you to view your hands as readily fitting in with these hands as you contribute to the healthy growth and development of children and families.
My hope for this work is that the visual imagery will grab you, the written information will trigger you to think more deeply about the concepts addressed, and that you will feel motivated to join in the creative process by contributing your own ideas to the foundational images. I strongly believe that you, personally, can help bring our communities peace by contributing to the important work of bringing up holistically healthy children of the present and future. Each image has a question underneath it that is designed to spark your thinking about the roles you may choose to take as supporters of healthy children and their families.
You may notice two prominent visual themes in these montages—plants to represent life and hands to represent different types of support. The diverse plants are used in place of images of specific children or families. Plants have similar life cycles to many other living organisms; I wanted participants to view the core concepts broadly, not tied solely to preconceived notions of a specific gender, race, class, or sexual orientation that may be triggered by human images. The hands that appear in these montages belong to local community members who in some way contribute to the wellbeing of children and families—brothers, sisters, aunts, uncles, parents, godparents, grandparents, teachers, and those who work in public and/or mental health fields. I encourage you to view your hands as readily fitting in with these hands as you contribute to the healthy growth and development of children and families.
My hope for this work is that the visual imagery will grab you, the written information will trigger you to think more deeply about the concepts addressed, and that you will feel motivated to join in the creative process by contributing your own ideas to the foundational images. I strongly believe that you, personally, can help bring our communities peace by contributing to the important work of bringing up holistically healthy children of the present and future. Each image has a question underneath it that is designed to spark your thinking about the roles you may choose to take as supporters of healthy children and their families.
Continue scrolling to see the images. You can also click on the drop-down tab above to access blogs on which to comment on each image.
Beginnings |
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Definition1:
1: the point at which something begins; 2: the first part; 3: origin, source; 4: a rudimentary stage or early period From conception an individual’s developmental trajectory begins being shaped by the ecology around it—by factors such as the nutritional intake of its mother, the chemicals it is exposed to through its’ mother’s passive or direct consumption of them, and its’ mother’s stress level. Maternal undernourishment during the prenatal period has been linked to such conditions as later glucose intolerance2, 3—a risk factor for development of diabetes— increased rates of cardiovascular disease in adult children4, 5, 6, increased rates of obesity7, and problems with brain development8. Prenatal undernourishment is currently speculated to have multi-generational impact within families9. Prenatal exposure to drugs has been found to have both direct and indirect detrimental impacts on many areas, including later behavioral10 and cognitive11 development. Factors such as chronic maternal stress, anxiety, and depression during the prenatal period have been linked to lower infant birthweight and later development of behaviors such as ADHD, drug abuse, and mood and anxiety disorders12. In thinking about the many potentially harmful ecological influences on the beginning of an individual’s development, how could you help to create a healthy environment for expectant mothers and the seeds of life that they carry? Sources: 1: Merriam Webster online dictionary. http://www.merriam-webster.com/dictionary/beginnings 2, 4, 7: Painter, R. C., Roseboom, T. J., & Bleker, O. P. (2005). Prenatal exposure to the Dutch famine and disease in later life: An overview. Reproductive Toxicology, 20, 345-352 3: Ravelli, A. C. J., Van der Meulen, J. H. P., Michels, R. P. J., et al. (1998). Glucose tolerance in adults after prenatal exposure to famine. Lancet, 351(9097), 173. 5: Painter, R. C., de Rooj, S. R., Bossuyt, P. M., et al. (2006). Early onset of coronary artery disease after prenatal exposure to the Dutch famine. American Journal of Clinical Nutrition, 84, 322-327. 6: Roseboom, T. J., van der Meulen, J. H., Osmond, C., et al. (2000). Coronary heart disease after prenatal exposure to the Dutch famine. Heart, 84, 595-598. 8: Georgieff, M. K. (2007). Nutrition and the developing brain: Nutrient priorities and measurement. American Journal of Clinical Nutrition, 85(supplement), 614S-620S. 9: Roseboom, T. J., & Watson, E. D. (2012). Maternal-fetal resource allocation the next generation: Are the effects of prenatal nutrition transmitted across generations? Evidence from animal and human studies. Placenta, 33(supplement 2), e40-e44 10: Lester, B. M., Bagner, D. M., Liu, J., et al. (2009). Infant neurobehavioral dysregulation: Behavior problems in children with prenatal substance exposure. Pediatrics, 124(5), 1355-1362. 11: Howell, K. K., Lynch, M. E., Platzman, K. A., et al. (2006). Prenatal alcohol exposure and ability, academic achievement, and school functioning in adolescence: A longitudinal follow-up. Journal of Pediatric Psychology, 31(1), 116-126. 12: Lupien, S. J., McEwen, B. S., Gunnar, M. R., & Heim, C. (2009). Effects of stress throughout the lifespan on the brain, behavior and cognition. Nature Reviews Neuroscience, 10, 434-445. PotentialDefinition1:
1: existing in possibility : capable of development into actuality; 2: expressing possibility A child’s first years of life hold precious opportunities for mediating challenges carrying over from the prenatal period as well as for establishing firm foundations for future developmental trajectories. While factors such as temperament3, 2 and regulation4, 5 appear to play a role in ongoing social-emotional development, young children continue to be strongly influenced by ecological factors that surround them. Within the first months of an infant’s life, factors such as maternal reports of ‘baby blues’ symptoms6, maternal ill health and lack of social support and help7, and family SES8, 9 have been correlated to the development of severe internalizing and externalizing behaviors in preschool-age children. Parental reports of environmental factors such as stress and a sense of lack of support during a child’s second year of life continue to act as correlates to the development of problem behaviors in the preschool period10, 11. Food-insecurity has been found to correlate with severe internalizing and externalizing behaviors in preschool-age children12, and to later academic difficulties13. In what ways might you help young children and their families to start out on the best trajectories possible? How might you envision yourself and/or your community helping new parents have access to the necessities for children’s healthy growth and development (e.g., healthcare, enough food, a sense of support)? Sources: 1: Merriam Webster online dictionary. http://www.merriam-webster.com/dictionary/potential 2: Campbell, S. B., & Ewing, L. J. (1990). Follow-up of hard-to-manage preschoolers: adjustment at age 9 and predictors of continuing symptoms. Journal of Child Psychology and Psychiatry, 31(6), 871-889. 3: Gartstein, M. A., Putnam, S., & Rothbart, M. K. (2012). Etiology of behavior problems: Contributions of temperament attributes in early childhood. Infant Mental Health Journal, 33(2), 197-211. 4: Degangi, G. A., Porges, S. W., Sickel, R. Z., & Greenspan, S. I. (1993). Four-year follow-up of a sample of regulatory disordered infants. Infant Mental Health Journal, 14(4), 330-343. 5: Dale, L. P., O’Hara, E. A., Schein, R., Inserra, L., Keen, J., Flores, M., & Porges, S. W. (2011). Measures of infant behavioral and physiological state regulation predict 54-month behavior problems. Infant Mental Health Journal, 32(4), 473-486. 6: Robinson, M., Oddy, W. H., Li, J., Kendall, G. E., de Klerk, N. H., Silburn, S. R… Mattes, E. (2008). Pre- and postnatal influences on preschool mental health: A large-scale cohort study. Journal of Child Psychology and Psychiatry, 49(10), 118-1128. 7, 8, 10: Larson, C. P., Pless, I. B., & Miettinen, O. (1988). Preschool behavior disorders: Their prevalence in relation to determinants. The Journal of Pediatrics, 113(2), 278-285. 9: Robinson, M., Oddy, W. H., Li, J., Kendall, G. E., de Klerk, N. H., Silburn, S. R… Mattes, E. (2008). Pre- and postnatal influences on preschool mental health: A large-scale cohort study. Journal of Child Psychology and Psychiatry, 49(10), 118-1128. 11: Mathiesen, K. S., Sanson, A., Stoolmiller, M., & Karevold, E. (2009). The nature and predictors of undercontrolled and internalizing problem trajectories across early childhood. Journal of Abnormal Child Psychology, 37, 209-222. 12: Whitaker, R. C., Phillips, S. M., & Orzol, S. M. (2006). Food insecurity and the risks of depression and anxiety in mothers and behavior problems in their preschool-aged children. Pediatrics, 118(3), e859-e868. 13: Jyoti, D. F., Frongillo, E. A., & Jones, S. J. (2005). Food insecurity affects school children’s academic performance, weight gain, and social skills. The Journal of Nutrition, 135(12), 2831-2839. ResilienceDefinition1:
1: the capability of a strained body to recover its size and shape after deformation caused especially by compressive stress; 2: an ability to recover from or adjust easily to misfortune or change When placed in difficult environments with few nutrients (physical and/or emotional) from which to grow, children and youth often struggle and may not live up to what would otherwise be their full-potential. The greater the number of Developmental Assets2 a child has, the more she or he is able to be resilient when faced with adverse situations. Developmental assets include such things as family support, caring neighborhoods that value children and youth, adult role models, positive expectations, engagement in play and creative activities, a sense of connection to community programs, good interpersonal skills, and a positive self-esteem. Resilient children and youth have such things as faith, talents, self-confidence, good cognitive skills, a close relationship to a caring parental figure, supportive connections to extended family, and connections to prosocial adults and organizations outside of their families3. In reflection on the many challenges that children and youth may face growing up, what actions might you take to help brighten their worlds and foster resilience against adversity? Sources: 1: Merriam Webster online dictionary. http://www.merriam-webster.com/dictionary/resilience 2: Search Institute. 40 Developmental Assets Lists. http://www.search-institute.org/developmental-assets/lists 3: Masten, A. S., & Coatsworth, J. D. (1998). The development of competence in favorable and unfavorable environments: Lessons from research on successful children. American Psychologist, 53(2), 205-220. ProtectionDefinition1:
1: the act of protecting : the state of being protected; 2 a : one that protects b : supervision or support of one that is smaller and weaker There are many structural forces that can be brought into play to offer support and protection to children and their families—for example, grandparents stepping in to care for children while parents are at work, providing ready access to adequate nutrition, and having communities that are safe and affordable places to live. When families are in less than ideal situations, programs such as Project Home2 provide clean and safe emergency shelter to families with children through largely volunteer efforts. Formal parent education is another form of support and protection—providing information and practical tools to help parents nurture and guide their children in ways that promote healthy development. For example, home visiting programs such as the Family Check-Up3, 4 have been shown to increase maternal involvement with their young children and bring about use of more effective behavior support strategies. A more widely distributed parent education program is called Triple P-Positive Parenting Program5, 6. Triple P has been found to significantly improve parenting practices and children’s behavior. Although the formal research is not yet all in, here in Minnesota we are unique in providing an Early Childhood Family Education7 program which—anecdotally—I know many parents who credit with providing much needed social support for themselves, useful parenting tips, and safe and constructive learning opportunities for their children. In thinking about the many possible ways to offer protection and support to children and their families, what activities are most appealing to you? Why? Sources: 1: Merriam Webster online dictionary. http://www.merriam-webster.com/dictionary/protection 2: Saint Paul Area Council of Churches. http://www.spacc.org/index.asp?SEC=%7BAD9C1F79-60E0-4098-BA3F-BE26421F3A9A%7D& 3: Dishion, T. J., Shaw, D., Connell, A., Gardner, F., Weaver, C., & Wilson, M. (2008). The family check-up with high-risk indigent families: Preventing problem behavior by increasing parents’ positive behavior support in early childhood. Child Development, 79(5), 1395-1414. 4: Shaw, D. S., Dishion, T. J., Supplee, L., Gardner, F., & Arnds, K. (2006). Randomized trial of a family-centered approach to the prevention of early conduct problems: 2-year effects of the family check-up in early childhood. Journal of Consulting and Clinical Psychology, 74(1), 1-9. 5: de Graaf, I., Speetjens, P., Smit, F., de Wolff, M., & Tavecchio, L. (2008). Effectiveness of the triple p positive parenting program on behavioral problems in children: A meta-analysis. Behavioral Modification, 32(5), 714-735. 6: Fletcher, R., Freeman, E., & Matthey, S. (2011). The impact of behavioural parent training on fathers’ parenting: A meta-analysis of the triple p-positive parenting program. Fathering, 9(3), 291-312. 7: Minneapolis ECFE. http://ecfe.mpls.k12.mn.us/ ; Saint Paul ECFE. http://ecfe.spps.org/ NurturanceDefinition1:
affectionate care and attention As they grow, children need to be continually fed—physically, cognitively, and emotionally. Young children’s development across domains is highly connected. For example, young children with social-emotional challenges have been found to have comorbid delays in areas such as cognitive skills2, 3, 4 motor skills5, 6, and speech-language development7, 8. It is, therefore, important to provide holistic nurturance to promote optimal development. According to the American Heart Association, a heart-healthy diet is rich in fruits, vegetables, and whole grains, has moderate low-mercury fish intake, and is low in sugars, salts, and saturated and trans saturated fats9. Infants and young children’s minds are fed when they have opportunities to explore, create, and learn language to explain their environments and experiences. Infants and young children benefit strongly from interactions with adults that are sensitive and responsive. Attachment theory posits that infants who learn to trust that their caregivers will meet their needs in a caring way (those that are ‘securely attached’) are best prepared for healthy social-emotional development. In contrast, those with ‘insecure attachments’ have been found to be at increased risk for behavioral disorders as preschoolers10, 11, with increased risk for social-emotional difficulties throughout childhood and into the adult years12, 13. What types of nurturance do you feel most ready to provide to children or families in your daily life and/or community? What special resources may you be able to bring in to your nurturing work with others? Sources: 1: Merriam Webster online dictionary. http://www.merriam-webster.com/dictionary/nurturance 2, 7: Baker, B. L., McIntyre, L. L., Blancher, J., Crnic, K., Edelbrock, C., & Low, C. (2003). Pre-school children with and without developmental delay: Behavior problems and parenting stress over time. Journal of Intellectual Disability Research, 47(4/5), 217-230. 3, 5: Bulotsky-Shearer, R. J., Dominguez, X., & Bell, E. R. (2011). Preschool classroom behavioral context and school readiness outcomes for low-income children: A multilevel examination of child- and classroom-level influences. Journal of Educational Psychology, 104(2). 4, 6, 8: Montes, G., Lotyczewski, B. S>, Halterman, J. S., & Hightower, A. D. (2012). School readiness among children with behavior problems at entrance into kindergarten: Results from a US national study. European Journal of Pediatrics, 171, 541-548. 9: Pearson, T. A., Palaniappan, L. P., Artinian, N. T., et al. (2013). American Heart Association guide for improving cardiovascular health at the community level, 2013 update: A scientific statement for public health practitioners, healthcare providers, and health policy makers. Circulation, 127, 1730-1753. 10: Erickson, M. F., Sroufe, L. A., & Egeland, B. (1985). The relationship between quality of attachment and behavior problems in preschool in a high-risk sample. Monographs of the Society for Research in Child Development, 50(1/2), 147-166. 11: Shaw, D. S., & Vondra, J. I. (1995). Infant attachment security and maternal predictors of early behavior problems: A longitudinal study of low-income families. Journal of Abnormal Child Psychology, 23(3), 335-357. 12: Lee, A., & Hankin, B. L. (2009). Insecure attachment, dysfunctional attitudes, and low self-esteem predicting prospective symptoms of depression and anxiety during adolescence. Journal of the American Academy of Child and Adolescent Psychiatry, 38(2), 219-231. 13: Sund, A.M., & Wichstrom, L. (2002). Insecure attachment as a risk factor for future depressive symptoms in early adolescence. Journal of the American Academy of Child and Adolescent Psychiatry, 41(12), 1478-14485. ConnectionDefinition1:
1: the act of connecting : the state of being connected: as a : causal or logical relation or sequence b (1) : contextual relation or association (2) : relationship in fact c : a relation of personal intimacy (as of family ties) d : coherence, continuity; 2 a : something that connects : link b : a means of communication or transport; 3: a person connected with another especially by marriage, kinship, or common interest Considering connections is important in any work with children, families, and/or communities. By their very nature, families are connected. According to family systems theory, families feature wholeness (the whole is greater than the sum of its parts), hierarchies of subsystems (e.g., between two parents, between a parent and a child, between two children), and an adaptive self-organization that allows them to adapt to changing circumstances2. It is, therefore, important to consider these multiple layers and types of connections when looking to support children and families—recognizing that if you help strengthen one sub-system’s connection, such as between a mother and infant, than that change is likely to set in motion other changes within the broader family system. When seeking to provide support and services for children and families at a programmatic level, it is also important to take a systems perspective. Fostering healthy, mission-driven, connections between agencies across a community can provide impressive payoffs in children’s wellbeing3. While I believe individuals have great potential to bring about peace within their own families, for the broadest possible community impact I believe that collaborations with other individuals and between varying agencies is likely to be most effective. The connections inherent in true collaboration are more intense, potent, and durable than those found in coordination or cooperation4—making the relationships more likely to last for the duration needed to foster improved developmental outcomes in both the current generation coming up as well as the generations to follow them. When thinking about connections within families or agencies, which ones do you think may be easiest for you to work with? Why? How would you go about creating and/or strengthening connections within your own family and/or with other families or community organizations? Sources: 1: Merriam Webster online dictionary. http://www.merriam-webster.com/dictionary/connection 2: Cox, M. J., & Paley, B. (2003). Understanding families as systems. Current Directions in Psychological Science, 12(5), 193-196. 3: Maggi, S., Roberts, W., MacLennan, D., & Amedeo, D. (2011). Community resilience, quality childcare, and preschoolers’ mental health: A three-city comparison. Social Science & Medicine, 73(7), 1080-1087. 4: Winer, M., & Ray, K. (2008). Collaboration handbook: Creating, sustaining, and enjoying the journey. Saint Paul, Minnesota: Fieldstone Alliance. |
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