Assignment 5

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Assignment 5 Dear Abby PSYC 2005 - Developmental Psychology Ashley Greer Laurentian University Anna-Liisa Mottonen August 5, 2022

Dear Abby, We are about to welcome our second child and all of a sudden I am so scared that our first born will feel left out or I won’t be able to give enough attention to them. How can I best prepare myself, my child, and husband for the adventure that is about to come? Congratulations on your new addition! As we welcome new families it can be a time where we feel a mix of emotions, anything from excitement to fear. For children who are used to being the centre of their parents' attention, welcoming a new sibling into the family is both excit- ing and terrifying. Siblings are a wonderful thing to have, and they frequently serve as positive role models, acting as playmates, confidants, teachers, and caregivers (Willoughby, Shaffer, & Kipp, 2019). The addition of a new member of the family can cause significant emotional and behavioural changes in a toddler, so it is critical to prepare them for the changes they may expe- rience in their current relationship with their parents (Stewart, Mobley, van Tuyl, & Salvador, 1987). Rest assured, there is enough love and attention for both children! Before this new baby arrives, we need to look at the current relationship you have with your firstborn. If the child does not have a secure relationship with either parent, there is a greater chance that undesirable behav- iours such as a regression in toilet training, clinginess, signs of anxiety, and increased aggression will occur as a result of the child feeling neglected and replaced by this new addition to the fam- ily structure (Stewart, Mobley, vanTuyl, & Salvador, 1987). In general, making a plan with your partner for cooperative parenting and maintaining a loving relationship together is critical to the success of welcoming a second child. High levels of conflict and dissatisfaction in marriages are indicative of jealous and hostile relationships between siblings, particularly if that secure bond with the firstborn was absent prior to the arrival of the new baby (Erel, Margolin, & John, 1998). This is a wonderful time to take advantage and have conversations with your husband surround- ing a division of roles, creating opportunities for you each to have one on one time with your current child after baby is born, and ensuring that your communication level and relationship are

on solid ground. The fact that you are already concerned about creating an equal environment for both children shows me that you are already well on your way to creating the warm and nurtur- ing environment that children thrive in! Best of luck mama!

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References Erel, O., Margolin, G., & John, R. S. (1998). Observed sibling interaction: Links with the marital and the mother–child relationship. Developmental Psychology , 34 (2), 288 Stewart, R. B., Mobley, L. A., van Tuyl, S. S., & Salvador, M. A. (1987). The Firstborn’s Adjustment to the Birth of a Sibling: A Longitudinal Assessment. Child Development, 58 (2), 341–355. https://doi.org/10.2307/1130511 Willoughby, S.K. W. (2019). Developmental Psychology (5th Edition). Cengage Learning Canada Inc

Dear Abby, I have a new student in my classroom with suspected Fetal Alcohol Spectrum Disor- der. While we await an official diagnosis how can I best support them? I feel like all my usual tricks for dealing with behavioural issues are not working. Fetal alcohol can be a tricky one! It is certainly a challenge where our most common in- terventions will not work. Before we can provide tips for moving forward, we need to make sure that we understand the type of brain this student has. Unfortunately, FASD affects 4% of the Canadian population and is the most common preventable cause of intellectual disabilities in Canada and worldwide (Shaffer et al., 2020). When working with this particular student you can assume that you will face issues that will include physical, behavioural, intellectual, and learning problems that can range from mild to severe. All children with FASD show signs of brain dam- age, varying in severity. These difficulties manifest themselves in one of the following areas: learning, memory, attention, language, social skills, motor skills, visual perception, and reason- ing and judgement are all examples of cognitive abilities (Kodituwakku, 2007; Public Health Agency of Canada, 2017). With the knowledge of these challenges comes an understanding that we must change our expectations of these children and work at their level; these children has sus- tained a brain injury in utero and are trying their best with what their brains can do. Children with FASD also have behavioural issues, which affect their interactions with others and aca- demic success (Public Health Agency of Canada, 2017). Among these issues are difficulties in controlling behaviour, such as being impulsive, acting out when frustrated, and being easily dis- tracted. Individuals with FASD also struggle to understand the consequences of their actions and frequently forget skills that appeared to be recently mastered (e.g., counting). These difficulties are linked to difficulties keeping up with peers and in-class learning (Public Health Agency of Canada, 2017). As you being to learn your students specific struggles there are a few easier things you can do such as focusing on their strengths and talents. People with FASD are fre-

quently described as friendly, likeable, and affectionate; helpful and generous; outgoing, verbal, and good storytellers; insightful and bright in some areas; artistic and musical; mechanical and athletic; determined, hard-working, willing, and persistent; forgiving, non-judgmental, and car- ing; and good with children and animals. Individuals with FASD are also said to be strong hands-on learners, with the potential to excel in non-traditional learning environments (Durquette & Stole, 2005). All in all, working with a child with FASD will have its challenges but if you adjust your expectations accordingly it can very much lead to one of the more rewarding student-teacher re- lationships you will encounter.

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References Duquette, C., & Stodel, E.J. (2005). School Experiences of Students with Fetal Alcohol Spectrum Disorder. Exceptionality education international, 15, 51-75. Kodituwakku, P.W. (2007). Defining the behavioral phenotype in children with fetal alcohol spectrum disorders: a review. Neuroscience & Biobehavioral Reviews , 31(2), 192–201. Public Health Agency of Canada. (2017). Fetal Alcohol Spectrum Disorder. Retrieved from https://www.canada.ca/en/public-health/services/diseases/fetal-alcohol- spectrum- disorder.html. Shaffer, D. R., Kipp, K., Wood, E., Willoughby, T., Roberts, K. P., Krettenauer, T., & Lee, J. (2020). Developmental psychology: Infancy and childhood . Nelson.

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