Browsing by Author "Ruprecht, Karen"

Now showing 1 - 3 of 3
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    Exploring Early Care and Education Policy for Young Children of Incarcerated Parents
    (Zero To Three Journal, 2020) Dichter, Harriet; Ruprecht, Karen; Tomlin, Angela; Pediatrics, School of Medicine
    Children of incarcerated parents who participate in the early care and education system may face an increased risk for developmental and behavioral problems, however, these children are largely hidden when it comes to formal early care and education policy and program initiatives. This article will focus on the impacts of parental incarceration on young children, consider trends and opportunities in early care and education policy that can help address the needs of children of incarcerated parents, and provide suggestions for future policy strategies.
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    Promoting Resilience with Children Impacted by Parental Incarceration
    (Zero To Three, 2020) Tomlin, Angela; Ruprecht, Karen; Arditti, Joyce; Pediatrics, School of Medicine
    In prison, jails, and detention centers, the United States incarcerates more people than any other country, and most of these individuals are parents. As a result, early care and intervention professionals are likely to encounter infants and young children affected by parental incarceration. This article will review the scope of the problem, the effects on children, and discuss how providers can best help young children by being aware of their own bias, recognizing and supporting resilience, responding sensitively, knowing and sharing resources, and advocating as appropriate.
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    Understanding Secondary Trauma and Stress in the Early Childhood Workforce
    (ZERO TO THREE, 2020-03) Ruprecht, Karen; Tomlin, Angela; Perkins, Kelley; Viehweg, Stephan; Pediatrics, School of Medicine
    Early care and education workers are increasingly recognizing their role in helping children who have experienced trauma, including extended parental separations due to incarceration. These children may have emotional reactions and behaviors that are particularly challenging in group settings. Moreover, early care and education professionals themselves have often had challenging experiences in their own lives. As a result, there is a need for training and support to help the workforce recognize the secondary trauma and stress associated with caring for these young children. This article will explore how to establish systems and policies that support the early care and education workforce who are on the frontlines of helping children cope with trauma.