Help Pass Adrian's Law - Child Abuse Prevention
0 have signed. Let’s get to 500!
Adrian Jones was a beautiful, young, giggly, adorable baby boy that fell through the cracks of our system. He was one of many children that die every day at the hands of their parents. Adrian was tortured for 9 months despite several calls to get him help. His cries were left unanswered. He was taken away from his mother for neglect and then given to his father who was on drugs and had no idea how to take care of a child. Many parents aren't fit and some don't realize they even have a problem.
This proposal is to make it mandatory for a parent to take a parenting class before giving birth. They would have 9 months to complete program. Program is already developed online and accessible.
A young woman with history of abuse is already predisposed and unsure how to parent. A class that will guide the parent on how to handle frustrations when they arise, how to detect when you are having Post Part Psychosis, knowing how a child develops is so crucial to understanding what they need instead of expecting from them what they are not capable of in each stage of development.
An office would be needed in each jurisdiction to monitor parents who have not taken the course. A fine will be paid if not taken and parent is subject to unannounced visits from protective care service. Those on welfare will have support suspended till class is taken.
We have to be trained to drive a car, handle food, even to become a foster parent. It needs to be mandatory to raise a human being. Our society has changed and we are more unaware of the world around us. This one change would prevent shaken baby syndrome, child neglect and abuse, postpartum psychosis abuse due to the frustration of not knowing what to do.
This is monumental in protecting our children from unnecessary abuse simply due to not understanding a child’s development and knowing what to do. Providing the much needed manual for raising a child in a safe environment is now here.
Child development is only a moderate part of an entire field of study called "Life-span Development", which is divided into many parts. The first part is fetal development (which takes place from conception until birth), followed by infant development (the first year of life), toddlerhood (the second year of life), the pre-school years (ages 3 to 5 years), the school years (ages 6 to 10 years), pre-adolescence (ages 10 to 12 years), early adolescence (ages 13 to 14 years), middle adolescence (ages 15 to 16 years), late adolescence (ages 17 to 18 years), early adulthood (ages 18 to 25 years), transitional adulthood (ages 26 to 35 years), middle adulthood (ages 36 to 50 years), mid-life adulthood (ages 50 to 65 years), early older adulthood (ages 66 to 75 years), middle older adulthood (ages 76 to 85), and late older adulthood (ages 86 to whatever).
In this lesson, we will take a brief overview of the stages of child development, looking at the physical changes that take place at the various stages of development, as well as at the major changes in brain functioning, in moral development, and in physical development for children at various stages of development.
Child development from birth to 5 years of age:
Emotional and social milestones
Activities to stimulate grow and development (birth to 5 years of age)
Red Flag Alerts given along with activitives to stimulate growth and development for children from birth - 5 years.
The material in this course is to show normal growth and development in children from birth to 12 years. It is to be used as a guide for the developmentally delayed children in our homes. Always work with a doctor, if any of your children are far behind in these guidelines.
Course covers (but not limited to):
Feeding (all ages)
Preventing sleep problems
How to determine is baby is choking
Potty training readiness and skills
Making learning important and fun
Parenting tips for preventing violence
children's needs - safety, security, acceptance, belonging, trust, relationship, self-awareness, self-worth
logical and natural consequences
what happens if your foster child is suicidal
things we can do to establish a safe environment
knowing your own "triggers"
foster parent needs
specific skills for confronting negative behaviors without attacking integrity
skills that lead to positive behavior changes
dangerous behaviors in children - what to do
Examples of bad behaviors and logical consequences
Under the best of circumstances, babies, especially newborns, are a handful. The neediest most dependent part of a human life is also a time when there is no language with which to accurately describe those many needs. So babies fuss or cry and caregivers guess. Diaper? Food? Comfort? Air Bubble? Temperature? Stimulation? Indigestion? Illness? What?
What is a "High Need Infant"
What Causes a Baby to Have High Needs
Why Does This Baby Cry So Much
Remedies Old and New
The Trust Cycle
Tips and Ideas
Checklist of 36 Time-tested Baby Calmers
How Can We Survive High Need Parenting
Difficult Baby, Difficult Child
Understanding that education in parenting is vital to how the future of our children affect who we become as adults. Many illnesses the government pays for disability now start with having a health childhood.
Setting up a volunteer program similar to C.A.S.A., but geared to only home visits where concerned citizens perform wellness checks to children suspected of abuse and maintain that relationship throughout the child's childhood. One visit isn't enough we have to follow up and assume the child might not be able to report what is happening.
We have abandoned malls that can be turned into community centers/safe havens for children, where they can play and feel safe.
Let Adrian's life mean something, help make this change.
Infancy (birth to age one year)
Toddlerhood (from about 12 months of age until about 2 1/2 years of age)
The Pre-school years (age 2 1/2 years to age 5 years)
The School Years and Pre-Adolescence (ages six to twelve years)
Adolescence ( ages 13 to 18 years)
In this course we will look in detail at the processes of physical, emotional, brain, speech (both receptive and expressive), and temperament development throughout the first year of life, as well as at the processes of the development of attachment and basic reciprocity as they occur during the first year of life. We have understood for many years now the importance of the first year of life in laying the groundwork (or perhaps the foundation would be the more appropriate terminology to use) for how the entire rest of life progresses. The attachment relationship that develops between infants and their parents forms the basis of a healthy versus an unhealthy psychological foundation for all human beings that will influence virtually all aspects of their lives for the remainder of their lives, and so the events that take place during the first year of life are extremely important in determining how the rest of that life will go. In addition, how well the brain develops during the first year of life lays the foundation for how it will continue to develop throughout the rest of childhood and adolescence, as when there are failures in development, or immaturities or problems in brain development during the first year of life, these create difficulties in later stages of brain development during subsequent periods of child and adolescent development. Learning disabilities and other limitations in academic and occupational functioning can be created by failures in the complete development of the brain during the first year of life.
Birth: That Most Exciting of Human Adventures
The First Month of Life
The Second and Third Months of Life
Four to Six Months
Seven to Nine Months
Ten to Twelve Months of Life
The Important Life Changes That Accompany Independent Walking
Part 1 of this course series took an in-depth look at the stage of life known as infancy, which takes place from birth until infants are walking independently about 80% of the time or more often, which usually takes place at around 12 months of age. This, the second Part of this course series, will take an in-depth look at the next stage of child development, which is most commonly referred to as “toddlerhood” -- which is usually thought of as taking place from the time that infants are walking independently about 80% of the time or more often until about 30 months of age, which is usually the time of life at which most toddlers grow out of the stage of development that is most commonly referred to as the “terrible twos.” Many people have the misunderstanding that the “terrible twos” take place between ages two and three years, but they actually start at around 18 months of age, and usually finish at around 30 months of age. Because the second birthday is essentially the middle of this stage of development, they have become known as the “terrible twos,” but they actually span the second birthday, as will be discussed in far greater detail in this course. The completion of the “terrible twos” signals a highly important time in brain development for toddlers, and this is the reason it is chosen to signal the end of toddlerhood as this stage of development is discussed. This course will look in great detail at this change in brain development, physical development (in terms of what new physical abilities are being developed during this period of time), emotional development, and psychosocial development for toddlers.
13 to 15 Months of Age
16 to 18 Months of Age
19 to 21 Months of Age
22 to 24 Months of Age
25 to 27 Months of Age
28 to 30 Months of Age
In this course we will take an in-depth look at the preschool years, which is the stage of development that covers the period of time from 30 months of age until six years of age. From some developmental perspectives, it is said that the preschool years end at five years of age, as most children are five years old when they attend kindergarten, and some are even five years old when they start first grade, turning six years old within a few months of starting first grade. However, for the purposes of this course, I (along with many other child development experts) will include kindergarten as a form of preschool. The primary reason for this is due to the major shift in brain functioning that takes place somewhere between ages 5 ½ and 6 ½ years of age, with age 6 years being the most common age at which this shift in brain functioning takes place, and it is this shift in brain functioning that signals the end to what is called pre-operational thinking, which coincides with the end of the preschool years. We will look in great detail later in this course at what happens when this shift in brain functioning occurs, as it is one of the most significant things that happens during early childhood development. As was done in the previous courses, we will look at the preschool years by breaking them down into stages, in this case into six-month-long periods of development, and will look in some detail at the changes that take place in brain, physical, psychosocial, and emotional development during each of these time frames.
2 ½ to 3 Years of Age
3 to 3 ½ Years of Age
3 ½ to 4 Years of Age
4 to 4 ½ Years of Age
4 ½ to 5 Years of Age
5 to 5 ½ Years of Age
5 ½ to 6 Years of Age
In this lesson we will look in some depth at the neurological, physical, emotional, and ethical changes that take place during the stage of development that takes place between the ages of six and 12 years of life, keeping in mind that, for many children, especially for girls, puberty rears its ugly head during the latter parts of this stage of development, particularly given the fact that puberty appears to be taking place for many children at earlier and earlier ages. We will discuss some aspects of puberty in this lesson, but most of the aspects of puberty will be left for the final lesson in this series, which will cover adolescence. We will discuss the two major neurological changes that take place at ages six and 12 years, as these have a huge impact on child development, and should have a major impact on the way that we educate children, although they currently appear to be completely ignored by the education system in the US.
In this lesson, we will divide the covered school years into two primary divisions: the years from ages six to nine years, which I will call the early school years, and the years from ages 10 to 12, which most people are now referring to as the “tweens.” They used to be called the “pre-teens,” but I think that tweens is a more concise term, and works better, given the fact that we now put children in that age group into a middle school environment in most school systems, something for which they are woefully unprepared neurologically, socially, and ethically, as we shall discuss in detail later in this lesson. Here they are subjected to huge amounts of peer pressure at a time in life when they are between a huge need for social acceptance from their peers, while still needing a great deal of support from their parents, and making the change over to a time of life when they begin to rely more on peers for support and feedback, while at the same time relying less and less on their parents for input and support. As such, they really are “tween,” and are struggling with how to bridge these two alternatives. We will further divide each of these two major divisions into several sub-divisions. During our investigation of the early school years we will look at six year-olds and nine year-olds separately, and will look at seven and eight year-olds as a group together. During our investigation of the “tween” years, we will look at 10 year-olds as a separate group, and will then discuss 11 and 12 year-olds as a group together. Let us now begin our exploration of the school years by examining the exciting changes that take place in the lives of six year-olds, and how they set the stage for further development throughout the remainder of the school years.
6 Years of Age
7 and 8 Years of Age
9 Years of Age
10 Years of Age
11 and 12 Years of Age -- the "Tweens"
Course information presented is “user-friendly” and can easily be used to check if a child is developing appropriately.
It is important to keep in mind that the time frames presented in the Guide are averages and some children may achieve various developmental milestones earlier or later than the average. Any questions about a child’s development should be shared with the child’s doctor. All children grow and develop at different rates. Some children are “early bloomers” and others may be delayed in some areas but still within the normal range of development.
This Developmental Milestones Guide is not intended to take the place of developmental assessments conducted by a medical or mental health professional. This is general information only. Only a medical practitioner or mental health professional may assess a child for physical, social and emotional health.
A child is abused every 40 seconds mostly by women who never took a class to know how to handle a child.
Please help these children they are counting on you!
Complete your signature
0 have signed. Let’s get to 500!