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Adverse and Protective Childhood Experiences: A Developmental Perspective

  • Adverse and Protective Childhood Experiences: A Developmental Perspective
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Jennifer Hays-Grudo, Ph.D. & Amanda Sheffield Morris, Ph.D.
American Psychological Association

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Adverse and Protective Childhood Experiences: A Developmental Perspective

Jennifer Hays-Grudo, Ph.D. & Amanda Sheffield Morris, Ph.D.

Adverse childhood experiences (ACEs) can negatively influence development. However, the lifelong effects of positive childhood experiences (PACEs) can mitigate the detrimental effects of  adverse ones. By integrating existing knowledge about (ACEs) with developmental research on preventing, buffering, and treating the effects of adversity, stress, and trauma on child development and subsequent health and functioning, this book identifies the most important of these (PACEs). It provides an interdisciplinary lens from which to view the multiple types of effects of enduring childhood experiences, and recommends evidence-based approaches for protecting children and repairing the enduring negative consequences of (ACEs) they face as adults. Students, researchers, clinicians, and health-care providers can use this research to understand the science of early life adversity, lifelong resilience, and related intervention and prevention programming to help those suffering from the lifelong effects of (ACEs). Chapters include many figures, graphs, diagrams, stories, and activities that aim to help readers apply the science to everyday life.



Preface: The Hole in the Bridge 

1. Adverse Childhood Experiences 

2: Protective and Compensatory Experiences: The Antidote to ACEs 

3. Effects of Early Life Adversity on Neurobiological Development 

4. The Intergenerational Transmission of ACEs and PACEs 

5. Repairing the Effects of ACEs in Adulthood 

6. Promoting Positive Development in Children with ACEs 

7. ACEs and PACEs and Communities 

8: Putting It All Together: Summary and Solutions 

Appendix: Questions for Reflection - Resources - References


About the Authors

Jennifer Hays-Grudo, Ph.D, is a Regents Professor of Psychiatry and Behavioral Science, Oklahoma State University. Dr. Hays-Grudo received both her master's and doctorate in developmental psychology from the University of Houston and her bachelor's in psychology from Texas Tech University. She has participated as the principal investigator on a number of National Institutes of Health-funded research grants to develop and evaluate individual and community health-related behavior changes.

Amanda Sheffield MorrisPhD, is a Regents Professor of Human Development and Family Science, Oklahoma State University. She received her PhD from Temple University in Psychology, was a post-doctoral fellow at Arizona State University, and taught at the University of New Orleans for five years. Her research focuses on the role of emotion regulation in child and adolescent adjustment and the ways in which children learn successful regulation skills.


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