Nature versus nurture Although developmental change runs parallel with chronological age,  age itself cannot cause development.
Access to Records Philosophy NACAC believes that every adopted person has the right, at the age of majority, to receive personal information about his or her birth, foster, and adoption history, including medical information, and educational and social history.
NACAC supports efforts of adoptees to have access to information about and connections with their birth and foster families. Practice Recommendations NACAC believes it is the responsibility of states, provinces, and all child-placing agencies to create, support and adequately fund adoption disclosure registries that actively seek birth relatives or adoptees, upon registration of any of these parties.
If such active registries are not available, NACAC supports voluntary mutual consent registries for adults as one way for adoptees to access information. Recognizing that many adult adoptees have a need for more complete information about their birth families, NACAC supports their right to this information and supports access to original birth certificates to any adult adoptee at age of majority.
Upon a showing of good cause, courts should have the authority to require disclosure of adoption information and birth records to adoptees, birth family members, and adoptive family members.
States, provinces, and agencies must preserve birth and adoption records safely and accessibly for future retrieval. Access to Residential Treatment Philosophy Currently, in many cases, adoptive families must place their children and youth back in foster care to receive residential treatment.
Children and youth with a history of trauma, especially those with previous residential treatment experience, are more likely to need extensive mental health services even after adoption.
Out-of-home mental health services should be designed to support child and family connections throughout the treatment period.
Policy and Practice Recommendations State, provincial, and local policies should not penalize adoptive families whose adopted children and youth need out-of-home care.
No family should be charged with abandonment or forced to give up custody of their child or youth in order to receive mental health services or out-of-home care.
If children and youth adopted from foster care must live away from their adoptive family in either residential treatment or foster care, the family should not be required to take on financial responsibility beyond any state, provincial, or federal adoption assistance payment they may receive.
Access to Trauma-Informed Care Philosophy Many adopted children and youth have experienced trauma in their young lives—be it related to abuse, neglect, exposure to domestic or community violence, or loss of birth family.
Often, the prolonged trauma facing a child who enters foster care due to ongoing neglect or abuse can have a greater impact than a single traumatic event such as witnessing violence, natural disasters, etc. Trauma can also affect families for generations to come, with deep impacts over time.
In spite of these challenges, there is hope. Children and youth can heal from trauma. Healing takes time, intention, expertise, and resources; a trauma-informed system of care is one of the resources that can help the healing process.
When a traumatized child or youth and his or her family need mental or behavioral health care, they have a right to receive trauma-informed care—care that acknowledges the effect trauma has on individuals and their families, modifies services to respond to those effects, focuses on skill- and strength-building rather than symptom management, and avoids further traumatization.
A trauma-informed system is also one that acknowledges and includes parents as key participants in the healing process for a child or youth. Programs and agencies within such a system infuse and sustain trauma awareness, knowledge, and skills into their organizational cultures, practices, and policies.
They act in collaboration with all those who are involved with the child, using the best available science, to facilitate and support the recovery and resiliency of the child and family. Trauma requires holistic assessment and comprehensive treatment.
Child welfare, mental health, health, and other systems are called upon to incorporate trauma-informed practices into their existing service array based upon evidence-informed practices. Research and literature related to resilience and healing from trauma all recognize the foundational importance of lasting, stable relationships.
Therefore, the provision of trauma-informed services must always be concurrent to and compatible with seeking and supporting permanent families for all children who have experienced trauma, whether in their birth family, kinship care, or non-relative adoption or guardianship.
Policy and Practice Recommendations The U. The federal governments should widely disseminate these research findings, and encourage the use of best practices in trauma-informed care. All assessments for children and youth in care and adopted from care should be trauma-informed.The DRDP () was developed by the California Department of Education, Early Education and Support Division and Special Education Division, with assistance from.
• following parental wishes with regards to feeding, sleep routines and care routines • encourage parents to be involved in decisions affecting their child 4 Understand the principles of development of routines for home.
Consistent, predictable routines help young children understand the child care environment and feel secure. A regular routine enables children to reduce anxiety by knowing what is coming next.
A well-planned routine will also help encourage children's positive behavior by meeting their basic needs for eating, sleeping, active and quiet . Unit 4: Understand the principles of development of routines for home based child care.
Explain how routines are based on: meeting a child’s needs; agreements with parents; participation of children. Explain how they would adapt routines to meet the needs of children at different ages and stages of development.
Course materials, exam information, and professional development opportunities for AP teachers and coordinators. Paediatr Child Health ;22(8)– Abstract. The digital landscape is evolving more quickly than research on the effects of screen media on the development, learning and family life of young children.