We often forget how important genes are to the development of children. Sometimes, we can be harder on our children because we forget how much of their behavior is affected by their genetic background. Learning about these concepts can help us become better parents and caregivers. 

In addition to affecting their physical genotypical differences like eye and hair color, DNA shapes some parts of the personality, which can affect a child’s behavior. If you notice a pattern of behavior exhibited by your child across different settings and circumstances, this could be due to a genetic difference. Genetic differences can drastically affect how children react to their environment. Roller coasters are a good example of this – some children may be extremely nervous while others are the happiest they have ever been.

Adults respond differently to children depending on their personality. For instance, a child who acts out more often may get a more stern response from parents, or be more likely to receive punishment. Children may have a specific temperament partly due to their genetic background, and then caregivers respond differently based on these characteristics, creating a cycle. 

Children find different environments appealing depending on their personality, what they are naturally good at, and what they take interest in. As they get older and are able to pick their environments based on their temperament, this affects their experiences, creating another cycle. For instance, introverted children may be more likely to hang out in smaller groups doing quieter activities. A child’s genetic background affects their development and experiences by contributing to their decisions regarding which environments they select.

Additionally, parents can help their children by working with their genetic predispositions and making sure that their environments agree with their temperaments. For example, an introverted child may have a hard time in an unfamiliar setting with many new people – it is vital to slowly introduce a child to this environment so that they feel more comfortable. Children may also need different strategies and disciplinary tactics, depending on these personality differences that are influenced by their genetic makeup.

Ethel Dvoskin

Research Assistant, UConn KIDS

Article link: https://www.psychologytoday.com/us/blog/genes-environments-and-human-behavior/202201/5-ways-children-s-genes-shape-their-behavior

 

Healthy sleep patterns are vital for healthy functioning in both children and adults. Inadequate sleep can weaken the immune system, as well as diminish functioning and cause general fatigue. However, sleep problems are common, as many children have problems falling or staying asleep. It is important to understand the amount of sleep your child needs, as this varies based on the individual child and their age. Among adolescents, extra responsibilities when it comes to school and extracurricular activities typically contribute to sleep issues. In school children, lack of sleep can cause similar symptoms to ADHD. 

Pediatric sleep psychologists treat insomnia most widely. Cognitive-behavioral therapy for insomnia (CBTI) and phase advance therapy are common treatments for insomnia in adolescents. Specific routines associated with waking up and bedtime are vital for children of all ages suffering from insomnia. There are also sleep training techniques that can be helpful for children up to 3 years old. These techniques can be controversial, but ultimately it is up to the family and what works best for them.

Many children experience bedtime resistance in which they may reject the idea of going to sleep or throw tantrums, causing stress for families. One simple solution is to create a bedtime routine consisting of 20 to 45 minutes of a few quiet activities. Both the order of activities and the time of day that the routine is started should stay consistent.

Curtain calls are another widespread problem—this is when a child delays bedtime by getting out of bed multiple times. A common effective strategy for this is called the bedtime pass program. For this strategy, a child gets only 3 passes allowing them to get out of bed, and is rewarded in the morning if any passes are unused. For children who have a fear of the dark, certain self-talk methods can be helpful. 

For those experiencing nightmare disorder, it is widely treated with imagery rehearsal therapy. In this therapy, patients make up a new ending to a recurring dream and continuously think and talk about this ending. This causes the emotions associated with thoughts of the nightmare to become more neutral or positive, causing the nightmares to become more tolerable and less frequent.

Ethel Dvoskin

Research Assistant, UConn KIDS

Article link: https://www.apa.org/monitor/2020/07/ce-corner-sleep

Today’s Friday Feature is Ethel Dvoskin!

Ethel Dvoskin joined UConn KIDS as a Research Assistant in January. Ethel is currently a sophomore at UConn, majoring in Psychology with a minor in Human Development and Family Sciences (HDFS). She hopes to complete an Early Childhood Specialization within HDFS and is also completing pre-requisite courses for accelerated nursing programs. She believes that if we want to build a healthy and happy population, it starts with young children. She is passionate about working with children and helping them grow emotionally, mentally, and socially. She hopes to find a career in which she can improve the health of our youth. Ethel joined UCONN KIDS in hopes to learn more about child development and the research recruitment process.

In high school, she volunteered at a summer school program designed to enhance literacy skills for first graders, many of whom spoke English as a second language. She has also helped children grow their confidence in creating through working as an arts and crafts counselor at a swim and tennis club. During the 2020-2021 academic year, she worked at an after-school program for elementary school-aged children.

In her free time, she enjoys spending time with family and friends, listening to music, jogging outdoors, and painting.