The Yale Child Study Center

Transcript

• 00:02The community is where children
• 00:04live.
• 00:06That's where children grow.
• 00:08They grow in the context
• 00:10of being with the adults
• 00:11all around them. Their schools,
• 00:13their pediatricians,
• 00:14their churches,
• 00:16their communities.
• 00:23The child's development or mental
• 00:25health is always embedded within
• 00:26a family system And how
• 00:28the parents are doing, how
• 00:29the child is doing within
• 00:30the family system are a
• 00:31really key factor.
• 00:34We know that children grow
• 00:36into
• 00:37how they are as adults
• 00:38can be traced back to
• 00:39some of the experiences they
• 00:41have in childhood.
• 00:43Families come to us when
• 00:44they're often at their most
• 00:46vulnerable, and we can offer
• 00:47our care, our empathy, and
• 00:49our expertise.
• 00:51Yet at the same time,
• 00:52they teach us. We learn
• 00:54from them.
• 01:01The mission of the Child
• 01:02Study Center is to help
• 01:03children and families. And really
• 01:05what that means is to
• 01:06try to have each child
• 01:08achieve their fullest potential and
• 01:09to have their family as
• 01:11a team member in that
• 01:13process.
• 01:14The three missions, clinical care,
• 01:16research, and education, are highly
• 01:18interconnected.
• 01:19Our research really deepens our
• 01:20knowledge of child development.
• 01:23We bring our research into
• 01:24then the clinical space when
• 01:26we provide services for families.
• 01:28We think about regularly how
• 01:30do we learn from what
• 01:31we're doing clinically and bring
• 01:33that back into our research
• 01:34settings.
• 01:35And then I think about
• 01:36our education effort as the
• 01:38bridge between research and practice.
• 01:45The developmental perspective is at
• 01:47the core of the Child
• 01:48Study Center.
• 01:50We know that a child
• 01:51is not just a small
• 01:52adult. A five year old
• 01:53brain, a ten year old
• 01:54brain, a fifteen year old
• 01:55brain is dramatically different. And
• 01:59the behaviors that might be
• 02:00normal or expected in a
• 02:02five year old might become
• 02:03a problem in a twelve
• 02:04year old. So we can't
• 02:05just look at a snapshot
• 02:06of what is happening. We
• 02:07always have to consider when
• 02:09is it happening, in what
• 02:10environment it's happening, and use
• 02:12that information to really help
• 02:13us.
• 02:14In our autism clinic, we
• 02:16see individuals from young childhood
• 02:18all the way through adulthood,
• 02:19and obviously, the needs are
• 02:20very different. I have a
• 02:22social group that I supervise
• 02:24for adolescents on the autism
• 02:25spectrum, and we have a
• 02:27discussion with the kids in
• 02:28the group, you know, what
• 02:29are you hoping to get
• 02:30out of this? Because we
• 02:31want the group to help
• 02:32them navigate the social world
• 02:34in a way that's meaningful
• 02:35and important to them, not
• 02:36just what we think is
• 02:37important.
• 02:38Much of our work is
• 02:39getting a child back on
• 02:40a typical developmental course, although
• 02:42no one is perfectly typical,
• 02:44which is a good thing.
• 02:45Being able to go to
• 02:46school,
• 02:47feeling confident in one's life
• 02:48in certain domains, making friends
• 02:50and having friendships,
• 02:52feeling a love and a
• 02:54secure attachment in one's life.
• 03:03That developmental
• 03:04frame
• 03:05isn't just held in our
• 03:07work with children. We think
• 03:08about it for each other.
• 03:10And we think about the
• 03:11reality that as humans we're
• 03:12constantly evolving and developing, so
• 03:14we're
• 03:15always bringing in new ideas
• 03:16and innovation.
• 03:17We think of ourselves as
• 03:19a hub on developmental science.
• 03:21One of our highest values
• 03:23is to train the next
• 03:24generation of professionals.
• 03:26So we run training programs
• 03:28for pediatricians,
• 03:29for child psychologists, for child
• 03:32psychiatrists, for social work, to
• 03:34really bring them at the
• 03:35cutting edge knowledge of the
• 03:36field.
• 03:38We also do a lot
• 03:39of training in the context
• 03:40of our clinical work. So
• 03:42we have trainees embedded within
• 03:43the clinic. We're really taking
• 03:45a very collaborative approach to
• 03:46our training as well where
• 03:47we're not just teaching, but
• 03:49we're also teaching through example
• 03:50and through modeling,
• 03:52that compassionate care.
• 03:58Discovery
• 03:59inspires care.
• 04:01I think it captures the
• 04:02essence of an institution
• 04:04that has been working with
• 04:05children and families for over
• 04:07a hundred years.
• 04:09Fundamentally,
• 04:09discovery inspires care begins with
• 04:12curiosity, whether that's curiosity in
• 04:14the research realm or curiosity
• 04:16in working with the child
• 04:17and family.
• 04:19We have researchers who are
• 04:20making scientific discoveries all of
• 04:22the time, and then our
• 04:23mission is really to translate
• 04:25that into practice where we
• 04:26can use that knowledge to
• 04:28help families in different ways.
• 04:30Families are the reason why
• 04:32the research occurs at the
• 04:34Child Study Center.
• 04:35Sitting across from a family,
• 04:37from a child,
• 04:38really makes this work all
• 04:40the more meaningful. What the
• 04:41child study center is about
• 04:43is bringing children and families
• 04:45to the forefront and
• 04:47making clear that investing in
• 04:49children
• 04:50is actually investing in all
• 04:52of our well-being.