The Agenda Physical and Emotional Impact

Total Page:16

File Type:pdf, Size:1020Kb

The Agenda Physical and Emotional Impact 3/16/2021 Like a Footprint in Wet Cement: Understanding and Applying ACE Research Victor I. Vieth Chief Program Officer, Education & Research Zero Abuse Project [email protected] The agenda • ACE: The most important research in the history of medical science • Ten ideas for addressing ACEs: – Children exposed to violence: school, medical, & mental health collaboration – Physical abuse: o No hit zones o Faith collaborations – Coordinate medical, mental health & spiritual care – ACE screening & education of patients – Addressing ACES by treating juveniles w/ sexual behavior problems – Trauma of boys and men: a simple urology reform – Trauma informed care begins in college Physical and emotional impact 1 3/16/2021 The beginning of ACE: Weight Loss Program • While operating a major weight loss program, medical professionals noticed the program “had a high dropout rate limited almost exclusively to patients successfully losing weight.” (Felitti 2010) (emphasis added) • “…led us to recognize that weight loss is often sexually or physically threatening and that certain of the more intractable public health problems such as obesity were also unconscious, or occasionally conscious, compensatory behaviors that were put in place as solutions to problems dating back to the earliest years, but hidden by time, shame, by secrecy…” (Felitti, 2010) Ten Adverse Childhood Experiences • Emotional abuse (humiliation, threats) (11%) • Physical abuse (hit hard enough to receive injuries) (28%) • Contact sexual abuse (28% women, 16% men) • Mother treated violently (13%) • Household member alcoholic or drug user (27%) • Household member imprisoned (6%) • Household member chronically depressed, suicidal, mentally ill, psychiatric hospitalization (17%) • Not raised by both biological parents (23%) • Neglect—physical (10%) • Neglect—emotional (15%) 1 or more ACE increases risk of: • Cancer • Depression • Heart disease • Anxiety disorders • STDs • Hallucinations • Liver disease • Sleep disturbances • Smoking • Memory disturbances • Alcohol abuse • Anger problems • Obesity • Domestic violence risk • Drug dependence • Job problems • IV Drug Use • Relationship problems • Early intercourse, pregnancy 2 3/16/2021 Ron: Impact of Child Abuse The ACE researchers’ epiphany “In the context of everyday medical practice, we came to recognize that the earliest years of infancy and childhood are not lost but, like a child’s footprints in wet cement are often lifelong.” --Felitti 2010 What happens if doctors simply ask? “When medical professionals asked 440,000 adults undergoing comprehensive medical evaluation about ACEs, there was a 35% reduction in hospital visits in the subsequent year (as opposed to the year before), an 11% reduction in emergency room visits, and 3% reduction in hospitalizations.” (Felitti 2010) 3 3/16/2021 Why would simply asking help? • “…the impression of the clinicians evaluating these patients is that the reduction represents the benefit of having, through a comprehensive medical history, the worst secrets of one’s life understood by another, and still being accepted as a human being.” – Felitti (2010) Polyvictimization research • Exposure to multiple forms of victimization was common. • Almost 66% of the sample was exposed to more than one type of victimization, 30% experienced fıve or more types, and 10% experienced 11 or more different forms of victimization in their lifetimes. • Poly-victims comprise a substantial portion of the children who would be identifıed by screening for an individual victimization type, such as sexual assault or witnessing parental violence. • Poly-victimization is more highly related to trauma symptoms than experiencing repeated victimizations of a single type and explains a large part of the associations between individual forms of victimization and symptom levels. – (Turner, Finkelhor, et al, 2010) Ten ideas for addressing ACEs 4 3/16/2021 1. Children’s Exposure to Violence: Addressing ACEs through school, medical and mental health collaboration © 2012 NCPTC Effects of Exposure to IPV (Summers, 2006) Infants Preschool Age School Age Adolescents •Fussy •Aggression •Aggression •Dating violence •Decreased •Behavior problems •Conduct •Delinquency responsiveness •Regressive behavior problems •Running away •Trouble sleeping •Yelling, irritability •Disobedience •Truancy •Trouble eating •Trouble sleeping •Regressive •Early sexual activity Behavioral behavior •Trouble interacting •Few and low •Dating violence with peers quality peer (victim or perpetrator) •Stranger anxiety relations •Increased risk for teen pregnancy Social © 2012 NCPTC Effects of Exposure to IPV (Summers, 2006) Infants Preschool Age School Age Adolescents •Attachment •Fear/anxiety, •Somatic complaints •Substance abuse needs not met sadness, worry •Fear & anxiety, •Depression •PTSD depression, low self‐ •Suicidal ideation esteem, shame •Negative affect •PTSD •PTSD •Feeling unsafe •Feeling rage, shame •Limited emotional Emotional/ Psychological •Separation anxiety response •Unresponsiveness •Inability to •Self‐blame •Self‐blame •Short attention span understand •Distracted, •Pro‐violent attitude inattentive •Defensive Cognitive •Pro‐violent attitude © 2012 NCPTC 5 3/16/2021 Understand effects of DV on children through drawings An eight‐year‐old was asked to draw a picture of his father. He wrote in Spanish: “This is how I see my father because he often gets angry and drunk and his eyes turn red.” © CONNECT – Family Violence Prevention Fund The case of Kelly • Greets new teacher with a punch • Is the classroom bully • Socially isolated • Expelled from three schools on the verge of a fourth expulsion • Doctors, psychologists, teachers not collaborating • ACE score of seven • The difference of one ACE-informed teacher 2. Addressing the ACE of physical abuse: No Hit Zones 6 3/16/2021 Physical abuse Adverse Childhood Experience research found that 28% of 17,000 adults were beaten to the point of receiving injury – Felitti & Anda (2012) Corporal punishment to physical abuse • A majority of substantiated physical abuse cases in U.S. and Canada involved acts of physical discipline – Gershoff (2008) • Parents who use corporal punishment are 3 times as likely to physically abuse a child and 9 times as likely if they use an object – Zolotor (2011) • 5% of parents use corporal punishment on infants and up to 70% use CP on children on 2-3 year olds – Zolotor (2011) Finkelhor (2019) 7 3/16/2021 The least effective discipline Gershoff (2016) • 75 studies over 50 years • More than 150,000 children • Traditional “spanking” linked to elevated risks of defying parents, acting aggressively, cognitive difficulties, mental health problems The impact on developing brains 8 3/16/2021 Revised AAP statement (2018) One concrete prevention idea 9 3/16/2021 3. Addressing the ACE of physical abuse: Engaging conservative Protestants Conservative Protestants and CP (1986-2014) • “(C)onservative Protestants maintained a high degree of support (for corporal punishment) regardless of their educational attainment, even while others who did attend college withdrew their support the most.” 10 3/16/2021 Commentary on Proverbs 13:24 “The rod refers to a branch or switch. It is a small object that stings, but does not inflict serious bodily harm. The use of the rod for spanking is clearly taught in Scripture in preference to spanking with a hand.” Commentary of Proverbs 13:24 “The Hebrew word translated rod is shevet…In this verse rod occurs with another Hebrew word musar…Together the two words may refer to physical punishment; they may refer to verbal correction; and they may have to do with sharing knowledge with a young student.” The alternative view used in Perrin research • Webb is a seminary professor • Used to teach corporal punishment • Changed his views, at least in part, after dialoguing with survivors of child physical abuse 11 3/16/2021 William J. Webb • If Bible literally followed, children would be: – Struck by an instrument – On the back – With no limitations as to amount of blows – No concern for injuries • Most conservative Protestants reject corporal punishment of this nature The rejection of adult CP • More Biblical references to adult CP: – “A fool’s lips bring strife, and a fool’s mouth invites a flogging (Pr. 18:6) – “…A rod is for the back of one who lack’s common sense” (Pr. 10:13) – “A whip is for a horse, a bridle for a donkey, and a rod for the back of fools.” (Pr. 26:3; 10:13) – “Blows that wound cleanse away evil; beatings make clean the innermost parts” (Pr. 20:30) Why not physically discipline adults? • Most Catholic and Protestant theologians no longer apply these verses literally because they simply reflected governmental punishments of the era in which they were written • Would not the same argument apply to child CP? 12 3/16/2021 Perrin & Perrin (2017) Perrin and Perrin (2017) 13 3/16/2021 AVA & APSAC publications 4. Coordinate medical, mental health & spiritual care 14 3/16/2021 Religion and Child Abuse Recommendations: - Foster respectful understanding between CACs and faith communities - Provide education to faith leaders - Train CAC staff on religious issues - Discuss religious issues in MDT case reviews (Tishelman & Fontes, 2017) Spirituality and trauma recovery Spirituality and ACEs 15 3/16/2021 Jouriles (2019) Gower (2020) APA Notes Importance of Spiritual Impact 16 3/16/2021 Julie Valentine Center Chaplain “Cultural competency is a fundamental component of the CAC philosophy… To effectively meet clients’ needs, the CAC and MDT must be
Recommended publications
  • 9780192749307. 2017. Oxford University Press, 2017
    9780192749307. 2017. Oxford University Press, 2017. Astrid Lindgren. A Kalle Blomkvist Mystery: Living Dangerously A Kalle Blomkvist Mystery: Living Dangerously Pippi Longstocking Pippi Goes Aboard Pippi in the South Seas Lotta on Troublemaker Street Pippi on the run Are you looking for A Kalle Blomkvist Mystery: Living Dangerously (Kalle Blomkvist Mystery 2) by author Astrid Lindgren?. Here, at kopikitaa.com, you can download the PDF version of this book by clicking link below. Normally, this book cost you £6.99. The PDF version of A Kalle Blomkvist Mystery: Living Dangerously (Kalle Blomkvist Mystery 2) is available for free. Watch movie Kalle Blomkvist Lives Dangerously online on MoviesTo . The story is about a boy named Kalle Blomkvist who with his friends solves crimes.... Watch Kalle Blomkvist Lives Dangerously Movie Full Online Free. On MoviesTo you can watch all of putlocker, solarmovies, 123Movies, primewire, x8movies Movies and Series in one place! Select the video source below and watch online, if movie was removed, please check for streaming another server to play Kalle Blomkvist Lives Dangerously movie online. Please share this page and support us and our project. Bill Bergson (Swedish: Kalle Blomkvist) is a fictional character created by Swedish writer Astrid Lindgren. The first book featuring him was published in 1946. Lindgren's detective story is about Bill Bergson, a more-or-less ordinary Swedish boy with an extraordinary fascination with detective work. He lives in the small town Lillköping. He identifies clues, investigates enigmas, and solves the riddle surrounding a mysterious stranger while the police and other adults overlook or dismiss the whole A Kalle Blomkvist Mystery: Living Dangerously.
    [Show full text]
  • The Vanished Land of Childhood: Autobiographical Narration in Astrid
    The Vanished Land of Childhood: Autobiographical Narration in Astrid Lindgren’s Work Bettina Kümmerling-Meibauer Published in: Barnboken . 1-2. Special issue: Astrid Lindgren Centennial Conference. 2007. 83-9. In her essays and speeches Astrid Lindgren stressed over and over again her special relationship to her own childhood However, what constitutes this relationship and how it influenced Lindgren’s literary development and her self- image as an author has not been adequately investigated. Based on the recently developed concept of cultural memory as a new paradigm in the cultural and literary sciences and on recent cognitive studies in memory research, I would like to demonstrate that there exists an important connection between literature and memory in Lindgren’s literary work. Three types of autobiographical writing The variety of autobiographical narration in Lindgren’s work is astonishing. Three types of autobiographical writing can be distinguished: (a) childhood memories in a general sense, i.e. autobiographical texts written for children and/or an adult readership, like Mina påhitt (“My Ideas,” 1971; Samuel August från Sevedstorp och Hanna Hult , (“Samuel August from Sevedstorp and Hanna from Hult,” 1975); Mitt Småland (“My Småland,” 1987) (b) “hidden” autobiography, for example The Children of Noisy Village , 1947; Mardie’s Adventures , 1960 (c) fictional autobiography, i.e. Assar Bubbla (“Assar Bubble,” 1987). The first type consists of Lindgren’s memories about her childhood and a biographical account of her parent’s love
    [Show full text]
  • Namn Och Ordlek I Översättningar Av Astrid Lindgrens Böcker Från Svenska Till Kroatiska
    Namn och ordlek i översättningar av Astrid Lindgrens böcker från svenska till kroatiska Valent, Ozana Master's thesis / Diplomski rad 2020 Degree Grantor / Ustanova koja je dodijelila akademski / stručni stupanj: University of Zagreb, Faculty of Humanities and Social Sciences / Sveučilište u Zagrebu, Filozofski fakultet Permanent link / Trajna poveznica: https://urn.nsk.hr/urn:nbn:hr:131:879824 Rights / Prava: In copyright Download date / Datum preuzimanja: 2021-10-01 Repository / Repozitorij: ODRAZ - open repository of the University of Zagreb Faculty of Humanities and Social Sciences FILOSOFISKA FAKULTETEN INSTITUTIONEN FÖR SKANDINAVISTIK Ozana Valent Namn och ordlek i översättningar av Astrid Lindgrens böcker från svenska till kroatiska Magisterarbete Handledare: Goranka Antunović, fil.dr. Sara Profeta, universitetlektor juni, 2020 Innehållsförteckning DEL I 1. INTRODUKTION .......................................................................................................... 1 2. ASTRID LINDGREN .................................................................................................... 3 3. TEORETISK RAMVERK, SYFTE OCH ARBETSMETOD ................................... 9 3.1.Teoretisk ramverk .................................................................................................... 9 3.1.1. Översättning av namn ............................................................................. 12 3.1.2. Översättning av ordlek och rim .............................................................. 13 3.2. Syfte .....................................................................................................................
    [Show full text]
  • Northern European Children's Literature
    NORTHERN EUROPEAN CHILDREN’S LITERATURE Writing & Global Cultures Flags / Fall 2019 Sandra Ballif Straubhaar GSD 340 / 37160 EUS 347 / 35545 CL 323 / 33450 Course Description: This course will introduce students to nineteenth- to twenty-first-century children’s literature from Norway, Sweden, Denmark, Germany, Switzerland, Austria, Finland, Belgium and the Netherlands. Authors highlighted will include Heinrich Hoffmann (Struwwelpeter), Wilhelm Busch (Max and Moritz), Selma Lagerlöf (The Wonderful Adventures of Nils), Astrid Lindgren (Pippi Longstocking, Ronja the Robber’s Daughter, The Red Bird, The Brothers Lionheart), Erich Kästner (Emil and the Detectives), Dick Bruna (Miffy), Jostein Gaarder (Sophie’s World), Bjarne Reuter (The Boys from St. Petri), Tove Jansson (Finn Family Moomintroll), Otfried Preussler (The Robber Hotzenplotz, Krabat), Walter Moers (Capt’n Bluebear), Cornelia Funke (Inkworld, Mirrorworld, Pan’s Labyrinth), Sven Nordqvist (Pancakes for Findus), Michael Ende (Momo, Jim Button, The Neverending Story), Jacques Vriens (You’re a Hen!), Annie M. G. Schmidt and Fiep Westendorp (Jip and Janneke), and Klaus Schädelin (My Name is Eugen). Students are encouraged to explore additional authors and works for papers or group projects. Emphasis will be placed on the prominent place of children’s literature in the popular culture of central and northern Europe, as well as the serious issues and themes which north Americans might otherwise consider “adult” that are often found in this genre -- death, war, poverty, social justice, and family conflict, for example – alongside whimsy, warmth and wonder. Grading: Quizzes on Reading (on most Wednesdays, when readings are due): 10 % Two six-page reaction papers or position papers, 15% each: 30 % In-class peer review activities on the above two papers: 10 % One six-page research paper: 20 % Reading Journals (turned in 8 times, approx.
    [Show full text]
  • It Was Here Pippi Plays in That It All Started
    Plan your welcome to Theater and daily programme day in the park with our APP! Nyman Vang Company/Ingrid Lindgren © The Astrid Here is a list of some of our many events with times. As well as times of the performances, you can see when Pippi Longstocking, Emil, Rasmus, Karlson and the others can meet you as a visitor. The times are marked in dark colours on the timetable. 10:00 11:00 12:00 13:00 14:00 15:00 16:00 17:00 Pippi Longstocking Pippi are guest Pippi plays in Pippi plays in at the singalong. ”The Birch Trees.” ”The Birch Trees.” It was here Pippi plays in that it all started... ”The Tiny, Tiny Town. Emil in Lönneberga Karlson on the Roof Rasmus and the Vagabond ...Astrid Lindgren’s childhood home with exhibitions and gardens, a stone’s throw from Astrid Lindgren’s World. Small Stage ➔ Show your ticket from Astrid Lindgren’s World to receive 20 % discount on admission to Astrid Lindgren’s Näs during the period 17/5 – 29/9 2019. Subject to changes. www.astridlindgrensnas.se Tel +46 (0)492-56 68 00 Katthult Small Stage Rasmus Barn 10:45 A catechetical meeting in Katthult. 11:45 Songs with Miss Prysselius. 14:40 Rasmus meets God’s best friend. Guests: Pippi and her friends. 80x124 ALV parkgkarta.indd 3 2019-03-12 11:24 11:50 When little Ida was going to do mischief. 15:20 Rasmus and the cat song. 12:45 When Emil got his head stuck in 13:30 Karlsson on the roof 15:50 Rasmus – Champion of a cause.
    [Show full text]
  • The Glassblowers Children PDF Book
    THE GLASSBLOWERS CHILDREN PDF, EPUB, EBOOK Marcia Gripe,Harald Gripe | 176 pages | 24 Apr 2014 | The New York Review of Books, Inc | 9781590177280 | English | New York, United States The Glassblowers Children PDF Book Here the rich young Lord of All Wishes Town and his unhappy Lady hire a governess for the children, and Nanny's consuming evil presence and grotesque proportions introduce a third note, that of surreal extravagance. The Glassblower's Children retains its mystical, allegorical power Carter : I liked the children. The Glassblower's Children is a brave book. Click here to order. This particular year is lucky: some rich nobleman comes by and purchases more glass than Albert has ever sold before, making them feel rich indeed. Home 1 Kids' Books 2. CF Watkins has pulled off the unique trick of creating an album that is imbued with the warmth of the American South as well as the urban sophistication of New York. List of Astrid Lindgren Prize winners. Television How 'Watchmen' and 'The Boys' Deconstruct American Fascism Superhero media has a history of critiquing the dark side of power, hero worship, and vigilantism, but none have done so as radically as Watchmen and The Boys. In she was awarded the Nordic Children's Book Prize. Music When Punk Got the Funk As punks were looking for some potential pathways out of the cul- de-sacs of their limited soundscapes, they saw in funk a way to expand the punk palette without sacrificing either their ethos or idea l s. See details. Me too. Send me weekly book recommendations and inside scoop.
    [Show full text]
  • Vi På Saltkråkan I Bilderboksformat
    ÖREBRO UNIVERSITET Grundlärarprogrammet, inriktning mot arbete i förskoleklass och grundskolans årskurs 1-3 Svenska språket Svenska, Självständigt arbete inriktning f-3, A-nivå, 15 högskolepoäng HT 2019 Vi på Saltkråkan i bilderboksformat – En adaptionsstudie Elisabeth Johansson och Karin Forslund Handledare: Arne Florin Abstract Elisabeth Johansson & Karin Forslund: Vi på Saltkråkan i bilderboksformat – En adaptionsstudie (2019) Svenska, Självständigt arbete inriktning f-3, 15 högskolepoäng. Institutionen för humaniora, utbildnings- och samhällsvetenskap. Höstterminen 2019. Studiens syfte är att undersöka hur en bilderbok utformats för att nå sin tilltänkta målgrupp. I arbetet med detta har en nyutgiven (2019) bilderbok, Saltkråkan - Ett litet djur åt Pelle, jämförts med kapitelboken den baserats på med hänsyn till uteslutningar som gjorts, språklig svårighetsgrad samt relationen mellan bild och text. Saltkråkan - Ett litet djur åt Pelle är en omarbetning av ett kapitel ur Vi på Saltkråkan (1964) skriven av Astrid Lindgren. I analysen framkommer att texten språkligt inte har förändrats i något större hänseende men att några uteslutningar gjorts i adaption från kapitelbok till bilderbok. Även det nya formatet, bilderbok, kan vi se är en anpassning till den nya målgruppen, genom att text och bild gemensamt berättar en historia som gör att även yngre läsare som befinner sig i början av sin läsutveckling kan följa berättelsen. Nyckelord: Saltkråkan, Ett litet djur åt Pelle, adaption, bilderboksanalys, Astrid Lindgren Innehållsförteckning
    [Show full text]
  • Children's and Adult's Behaviour and Characteristics in Pippi
    2005:048 C EXTENDED ESSAY Children´s and Adult´s Behaviour and Characteristics in Pippi Longstocking and The Lion the Witch and the Wardrobe Cecilia Holmgren Luleå University of Technology C Extended Essay English Department of Language and Culture 2005:048 - ISSN: 1402-1773 - ISRN: LTU-CUPP--05/048--SE CHILDREN’S AND ADULT’S BEHAVIOUR AND CHARACTERISTICS IN PIPPI LONGSTOCKING AND THE LION THE WITCH AND THE WARDROBE Luleå Tekniska Universitet English Department Cecilia Holmgren Mars 3, 2005 KSP 402, English C Billy Gray List of contents INTRODUCTION ...................................................................................................................... 2 1. THE ADULT’S BEHAVIOUR AND CHARACTERISTICS .......................................................... 5 1.1 The adults in Pippi Longstocking................................................................................. 5 1.2 The adults in The Lion the Witch and the Wardrobe ................................................... 9 1.3 Comparison of the description of the adults in Pippi Longstocking and The Lion the Witch and the Wardrobe .................................................................................................. 13 2. THE CHILDREN’S BEHAVIOUR AND CHARACTERISTICS .................................................. 16 2.1 The children in Pippi Longstocking ........................................................................... 16 2.2 The children in The Lion the Witch and the Wardrobe.............................................. 20 2.3 Comparison
    [Show full text]
  • Pippi Longstocking
    Pippi Longstocking By Astrid Lindgren A Novel Study by Nat Reed Pippi Longstocking By Astrid Lindgren Table of Contents Suggestions and Expectations ..…………………………….…..………. 3 List of Skills ….……………………………….…………………………….. 4 Synopsis / Author Biography …..………………………………………… 5 Student Checklist …………………………………………………………… 6 Reproducible Student Booklet ..…………………………………………… 7 Answer Key ...………………………………………………………………… 63 About the author: Nat Reed has been a member of the teaching profession for more than 30 years. He is presently a full-time professor at Trent University in the Teacher Education Program. For more information on his work and literature, please visit the websites www.reedpublications.org and www.novelstudies.org. Copyright © 2013 Nat Reed All rights reserved by author. Permission to copy for single classroom use only. Electronic distribution limited to single classroom use only. Not for public display. 2 Pippi Longstocking By Astrid Lindgren Suggestions and Expectations This 68 page curriculum unit can be used in a variety of ways. Each chapter of the novel study focuses on one chapter of Pippi Longstocking and is comprised of four different activities: • Before You Read • Vocabulary Building • Comprehension Questions • Language and Extension Activities A principal expectation of the unit is that students will develop their skills in reading, writing, listening and oral communication, as well as in reasoning and critical thinking. Links with the Common Core Standards (U.S.) Many of the activities included in this curriculum unit are supported by the Common Core Standards. For instance the Reading Standards for Literature, Grade 5, makes reference to a) determining the meaning of words and phrases. including figurative language; b) explaining how a series of chapters fits together to provide the overall structure; c) compare and contrast two characters; d) determine how characters … respond to challenges; e) drawing inferences from the text; f) determining a theme of a story .
    [Show full text]
  • The Image of Childhood in Astrid Lindgren's Pippilongstocking
    THE IMAGE OF CHILDHOOD IN ASTRID LINDGREN'S PIPPILONGSTOCKING by KARA LYNN BRAUN Honours B.A., Queen's University, 1992 A THESIS SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in THE FACULTY OF GRADUATE STUDIES (Department of Curriculum Studies) We accept this thesis as conforming to the required standard THE UNIVERSITY OF BRITISH COLUMBIA April 2002 © Kara Lynn Braun, 2002 UBC Special Collections - Thesis Authorisation Form Page 1 of 1 In presenting this thesis in partial fulfilment of the requirements for an advanced degree at the University of British Columbia, I agree that the Library shall make it freely available for reference and study. I further agree that permission for extensive copying of this thesis for scholarly purposes may be granted by the head of my department or by his or her representatives. It is understood that copying or publication of this thesis for financial gain shall not be allowed without my written permission. Department of ^ ^ The University of British Columbia Vancouver, Canada ABSTRACT This thesis, both philosophical exploration and literary analysis, examines the image of childhood within the text of Astrid Lindgren's Pippi Longstocking (1945). Through a close textual analysis of three separate passages, one from each of the Pippi books, the thesis writer considers the phenomenological experience of childhood as portrayed through the character of Pippi Longstocking and her friends Tommy and Annika. By considering the ways in which specific words, phrases and descriptions render the author's expression of childhood, the thesis writer proposes a more accurate appreciation for the broad and enduring appeal of the book than has been made to this point.
    [Show full text]
  • Astrid Lindgren
    Little People, BIG DREAMS™ TEACHERS’ GUIDE Astrid Lindgren Little People, BIG DREAMS™ Written by Maria Isabel Sánchez Vegara Illustrated by Linzie Hunter $15.99 US/$18.99 CAN ISBN: 9780711252172 Ages: 4 to 8 (Grades: PreK to 2) 32 pages Hardcover, 7.6 x 9.5 inches LEARNING OBJECTIVE: Astrid Lindgren’s childhood was filled with wonder and magic, due in no small part to her experiences with books where unforgettable characters leapt off the pages and fueled her imagination. As she grew up, Astrid began to create her own stories, including those about a free- spirited girl named Pippi Longstocking. Astrid’s stories were so popular that they became bestsellers soon after being published. Although Astrid wrote her stories more than fifty years ago, their timeless appeal still delivers her special kind of magic to children around the world today. ESSENTIAL QUESTIONS IN THIS UNIT 1. What is Astrid Lindgren famous for doing? 2. As a child, why didn’t Astrid want to grow up? 3. How did Astrid feel when she realized she was growing up? 4. Who came up with the name Pippi Longstocking? 5. What did Astrid use as inspiration for her stories? 6. Why are Astrid’s stories still meaningful today? CLASSROOM DISCUSSION TOPICS 1. When she was a child, Astrid was so happy that “she never wanted to grow up.” Ask the students if they ever feel that way. What would be fun about not growing up? What might not be so fun? Have them talk to some of the adults in their lives about this, too, to hear how their perspectives have changed since they’ve grown up.
    [Show full text]
  • Mysterious Czernina Dumplings. on Swedish Dishes and Their Translated Names in the Polish Emil of Lönneberga
    Przekładaniec. A Journal of Literary Translation 22–23 (2009/2010): 213–226 doi:10.4467/16891864ePC.13.011.0865 HANNA DYMEL-TRZEBIATOWSKA MYSTERIOUS CZERNINA DUMPLINGS. ON SWEDISH DISHES AND THEIR TRANSLATED NAMES IN THE POLISH EMIL OF LÖNNEBERGA Abstract: This article starts with a short overview of the fundamental role played by food in children’s literature. The motif of food can convey deep psychological as well as philosophical meanings, and Astrid Lindgren made use of it with various purposes in mind: symbolical, comical, anti-didactic or educational. The main analysis is limited to the Polish translation of the name of one dish in the old Swedish cuisine – palt – which appears in different contexts in Astrid Lindgren’s trilogy about Emil of Lönneberga. Keywords: food, Swedish palt, children’s literature, didacticism, Astrid Lindgren, cultural translation In children’s literature the motif of food and broadly understood cooking has always occupied a major position. It may be simply explained as an expression of greed that is typical of many children, or as a manifestation of an obvious human pleasure derived from food, to which the young can totally abandon themselves, especially when it comes to sweets. A frequent reappearance of this motif, however, may also be viewed from a broader perspective, with regard to its origins and a deeper psychological, socio- logical and even philosophical meaning. Maria Nikolayeva (1999) interprets the motif of food in children’s lit- erature as a continuation of the reformulated rite of passage characteristic of myths and folktales. The hero is often eaten or, once he is resurrected to a new life, he frequently consumes ritual food as part of the initiation process.
    [Show full text]