Cerebral palsy and developmental intellectual disability in children younger than 5 years: Findings from the GBD-WHO Rehabilitation Database 2019.

Objective: Children with developmental disabilities are associated with a high risk of poor school enrollment and educational attainment without timely and appropriate support. Epidemiological data on cerebral palsy and associated comorbidities required for policy intervention in global health are lacking. This paper set out to report the best available evidence on the global and regional prevalence of cerebral palsy (CP) and developmental intellectual disability and the associated "years lived with disability" (YLDs) among children under 5 years of age in 2019. Methods: We analyzed the collaborative 2019 Rehabilitation Database of the Global Burden of Disease (GBD) Study and World Health Organization for neurological and mental disorders available for 204 countries and territories. Point prevalence and YLDs with 95% uncertainty intervals (UI) are presented. Results: Globally, 8.1 million (7.1-9.2) or 1.2% of children under 5 years are estimated to have CP with 16.1 million (11.5-21.0) or 2.4% having intellectual disability. Over 98% resided in low-income and middle-income countries (LMICs). CP and intellectual disability accounted for 6.5% and 4.5% of the aggregate YLDs from all causes of adverse health outcomes respectively. African Region recorded the highest prevalence of CP (1.6%) while South-East Asia Region had the highest prevalence of intellectual disability. The top 10 countries accounted for 57.2% of the global prevalence of CP and 62.0% of the global prevalence of intellectual disability. Conclusion: Based on this Database, CP and intellectual disability are highly prevalent and associated with substantial YLDs among children under 5 years worldwide. Universal early detection and support services are warranted, particularly in LMICs to optimize school readiness for these children toward inclusive education as envisioned by the United Nations' Sustainable Development Goals.

The principles of Nurturing Care promote human capital and mitigate adversities from preconception through adolescence.

A comprehensive evidence-based framework is needed to guide policies and programmes that enable children and adolescents to accrue the human capital required to meet the Sustainable Development Goals (SDGs). This paper proposes a comprehensive, multisectoral, multilevel life-course conceptualisation of human capital development by building on the Nurturing Care Framework (NCF), originally developed for the foundational period of growth and development through the age 3 years. Nurturing care (NC) comprises stable environments that promote children's health and nutrition, protect from threats, and provide opportunities for learning and responsive, emotionally supportive and developmentally enriching relationships. NC is fostered by families, communities, services, national policies and beyond. The principles apply across the life course, endorse equity and human rights, and promote long-term human capital. This paper presents an evidence-based argument for the extension of the NCF from preconception through adolescence (0-20 years), organised into six developmental periods: preconception/prenatal, newborn/birth, infancy/toddlerhood, preschool, middle childhood and adolescence. The proposed framework advances human capital within each developmental period by promoting resilience and adaptive developmental trajectories while mitigating negative consequences of adversities.Attaining the SDGs depends on strengthening human capital formation, extending throughout childhood and adolescence and supported by NC. Embedded in enabling laws, policies and services, the dynamic NCF components can mitigate adversities, enhance resilience and promote the well-being of marginalised groups. The life-course extension of the NCF is strategically positioned to enhance human capital, to attain the SDGs and to ensure that children or adolescents are not left behind in reaching their developmental potential.

Global Burden of Childhood Epilepsy, Intellectual Disability, and Sensory Impairments.

BACKGROUND: Estimates of children and adolescents with disabilities worldwide are needed to inform global intervention under the disability-inclusive provisions of the Sustainable Development Goals. We sought to update the most widely reported estimate of 93 million children <15 years with disabilities from the Global Burden of Disease Study 2004. METHODS: We analyzed Global Burden of Disease Study 2017 data on the prevalence of childhood epilepsy, intellectual disability, and vision or hearing loss and on years lived with disability (YLD) derived from systematic reviews, health surveys, hospital and claims databases, cohort studies, and disease-specific registries. Point estimates of the prevalence and YLD and the 95% uncertainty intervals (UIs) around the estimates were assessed. RESULTS: Globally, 291.2 million (11.2%) of the 2.6 billion children and adolescents (95% UI: 249.9-335.4 million) were estimated to have 1 of the 4 specified disabilities in 2017. The prevalence of these disabilities increased with age from 6.1% among children aged <1 year to 13.9% among adolescents aged 15 to 19 years. A total of 275.2 million (94.5%) lived in low- and middle-income countries, predominantly in South Asia and sub-Saharan Africa. The top 10 countries accounted for 62.3% of all children and adolescents with disabilities. These disabilities accounted for 28.9 million YLD or 19.9% of the overall 145.3 million (95% UI: 106.9-189.7) YLD from all causes among children and adolescents. CONCLUSIONS: The number of children and adolescents with these 4 disabilities is far higher than the 2004 estimate, increases from infancy to adolescence, and accounts for a substantial proportion of all-cause YLD.

The Rights of Children for Optimal Development and Nurturing Care.

Millions of children are subjected to abuse, neglect, and displacement, and millions more are at risk for not achieving their developmental potential. Although there is a global movement to change this, driven by children's rights, progress is slow and impeded by political considerations. The United Nations Convention on the Rights of the Child, a global comprehensive commitment to children's rights ratified by all countries in the world except the United States (because of concerns about impingement on sovereignty and parental authority), has a special General Comment on "Implementing Child Rights in Early Childhood." More recently, the World Health Organization and United Nations Children's Fund have launched the Nurturing Care Framework for Early Childhood Development (ECD), which calls for public policies that promote nurturing care interventions and addresses 5 interrelated components that are necessary for optimal ECD. This move is also complemented by the Human Capital Project of the World Bank, providing a focus on the need for investments in child health and nutrition and their long-term benefits. In this article, we outline children's rights under international law, the underlying scientific evidence supporting attention to ECD, and the philosophy of nurturing care that ensures that children's rights are respected, protected, and fulfilled. We also provide pediatricians anywhere with the policy and rights-based frameworks that are essential for them to care for and advocate for children and families to ensure optimal developmental, health, and socioemotional outcomes. These recommendations do not necessarily reflect American Academy of Pediatrics policy.

Nurturing care framework for inclusive early childhood development: opportunities and challenges.

The nurturing care framework (NCF) for early childhood development (ECD) launched at the 2018 World Health Assembly opens a range of opportunities and challenges for child neurodisability professionals. The United Nations Convention on the Rights of the Child and Convention on the Rights of People with Disabilities frame these pathways for collaboration and progress. This overview of the NCF and its contexts in inclusive ECD identifies avenues for innovation and collaboration in harmony with the field's clinical, scientific, and advocacy agendas. One avenue involves enhancing the alignment between health systems and human rights. A second avenue involves neurodisability professionals engaging with nurturing care as leaders, partners, and implementers. WHAT THIS PAPER ADDS: Participation and leadership by neurodisability professionals can enhance quality and impact. A rights-based framework that includes young children with disabilities and their families is widely encouraged.

MARCO DE CUIDADO CARIÑOSO PARA EL DESARROLLO INCLUSIVO DE LA PRIMERA INFANCIA: OPORTUNIDADES Y DESAFÍOS: El marco de cuidado cariñoso (NCC) para el desarrollo de la primera infancia lanzado en la Asamblea Mundial de la Salud del 2018 abre una gama de oportunidades y desafíos para los profesionales del neurodesarrollo infantil. La Convención de las Naciones Unidas sobre los Derechos del Niño y la Convención sobre los Derechos de las Personas con Discapacidad enmarcan estos caminos para la colaboración y el progreso. Esta descripción general del NCC y sus contextos en el desarrollo inclusivo de la primera infancia identifica vías para la innovación y la colaboración en armonía con las agendas clínicas, científicas y de defensa de los derechos. Una vía implica mejorar la alineación entre los sistemas de salud y los derechos humanos. Una segunda vía involucra a los profesionales del neurodesarrollo que se involucren con la planificación del cuidado cariñoso y sensible de la salud como líderes, socios e implementadores.

ESTRUTURA DO CUIDADO NUTRITIVO PARA O DESENVOLVIMENTO INFANTIL PRECOCE INCLUSIVO: OPORTUNIDADES E DESAFIOS: A estrutura do cuidado nutritivo (ECN) para o desenvolvimento infantil precoce lançada na Assembléia Mundial de Saúde de 2018 abre uma variedade de oportunidades para profissionais que trabalham com neuroincapacidade infantil. A Convenção das Nações Unidas para os Direitos da Criança, e a Convenção para os Direitos da Pessoa com Incapacidades apóiam estas vias para colaboração e progresso. Esta revisão sobre a ECN e seus contextos no desenvolvimento infantil precoce inclusivo identifica caminhos para inovação e colaboração em harmonia com as agendas dos campos clínico, científico, e de advocacia. Um caminho envolve melhorar o alinhamento entre sistemas de saúde e direitos humanos. Um segundo caminho envolve profissionais da neuroincapacidade engajados com o cuidado nutritivo como líderes, parceiros e implementadores.

Inclusive early childhood development (IECD): A twin-tracking approach to advancing behavioral health and social justice.

As our American Orthopsychiatric Association (AOA) transforms into a Global Alliance for Behavioral Health and Social Justice (GABHSJ), early childhood development (ECD), and, particularly, inclusive early childhood development (IECD) persists as a prime pathway toward enhancing behavioral health and social justice. As we systematically and intentionally include consideration of the rights and needs of young children with disabilities and their families in our research, practice, and policy, a twin-track (TT) approach that simultaneously considers universal factors alongside disability-specific factors can enhance our conceptualization of problems and solutions. In the context of the sustainable development goals (SDGs) of the UN 2030 Agenda for Sustainable Development and its commitment to "leave no one behind," behavioral health and social justice enhancements derive from "mainstreaming" disability matters into diverse universal policies and programs. Elaborated in the triple-twin-track approach is a call for balancing child-centeredness, family focus, and community concerns as well as integrating the special and deepening knowledge of infants and young children with extant social policy and practice. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Pioneers in Pediatric Psychology: Smashing Silos and Breaking Boundaries.

As part of the Pioneers in Pediatric Psychology series, this article provides a brief personal account of my career as a pediatric psychologist. Educational and professional experiences often involved confrontations with silos and boundaries set by traditions limiting understanding and impact on children's healthy development. A pedigree in developmental psychology clashed with identity, guild, and loyalty dimensions of clinical psychology. A research emphasis challenged the emergent harmony of the scientist-practitioner models. The medical center and its silos collided with those of arts and sciences academia. Evolving as an applied developmental scientist specializing in pediatric psychology allowed for a gratifying and meaningful career with a range of scientific, pedagogical, and policy contributions. An abiding orientation toward human rights and social justice sustained progress and generativity.

Measuring children's coping.

Using a transactional model of stress and coping, a measure of children's coping is offered and applied in a semi-structured interview in which specific coping styles are assessed. Data from 176 school-age children yielded findings on age and gender differences along with other preliminary suggestions of the validity of the instrument.

Temperament as a moderator of children's stressful experiences.

Data on 158 children, six and nine years old, are analyzed for the relationship between stress and behavior. Undesirable life events and intense "hassles" were particularly correlated with behavioral symptoms. Statistically, temperament appears to moderate this influence but, lacking appreciable variance of symptoms in the models including these interaction effects, the more parsimonious main-effects concept may be more useful.