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Adverse childhood experiences (ACEs)—from poverty to trauma to neglect, to name a few—are all too common. 61% of adults surveyed (out of 144,000 adults across 25 states between 2015 and 2017)* reported experiencing at least one type of ACE, while 16% reported experiencing four or more.
Just one of these experiences can derail a vulnerable child’s future. Unless, according to Dr. Ashley Cross, that child has hope.
“Hope is the single best predictor of a child’s well-being,” said Dr. Cross, founder of The Hub 585, Inc. Her doctoral dissertation focused on Hope Theory and its impact on adolescent boys in the foster care system. She has since devoted her career to instilling hope in children in need.
*Source: U.S. Department of Health and Human Services, Centers for Disease Control and Prevention, and Kaiser Permanente.
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The Effects of ACEs—and the Case for Hope
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Dr. Cross knows firsthand about the effects of ACEs—and of hope—on a child. While she had the support of a parent in the home as a teenager, she was exposed to drugs and violence in school. “I ran track with the motive to run to college,” she said. “I was lucky to have a coach who used track as his ministry.”
After graduating with her bachelor’s degree, Dr. Cross started working at a shelter for kids in foster care. She witnessed children “graduating” on their 18th birthdays from a youth to an adult shelter, which broke her heart. And yet, she saw some kids walk away with hope, or “an Inherent belief that their future will be better,” she said, “knowing they have the power to make it better, to maneuver through dark times.”
“There is a strong connection between ACEs and hope,” she said. “It serves as the foundation of understanding human behavior in a social environment.” The CDC concurs by positing that, “Creating and sustaining safe, stable, nurturing relationships and environments for all children and families can prevent ACEs and help all children reach their full potential.”
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6 Principles of Hope Theory
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When you have a child who does not feel worthy of love or joy as a result of trauma or neglect, the question is, can hope be taught or learned? The answer is a resounding yes. “Hope is not an emotion, it’s not how we feel,” said Dr. Cross. “We are teaching children how to think.”
She listed the 6 principles of Hope Theory:
- Hope is a cognition, not an emotion.
- Hope can be taught.
- Hope is a social gift.
- Imagination is the instrument of hope.
- Hope begets hope.
- Hope is not wishful thinking.
“Hope cannot be sustained in isolation,” said Dr. Cross in support of the third principle. “Imagination is important since we can only hope for what we see, what we are exposed to,” she said, to clarify the fourth principle. “And each little accomplishment goes a long way,” she said, to emphasize the fifth principle.
“Hope is an action word,” she continued, referring to the last principle. And hope has a formula: Set a goal, develop a pathway (or put a plan in place), and achieve that goal. “Hope is forged when it’s tested through setbacks and disappointments in the pursuit of change,” she said.
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Dr. Cross has implemented the principles of Hope Theory in the practices and services of The Hub 585, a Rochester-based non-profit organization that gives hope to youth and their families through programs and partnerships that educate, enrich and empower them.
Based on her research and personal experiences in working with youth, she firmly believes, “Hope is the single most important outcome to produce in a program.”
The Hub 585 was started in 2018 for children in foster care and their families impacted by DHS, kids at risk of entering foster care, and children involved with child welfare without community. Its signature programs are:
- Life Launch Mentoring Program. A group of mentors that helps kids prepare for transitioning out of foster care by forming a connection to permanency.
- After School Tutoring Program & Dinner Crew. This group meets twice a week to help build community.
- Monroe County Care Portal (in partnership with CPS). The Care Portal links families with people from the community (part of a widespread network of area churches) to meet tangible needs.
The Hub 585 has a staff of 10 full- and part-time employees, with a director who oversees the youth programs and a resource navigator who makes connections between youth/families and the community. Referrals come through CPS and other community partners.
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Today’s climate makes it harder for vulnerable children to envision hope. There are more mental health issues in children with unmet needs and trauma, exaggerated by the isolation brought on by the pandemic. “For a lot of these kids, their safe place is school,” said Dr. Cross, “so community is more important than ever.”
Vulnerable children need a champion in their corner to assist them. If a child is in an unsafe situation, it is important to protect them at all costs.
“Wrap around families,” urged Dr. Cross. “Understand that the best place for a child is home with their family. But sometimes they need extra support to make the home a safe place.” She stressed the third principle of Hope Theory, that hope stems from community. “The children who are flourishing are the ones who have safety nets and community to build agencies and pathways.”
“I want kids and families to know that they don’t deserve just the bare minimum in life,” she said. “They deserve to be well, to experience joy, to have people believe in them.” Her hope is to see children in crisis move from trauma to realizing their strengths, and see what is right in life.
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