May lose developmental skills as a reaction eg language May lose learned skills eg selfhelp toileting May lose internal control of emotion Time Development Time Development ID: 691880
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Development and trauma
May have stalled development
May lose developmental skills as a reaction (e.g. language)
May lose learned skills (e.g. self-help/ toileting)
May lose internal control of emotionSlide7
Time
DevelopmentSlide8
Time
DevelopmentSlide9
1. A very young child’s communication is more powerfulSlide10
A baby’s communication is more powerful than a child’sSlide11
Typical communication
Need is not met
Typical response from adult
Communicate in a different way next timeSlide12
Atypical communication
Need is met
Exaggerated response from adultSlide13
Time
Development
Typical development
Trauma affected developmentSlide14
2. Brain growth depends on experienceSlide15
Neurones that fire together wire together
Neglect and stress
Reduced
experience
Reduced
connectionsSlide16Slide17
3. Positive
affect improves brain growthSlide18
Affect and brain development
Joy is the fertilizer of infant brain growth
.Slide19
Social and emotional development is big. Really big. You just won’t believe how vastly, hugely, mindbogglingly big it is. I mean you may think it’s a long way down the road to the chemist, but that’s just peanuts to social and emotional development.Slide20
Example:
Self-regulation
Coping
Self-controlSlide21
Understanding self-regulation
How people respond to challenge, threat or loss
How we manage our emotional response to stress
The ability to deliberately alter or restrain ones responses
The effortful regulation of thoughts, emotions, attention, impulses when temptation conflicts with longer term values or goals
Coping
Self-controlSlide22
Case example
Impulsive
M
Age 7
Generally ignores adults’ instructions and follows his own agenda
Does not take the impact of his behaviour on others into account
Just wants to play… but on his terms
Highly active
Steals from the teacher’s drawer
Brings objects from home and “guards” themSlide23
Self regulation in seven year olds
Coping
Cognitive distraction
Cognitive reframing
Mental escape strategies (e.g. daydreaming)
Mental representation of caregiver
Problem solving
Self control
At six years understands “out of sight out of mind”
Few angry outbursts and better control of temper
Understands actions have consequences
Accepts unfavourable decisions made by adults
Able to reflect on past experiences and imagine possible behaviours and outcomesSlide24
The early stages of self-control
Active exploration of the environment
Compliance to an adult’s agenda when continually prompted
May self soothe using comfort object (e.g. teddy)
Behaviour is driven by child’s own motivations
Demonstrates both clingy and resistant behaviour
Starting to learn the importance of waiting, however seeks immediate gratification
Two years
12 – 15 monthsSlide25
Case example
Impulsive
M
Age 7
Generally ignores adults’ instructions and follows own agenda
Does not take into account impact of his behaviour on others
Just wants to play… but on his terms
Highly active
Steals from teacher’s drawer
Brings objects from home and guards them
Active exploration of the environment
Compliance to an adult’s agenda when continually prompted
May self soothe using comfort object (e.g. teddy)
Can not use mental representation of source of security
Behaviour is driven by child’s own motivations
Demonstrates both clingy and resistant behaviour
…seeks immediate gratificationSlide26
The early stages of coping
Coping is mainly achieved via the caregiver
Engages in some self soothing behaviours
M
ay have a comfort object
….moves away from/ escapes from an undesirable situation
Will use distraction (i.e. turn to a new play activity)
0-2 yearsSlide27
Case example
Impulsive
M
Age 7
Generally ignores adults’ instructions and follows own agenda
Does not take into account the impact of his behaviour on others
Just wants to play… but on his terms
Highly active/short attention span
Steals from teacher’s drawer
Brings objects from home and guards them
Coping is mainly achieved via the caregiver (TA)
Engages in some self soothing behaviours
M
ay have comfort object
….moves away from/ escapes from an undesirable situation
Will use distraction (i.e. turn to a new play activity)Slide28
Summary:
Understanding development will help you understand behaviour
When you understand the behaviour you know what to do about it