Harmony Family Center ACEs Study Overview Trauma httpswwwiowaaces360org What does this mean for high ACEs kids To build a solid house the foundation must be strong What does this mean for high ACEs kids ID: 706018
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Slide1
Marianne Wright
Animal Assisted Therapy Program Manager@ Harmony Family CenterSlide2
ACEs Study OverviewSlide3
TraumaSlide4Slide5Slide6
https://www.iowaaces360.orgSlide7
What does this mean for “high ACEs” kids?
To build a solid house the foundation must be strongSlide8Slide9Slide10
What does this mean for “high ACEs” kids?
To build a solid house the foundation must be strong
Neurochemical pathways affecting mood and behavior begin in the low brainSlide11Slide12
What does this mean for “high ACEs” kids?
To build a solid house the foundation must be strong
Neurochemical pathways affecting mood and behavior begin in the low brain
Trauma changes the brain’s ‘base line’Slide13
Wired for FearSlide14
Typical Trauma Responses
Blowing up when corrected
Defiance
Fighting
– especially when criticized or teased
Resisting
change or transitions
Unusually
protective of personal space
Reverting
to younger behaviors
Unresponsive
/ appears to be daydreaming
Frequently
“seeking attention”
Distrust of adults in
authority
Lying
and
stealing
Food
issues
Odd behaviorsSlide15
ACEs Aren’t Destiny
Some
children are more susceptible than others to toxic stress
Adults can provide a
buffering, caring role
There
is a capacity to repair across development
Interventions
can make a differenceSlide16
What Can We Do As Caregivers?
Provide External Regulation, Until Our Child Can Internally RegulateSlide17
Regulate
Relate
ReasonSlide18
What Can We Do As Caregivers?
Provide External Regulation, Until Our Child Can Internally Regulate
Provide Parallel, Patient, Persistent Relational Support Slide19
The Neurosequential Model of TherapeuticsSlide20
From ….
“What’s wrong with you?”To …“What happened to you?”Slide21
Neurosequential
Model of
Therapeutics
21
The
Neurosequential
Model of Therapeutics
the sequence, or order, in which the brain develops
a perspective
life experiences
affect
brain development and behavior
the different types of interventions that might work best for the child and familySlide22
22
Dr. Bruce Perry, M.D., Ph.D.
Child Psychiatrist
Neuroscientist and researcher
Child Trauma Academy
Expert consultant
Columbine HS shooting
Oklahoma City bombing
Branch Davidian raid
YFZ custody cases
All rights reserved © 2006-2017 Bruce D. Perry and The ChildTrauma Academy
Slide23
NMT Assessment:
Where the child has been
NMT Functional Review:
Where the child is now
NMT Recommended Interventions:
Where the child can grow
NMT Slide24
NMT Assessment
Assesses
…
History of Adverse
Experiences
History of Relational
Health
Central Nervous
System Functioning
Current Relational
HealthSlide25Slide26Slide27Slide28
28
The Body Keeps The Score
Bessel van der KolkSlide29
RegulateRelate
ReasonSlide30
Somatic InterventionsSensory Motor Arousal Regulation Treatment (SMART)
TheraplayEMDREquine TherapyAnimal Assisted TherapyGames Nature based therapiesDrumming and music therapies
Walking and TalkingSlide31
Trauma Informed Activities and Interventions
• Relational (safe)
• Relevant (developmentally matched to the individual)
•
Repetitive
(patterned)
•
Rewarding
(pleasurable)
•
Rhythmic
(resonant with neural patterns)
•
Respectful
(of the child, family, and culture)Slide32
Therapeutic Web
Only social interaction builds the
social affiliation
part of the brain.
activate
the most powerful reward systems
The
Therapeutic Web
provides the majority of healing opportunities for these children
Stable and nurturing relationships buffer the impact of trauma
From
…
What therapy can the clinician do with this child?
To …
What relationships can bring healing to this child?Slide33
Thank You!
marianne@harmonyfamilycenter.org