Class 2 Housekeeping Items Icebreaker Activity Presentation of material Child Development Maslows First part of Trauma information Break 10 minutesoptionalclass vote Video Through Our Childrens Eyes ID: 690520
Download Presentation The PPT/PDF document "Resource Family Pre-Approval" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
Resource Family Pre-Approval
Class 2Slide2
Housekeeping ItemsIcebreaker Activity
Presentation of material (Child Development, Maslow’s, First part of Trauma information)
Break (10 minutes)-optional/class voteVideo (Through Our Children’s Eyes)Finish presentation of material (Second part of Trauma information, Positive Discipline)
2
Agenda for Tonight
Sacramento County DHHS/CPS/RFA ProgramSlide3
Why are we covering child development?
What does this have to do with our children in care?
Development…
3
Sacramento County DHHS/CPS/RFA ProgramSlide4
Birth page 21-3 months page 3
4-6 months page 4
7-12 months page 513-18 months page 619-24 months page 72-3 years page 83-5 years page 96-11 years page 1012-15 years page 1116-21 years page 12
Refer to the handout “the specs of normal child development”
4
Sacramento County DHHS/CPS/RFA ProgramSlide5
Self-Actualization
(achieving individual potential)
Self Esteem
(self esteem and esteem for others)
Belonging
(love, affection, being a part of groups)
Safety and Security
(shelter, removal from danger)
Survival
(physiological needs, health, food, sleep)
5
M
aslow’s HIERARCHY OF NEEDS
Sacramento County DHHS/CPS/RFA ProgramSlide6
Trauma is a type of damage to the mind that occurs as a result of a severely distressing event.
It is often the result of an overwhelming amount of stress that exceeds one’s ability to cope, or integrate the emotions involved with that experience.
Often involving a sense of intense fear, terror and helplessness.A traumatic event involves one's experience, or repeating events of being overwhelmed that can be precipitated in weeks, years, or even decades as the person struggles to cope with the immediate circumstances, eventually leading to serious, long-term negative consequences.
Post-Traumatic Stress Disorder (PTSD)-mental health disorder that may develop following a traumatic event that includes changes in emotional, behavioral and physiological functioning.
What is Trauma?????
6
Sacramento County DHHS/CPS/RFA ProgramSlide7
In our children trauma may lead to….
Loss of the capacity to sustain appropriate representations of mother/father as base of security
Inability to determine who is safe and who is dangerous (you are unresponsive, you are unreliable, you are or will be dangerous)Loss of sense of mother/father as reliable protectors
The impact
7
Sacramento County DHHS/CPS/RFA ProgramSlide8
REACTIONS TO TRAUMA
RESPONSES TO TRAUMA
Ability to trust others
Sense of personal safetyAbility to manage emotionsEffectiveness in navigating life changes
Physical and emotional responses
Hyper arousal (nervousness, jumpiness, quickness to startle, hyper vigilance)Avoidance/withdrawal (feeling numb, shutdown, pulling away from activities/relationships, avoiding things that prompt memories of the trauma)
Re-experiencing (intrusive images, sensations, dreams, memories)
8
Sacramento County DHHS/CPS/RFA ProgramSlide9
How extensive trauma can be…
9
Sacramento County DHHS/CPS/RFA ProgramSlide10
Reptilian brain (old brain/developed first)- in charge of instincts/ “fight, flight, freeze”/autopilot, plays a major role in trauma/survival, does NOT respond to language/conscious thought
Limbic (middle brain/developed second)- in charge of emotions, memories, habits
Neocortex (new brain/developed last)- in charge of language, abstract thought, imagination, consciousness, reason, rationalization, logicHow does the brain work?
10
Sacramento County DHHS/CPS/RFA ProgramSlide11
We want children to have “typical development”
11
Sacramento County DHHS/CPS/RFA ProgramSlide12
Increased levels of stress hormones like adrenaline and cortisol (child is on survival mode)-chronic stress/trauma can lead to the child’s survival mode becoming the normal mode
What are stress hormones?
Adrenaline: secreted by the adrenal glands, especially in conditions of stress, increasing blood circulation, breathing, and carbohydrate metabolism and preparing muscles for exertionCortisol: secreted by the adrenal gland. It is released in response to stress and low blood-glucose concentration
Brain development and trauma
12
Sacramento County DHHS/CPS/RFA ProgramSlide13
If a child feels threatened/unsafe the body goes into survival mode state/body acts to protect itself which causes chemical and physical changes.
The “thinking and rational” parts of the brain begin to shut down/stress hormones kick in
If this survival mode is activated regularly during childhood survival mode can become normal mode
13
Sacramento County DHHS/CPS/RFA ProgramSlide14
Smaller brain volumes (less development of the brain material) Less development of the upper brain
Fewer brain connections
What can happen to the brain?
14
Sacramento County DHHS/CPS/RFA ProgramSlide15
See the differences in each brain?
15
Sacramento County DHHS/CPS/RFA ProgramSlide16
Because trauma effects brain functioning these children are at higher risk to develop cognitive, physical, emotional, social, health and developmental problems
Some child/parent/family risk factors are:
Biomedical (low birth weight, physical deformities, chronic health problems)Child maltreatment especially before age 3Parental substance abuse/mental health
Single or teen parentLow educational attainment of parent4 or more children in the homeFamily poverty or domestic violence
Involvement with CPS
Sacramento County DHHS/CPS/RFA Program16
Risk factors Slide17
Break Time….
17
Sacramento County DHHS/CPS/RFA ProgramSlide18
Video Time…
18
Sacramento County DHHS/CPS/RFA ProgramSlide19
Please read Billy’s Story begins on page 41Part 2 on page 42
Part 3 on page 52
Part 4 on page 56Conclusion on page 59Billy’s Story…
19
Sacramento County DHHS/CPS/RFA ProgramSlide20
Education of parents about the importance of early life experiencesKnowledge of parenting and of child/youth development
Prevention/education about abuse/neglect
Accessible and quality mental health services for parents Ensuring adequate nutritionQuality child carePositive relationships (nurturing/attachment), rich learning environments, and safe environments
How to support healthy brain development
20
Sacramento County DHHS/CPS/RFA ProgramSlide21
The importance of early experiences for brain development
21
Sacramento County DHHS/CPS/RFA ProgramSlide22
We want positive life experiences for children to promote healthy brain development
22
Sacramento County DHHS/CPS/RFA ProgramSlide23
Do not be afraid to talk about the traumatic eventLet the child guide when they want to talk about it
Listen to the child, answer questions, be honest provide comfort and support
It’s ok to tell the child that you don’t know why something happened Use age appropriate language and explanationsPost trauma reactions differ in length of time, be realistic
Trauma informed care giving
23
Sacramento County DHHS/CPS/RFA ProgramSlide24
Provide consistent, predictable pattern/routine for the child's day (this will help them feel safe)
Be nurturing, comforting, affectionate, patient, responsive
Help them learn to cope and they will be able to recover. It will take time please be patientDiscuss your expectation for behavior and discipline with the childTalk with the child and listen to them
Teach the child to relax (deep breathing, breathing slowly, listening to calming music, saying positive affirmations, sight, smell, touch, taste, listen)
Watch closely for signs of re-enactment or other behaviors
Protect the childGive the child “choices” and some sense of controlAsk for help
Sacramento County DHHS/CPS/RFA Program
24
How can you help?Slide25
“Tangle toys”/pinwheel- can be used as calming and relaxing for the child
Rhythm and repetition (tossing a ball, rocking, swinging, music, reading nursery rhymes/Dr. Seuss books, dancing, swimming)
Breathing regulation (in and out through nose/emphasize on exhaling/talk calmly)Calming activities- yoga, music, walking
Some ideas….
25
Sacramento County DHHS/CPS/RFA ProgramSlide26
Routines/predictability/patterns/
consistency are important for our children
26
Sacramento County DHHS/CPS/RFA ProgramSlide27
The ability to recover from traumatic eventsFACTORS THAT CAN INCREASE RESILIENCE…
A strong relationship with a competent, caring adult/family
Feeling connected to a positive role model/mentorHaving talents and abilities nurtured and appreciatedFeeling some control over their own lifeHaving a sense of belonging
What is resilience ??
27
Sacramento County DHHS/CPS/RFA ProgramSlide28
This refers to people who work with people that have been traumatized therefore are indirectly or secondarily at risk of developing the same or similar symptoms
Most at risk are emergency service professionals/caregivers who work with maltreated/abused/traumatized children
Secondary trauma
28
Sacramento County DHHS/CPS/RFA ProgramSlide29
Children are the most vulnerable members of our societyEmpathyInsufficient recovery time
Unresolved personal trauma
Sense of isolation from family/friends/coworkersLack of helpful resources/or not knowing about resourcesWhy does secondary trauma happen?
29
Sacramento County DHHS/CPS/RFA ProgramSlide30
EMOTIONAL: anger, sadness, grief, anxiety, depression, guilt, hopelessness, fear
PHYSICAL:
headaches, stomach aches, lethargy, constipation, problems sleepingPERSONAL: self isolation, cynicism, mood swings, irritabilityWORKPLACE:
avoidance of certain clients, missed appointments, tardiness, lack of motivationWhat are some indicators?
30
Sacramento County DHHS/CPS/RFA ProgramSlide31
PHYSICAL:
good sleep habits, eat well, dance, walking, jogging, any type of exercise
PSYCHOLOGICAL: self reflection, meditation, pleasure reading, say “no”, smile, solitudeEMOTIONAL: see friends, cry, laugh, praise yourself, humor
WORK PLACE: take breaks, take lunch, set limits, peer support, utilize supervision, use vacation time/sick time/FMLA
Self care is critical!
31
Sacramento County DHHS/CPS/RFA ProgramSlide32
32
Sacramento County DHHS/CPS/RFA ProgramSlide33
Helps you become more effective at accomplishing your goalsProvides you tools to manage difficult situations as they arise
Provides you with emotional resources
Focus you need to help the child in your careResult: You being a more effective and fulfilled Resource ParentSelf care can help:
33
Sacramento County DHHS/CPS/RFA ProgramSlide34
What is positive discipline?
Rooted in a secure, trusting relationship between parent and child
Ultimate goal of discipline is to help the child develop self control and self disciplineTechniques involve prevention, distraction and substitution to guide child away from harm
Often children communicate through their behavior (helps them develop better communication skills)Focuses on the importance of understanding developmentally appropriate behavior
Use discipline as a tool to teach children rather than punish
Sacramento County DHHS/CPS/RFA Program
34
Using positive disciplineSlide35
Please turn to page 109 in the binder for some tools
to
use for Positive DisciplineSome tools for Positive Discipline
35
Sacramento County DHHS/CPS/RFA ProgramSlide36
Good Night…see you all Tuesday!
36
Sacramento County DHHS/CPS/RFA Program