identifying Strategies To Promote Healing The California Child Care Resource amp Referral Network amp The California Department Of Social Services Bridge Program Welcome amp introductions ID: 780223
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Slide1
Understanding
The Impact Of Trauma & identifying Strategies To Promote Healing
The California Child Care Resource & Referral Network & The California Department Of Social Services Bridge Program
Slide2Welcome & introductions
Slide3Learningobjectives
By the end of this module, participants will be able toShare a simple definition of trauma. Describe trauma’s effects on children’s development, emotions and behavior.Recognize the roles, responsibilities, and opportunities that each member of the child serving team have in enhancing child and family resiliency.
Slide4LEARNING AGREEMENTS
Be here nowParticipateSpeak for yourselfBe openMaintain confidentialityGive constructive feedbackTake your pulse
Slide5Defining trauma
Slide6Trauma defined
Slide7Types of traumaAcute
ChronicComplex/InterpersonalHistorical & Intergenerational
Slide8Trauma is widespread
Each year, over 1,500 children die of abuse or neglect70% of children endure highly stressful or traumatic events by age 6 years3.6 million referrals made to Child Protective Services in 2014 involving 6.6 million children 9 out of 10 children involved with the child welfare system have been exposed to violence.
Slide9Traumatic stress response
Slide10THE TRAUMA SYSTEM
Slide11TRAUMA & CHILD WELFARE
Children in child welfare are disproportionately impacted by traumaTraumatic stress responses can impair health developmentMany caregivers are managing their own unresolved traumatic responses, increasing risk of intergenerational transmission of traumaChildren & families involved with child welfare face additional stressors, risk factors, & vulnerabilities
Slide12Early childhood trauma is unique
Trauma is especially prevalent among young childrenYounger children have different responses to trauma than older children & adults which caregivers may not recognize as trauma-relatedApproaches used to address the challenging behaviors may not work and sometimes exacerbate the behaviors
Slide13SHIFT IN PERSPECTIVE
Slide14THE DEVELOPING CHILD
Slide15PRINCIPLES OF DEVELOPMENT
OngoingDirectionalMay involve stagesCumulative
Slide16NATURE VS NURTURE
NatureGenesNurtureEnvironment
Slide17S.P.E.C.S. DOMAINS OFchild DEVELOPMENT
SocialPhysicalEmotionalCognitiveSexual
Slide18THE
DEVELOPING BRAINNeuronBrain stem Limbic system Cortex
Slide19How the brain grows
Combination of nature and nurture Sequential & bottom-upActivity/experience-dependentSensitive periods that include: windows of opportunity and windows of vulnerability
Slide20ATTACHMENT SERVE & RETURN
Slide21ROLE OF CULTURE IN DEVELOPMENT
A total system that regulates life within a particular group of peopleSets expectations & limitations on behaviorsCreates contextResults in some behaviors being rewarded & others often ignored
Slide22Six core strengthsfor healthy child development
AttachmentSelf-regulationAffiliationAttunementTolerancerespect
Slide23Stress & adversity
Slide24Stress continuum
Slide25Variability in response to stressors
How do you cope?InternalExternal
Slide26Survival responses
Affect a child’s mental, emotional, & physical well-being as their coping becomes overwhelmed causing shifts inAwareness of self & environmentIntensity of emotionsPhysical responses
Slide27From survival response to survival IN THE MOMENT states
A walk in the woodsImpaired off switch
Slide28Information processing & threat response
STIMULUS
THALAMUS(SENSORY)
AMYGDALA
CORTEX
(PERCEPTION, CONTEXT, & AWARENESS)
RESPONSE
HIPPOCAMPUS
(MEMORY)
HIGH ROAD: 30-40 MILLISECONDS
LOW ROAD: 8-10 MILLISECONDS
Slide29Threats shutdown thinking
Low roadHandles immediate threat Is lightning fast Acts reflexively Focuses on information from senses Loses detailsHigh roadPlans, problem solves Takes longer Allows child to be “mindful”Uses information from words, Concepts, thoughtsAnalyzes details
Slide30Behavioral challenges in children with trauma
Difficulties with regulationImpaired cognitive capacitiesDevelopmental delaysDifficulty with relationshipsPeersAdultsAnxiety/fearEating, sleeping, toileting issuesLimited self-soothing strategiesImpaired executive functionsPlanningGoal-settingAnticipating consequences
Slide31IMPACT OF ADVERSITY ON DEVELOPMENT
Slide32Adverse childhood experiences
Slide33Disrupted brain development
HYPOTHALAMUSPREFRONTAL CORTEXAMYGDALA
BRAINSTEM
CEREBELLUM
HIPPOCAMPUS
PITUITARY
GLAND
Slide34Disrupted attachment
Slide35Common childhood diagnoses
Attention-deficit hyperactivity disorderPost-traumatic stress disorderOppositional defiant disorderConduct disorderBipolar disorderReactive attachment disorder
Slide36Adoption of health-risk behaviors
Prefrontal cortex or our thinking brain allows forConsideration of consequencesAppraisal of safety & dangerLong-term planning
Slide37Trauma transmission
IndirectTransmission via problematic caregiving skills & behaviorsDirectTransmission via learned behaviors including exposure to trauma responses & modeling of maladaptive coping strategies
Slide38RECAPPING THE IMPACT OF TRAUMA
Trauma activates the child’s emergency/survival response systemWhen exposed to ongoing or intense levels of threat, a child’s survival response of flight, fight, or freeze can become a survival stateWith overuse, a child’s present moment survival responses can be triggered by a reminder of past traumatic experiences
Slide39Trauma responsive care
Slide40A trauma responsive program or system
Realizes the widespread impact of trauma & understands paths to recoveryRecognizes the signs & symptoms in families involved with the systemResponds by fully integrating knowledge about trauma into policies, procedures, & practices in-order to resist re-traumatization
Slide41Children do notlive in isolation
Slide42A HEALTHYRIPPLE EFFECT
Slide43ROLE OF THE CAREGIVER
Identify & leverage the child’s strengthsHelp child manage survival responsesIncrease child’s feeling of connection & safety
Slide44child STRENGTHS
Look at the Whole childWHAT ARE SOME OF THE STRENGTHS YOU SEE IN THE CHILDREN WITH WHOM YOU WORK?WOULD THEIR CAREGIVER?
Slide45SOCIAL ENVIRONMENT STRENGTHS
HOMESCHOOLNEIGHBORHOODCULTURAL COMMUNITIESOTHER SYSTEMS OF CARE
Slide46LEARNING TO TRUST
Trauma can teach children that environments are not safe & that caregivers cannot be counted uponHealthy trust is built over time in slow, continuous, & meaningful ways
Slide47Power of relationships
Slide48PROVIDING TRAUMA RESPONSIVE ENVIRONMENTS
TransitionsArrangement & designSchedules & routinesLearning spaceVisualAuditoryVestibularTactileProprioceptiveIndoor & outdoor elements
Slide49CREATING ASAFE SPACE
Children may need to look for spaces from which to observe or be by themselves.
Slide50SIGNALS OF SAFETY
Catch the child displaying acceptable/positive behaviorProvide positive feedbackBe genuineKeep it upEngage other trusted adultsStart where the child is
Slide51PRESENCE
How can we communicate to children that we are present when they are revving?
Slide52IDENTIFYING EMOTIONAL HOTSPOTS
Strategies for saying no
Slide53Staying calm& neutral
BreatheMaintain positivityBe openUse a low, quiet voiceVoice your concern
Slide54PROMOTING SENSORY &EMOTIONAL LITERACY
“Tuning in” to the child’s thoughts, feelings and behaviors can help build the staircase in the child’s brain. Provide sensory labels as children experience various affective states.Recognize sensations in your body Recognize emotions in yourself and othersUnderstand appropriate ways to express strong sensations and emotionsLearn self-regulation and calming skills
Slide55Understanding a child’s behavior
AWARENESSAFFECTACTION
Slide56Matching your approach
Slide57RESPONDING TO SIGNALS OF REVVING
Revving is a critical time to help children avoid escalating into the re-experiencing stageSUPPORTIVE ADULTS CAN HELP BY recognizing a child’s signals of revving and knowing what to do in response. What you do depends on the signals of revving you are seeing.
Slide58RECOGNIZING & RESPONDING TO SIGNALS OF RE-EXPERIENCING
Use deep breathing & positive self-talk to remain calm & neutralRemove other children & dangerous objects from the areaReduce noises, sources of stimulation & triggersApproach from side in a non-threatening mannerRemind the child that you are there to help & that the child is safeUse short sentences, calm voice, & praise steps toward regulation
Slide59RECOGNIZING & RESPONDING TO SIGNALS OF RECONSTITUTING
ChildGradually appears calm or quietReengages in the environmentHigh risk for escalating back into re-experiencingAdults can help byReinforcing the child’s positive responsesReassuring continued safetyLimiting exposure to stressors & stimulationAvoid lecturing & providing consequences until child is completely calm
Slide60RETURNING TO REGULATING
Restorative disciple allows the child an opportunity to make things right. Kids need boundaries, limits and structure — but how you provide them is keyHow can you use restorative discipline to benefit the children in your home?
Slide61SAFETY ACROSS ALL BEHAVIORS
RegulatingBe specific & positiveRevvingStay calm & remind child of past successesRe-experiencingKeep it simple, repeat as neededReconstitutingAllow child to fully return to baselineRegulatingBuild skills & plan
Slide62BUILDING A SUPPORTIVE NETWORK
Look for trusted people in the child’sExtended familySchoolCommunity
Slide63POWER OF AFFILIATION
The capacity to join others & contribute as part of a group
Slide64IT TAKEs A TEAM
Slide65Final reflections