Life Beyond ACEs: Resilience Skill-building - PowerPoint Presentation

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Uploaded On 2020-04-06

Life Beyond ACEs: Resilience Skill-building - PPT Presentation

Ladeana Bell MS LPEI Copyright 2020 AFMC Inc Brief Review of ACEs CDCKaiser Permanente ACE Study and subsequent surveys show that the higher the number of adverse childhood experiences particularly four or more the higher the risk of adult onset chronic health problems such as heart ID: 776058

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Slide1

Life Beyond ACEs: Resilience Skill-building

Ladeana Bell, MS, LPE-I

Slide2

Brief Review of ACEs

CDC-Kaiser Permanente ACE Study and subsequent surveys show that the higher the number of adverse childhood experiences, particularly four or more, the higher the risk of adult onset chronic health problems such as heart disease, cancer, diabetes, suicide, and alcoholism.Brain science shows that toxic stress impacts the developing brain.There are more ACEs than the original 10.Resilience into practice can help heal the brain and body.Source: https://ACEsTooHigh.com

Slide3

Resilience

In psychology, resilience is the capacity of people to cope with stress and catastrophe. It is also used to indicate a characteristic of resistance to future negative events. This psychological meaning of resilience is often contrasted with "risk factors.”Resilience generally means the ability to recover from some shock or disturbance. An ability to recover from or adjust easily to misfortune or change.

Slide4

Recovery is Not a Linear Process

Slide5

I Have Done X, Y, and Z, So Why Isn’t My Child Better?

Secure attachment + ACEs (trauma) = challengeSecure attachment + sensitive temperament + ACEs = more challengingDisrupted attachment + sensitive temperament + ACEs = most challengingModel developed by AFMC outreach specialist Ladeana Bell, LPE-I

Slide6

History and Context Impact Resilience

12 yr-old female in foster care, sexual abuse, inconsistent visitation with mom

Therapists has changed three timesDoes not feel safe emotionallyHas low language skills Is not allowed to hug foster parentsPrior to foster care emotional neglect, questionable attachment

12 yr-old female, in foster care less than three months, consistent visitation, parent is working on sobriety, all parties are talking

Consistent therapist 5x monthlyFeels safe at school and in foster homeMom is active in her own recovery and in child’s therapyPrior to foster care and parent’s addiction, close bond with parent

Slide7

Susie Doe – 10 Years Old

Not making progress in therapyTherapeutic foster care placement x12 monthsResidential is recommended due to lack of progressBullies other children at school according to teacherStealing food from peers despite consistent nutrition at homeSexually reactive in church setting only

Slide8

Five Questions for Susie

Take two minutes and write down the first five questions that come to your mind.

Slide9

Five Ways to Build Resilience for Susie?

Things to consider:What is under your direct control?What can you influence, but not control?Are you a model of emotional safety?

Slide10

Balance Hope with Reasonable Expectations

What are reasonable expectations for a three-year-old?What are reasonable expectations for a delayed three-year-old?Think like a detective, a developmental psychologist and a “good enough parent.” Then re-evaluate what is working versus what has not had time to work (knee-jerk reactions of “change medications” are often based on feelings of helplessness of the adults in charge. For example: “if you get the ‘right’ trauma therapy, all will be better”).When (age) was the first known trauma, when did the child enter a safe environment, and when did the child truly start working on resilience focused skill building?

Slide11

The single most common factor for children who develop resilience is at least one stable and committed relationship with a supportive parent, caregiver or other adult. These relationships provide the personalized responsiveness, scaffolding, and protection that buffer children from developmental disruption.

Slide12

Say it Louder for the People in the Back!

The importance and understanding of safety cannot be stressed enough.Physical safety (food, shelter, not being hit, safe environment)Psychological safety is much more difficult to understand and measure (attitude, emotions, explicit and implicit communications)What are the adults conveying to the child about safety?Is it possible for the child to sense “I am ok no matter how I feel?”

Slide13

Corrective Emotional Experience

“The therapist, by providing a corrective emotional experience, invites the client to join him on a collaborative journey to understand the threat or danger that some aspect of the treatment has aroused.”

Teyber

, E & Holmes McClure, F (2011) Interpersonal Process in Therapy – An Integrative Model 6

Ed. Brooks/Cole USA

Slide14

The corrective emotional experience is the circuit breakerHelps to form new pathway’s for experiencing maladaptive patterns and behaviorThe conflict is still experienced, but the response is what makes it restorative

Corrective Emotional Experience

Anne Sherry, Psychotherapist, Melbourne Counselling Centre

Slide15

What are Concrete Ways CEE Can Happen?

I yell, destroy my room and I do not get hit … 100 timesI lie to you and you find out and you do not shame me … 100 timesI take a small item from your office and you then have small tokens for me to take next time, rather than making it about “stealing” … 100 timesI play with dolls in sexually graphic manner and you redirect me … 100 timesI hide under the desk and you do not banish me to the office to leave … 100 timesI ask for help and you do not tell me to “try harder”… 100 times

Slide16

Resilience Skills

Safety (K.I.S.S.) “Keep It Simple, Silly”Give choicesPractice, teach, model self-controlPractice, teach, model flexible thinkingPractice and teach physiological coping skills (breathing, mindfulness, yoga, safe use of body in space, awareness of sensory overload)Practice, teach, name basic feeling states (K.I.S.S.) (Scared, Angry, Sad, Happy)

Slide17

Joan is an awesome teacher. Joan also lacks flexibility.

Joan has 30 years of teaching experience. She is excellent at using several modalities to teach math. She is known to tutor students for free after school, is highly regarded as a seasoned educator, and is generally likable. Joan is also easily internally agitated about “acting out kids”, thinks more physical discipline is needed in our society, and believes that if kids were held to higher standards they would “rise to the occasion”. Joan sends little Bobby to the principal weekly for not following her directives. He is failing her class and refuses to do math. He has some special accommodations but they “aren’t working because he just won’t try.”

Slide18

Resilience

What do you think of Joan in the context of resilience (flexibility is an aspect of resilience)?Write down three thoughts and at least one feeling you had when reading this slide.

Slide19

Resilience is a Two-way Street.

Child influences you.You influence the child.Your history influences your reactions and attitudes.The child’s history influences his/her reactions and attitudes.

Slide20

Psychological (Emotional) Safety

Slide21

Characteristics of Highly Resilient People

Self-awarenessSelf-careHealthy understanding of boundariesUnderstand that all things are temporaryUse difficult circumstances as opportunities for growthAdaptable and flexible within reason

Slide22

Slide23

Do the best you can until you know better, then when you know better, do better. - Maya Angelou