Stress: The Good, Bad, and the Ugly Part Three: Intervention. Catherine Nelson, Ph.D. University of Utah
|
|
- Shannon Fowler
- 5 years ago
- Views:
Transcription
1 Stress: The Good, Bad, and the Ugly Part Three: Intervention Catherine Nelson, Ph.D. University of Utah
2 Session Three Overview Review Intervention with Children and Youth Behavioral State Responsive Environment Communication Predictable Environment Social Relationships and Attachment
3 Session Three Overview Families Research Intervention Your Own Stress
4 Magnitude of Stress Response Novelty of threat Unpredictable nature Threat to person or ego Sense of lack of control (Guilliams & Edwards, 2010) M
5 Review of Protective Factors Secure attachment Good physical health Strong social network Responsive environment Feelings of competence Clear patterns of arousal and relaxation Physical exercise Relaxation opportunities Temperamental characteristics
6 Questions
7 Coping With Stress If resources are deemed adequate: Problem-focused coping behavior Emotion-focused coping behavior
8 Stress and Intervention Think about possible health issues first Feeling ill or being in pain can cause stress and intensify stressful feelings Look at the child s sleep/wake cycles- if child is not getting enough sleep, stress response could be altered Look at patterns of arousal and relaxation
9 Stress Intervention: Biobehavioral Quiet sleep States Active Sleep (REM) Drowsy Quiet Alert Active Alert Crying/Agitated
10 Stress intervention: Biobehavioral state Variety awakens Repetition soothes Calming stimuli Arousing stimuli Provide opportunities for physical exercise Provide opportunities for relaxation
11 Stress Intervention: Responsive Environment Avoid the good fairy syndrome Make sure individual is do-er not done-er Involve individuals in all phases of activities Pausing techniques to encourage independent behavior Provide choices at each activity phase Give amount of control that a child without disabilities has Structure activities for success
12 Responsive, Communication Rich Environment Ensure a nurturing environment Take time to establish relationships Enhance sensitivity to all communications Increase opportunities and motivation to communicate Integrate conversations throughout the day
13 Nonsymbolic Communication Examples Movements and changes in muscle tone Vocalization Facial expressions Orientation Pause Touching, manipulating or moving with another person
14 Nonsymbolic Communication Examples Acting on objects and using objects to interact with other Assuming positions and going places Conventional gestures Depictive actions Withdrawal Aggressive, self injurious behavior
15 GkMLyg Video of Bob Shumaker, a Vietnam veteran talking about resilience and the importance of communication and social supports: From PBS Series This Emotional Life
16 Questions
17 Predictable Environment Provide multiple ways for the individual to understand what is going to happen and when it is over Use cues Use consistent routines Use calendaring or scheduling system
18 Routines Repetition of same sequence of events in the same manner Enhances anticipation Stimulates growth of neural pathways Provides sense of security
19 Russia Kiril Fetal Alcohol Syndrome Severe hearing loss Very low vision Reactive attachment disorder Video clip 1 Video clip 4 Video clip 5
20 Activity: Kiril What did you see that Kiril s teacher did well to bring down his stress? Can you think of ways you can or do use these techniques in your class already?
21 Schedule Systems or Calendar Boxes Objects or pictures represent activities of the day Provide children with a visual, tactual method to know what is coming up Gives child time to assimilate information and prepare him/her self for what is coming Provide for order and predictability in the child s life Review symbols (and activities) during the day to build memory and reinforce left to right progression
22
23
24 Masha (Maryana) Very little hearing or vision Russia Maryana 1 Maryana W in greenhouse with schedules
25 Activity Masha What seemed to upset Masha in the first video? What strategies were used in the 2 nd video?
26 Social Relationships Take time to develop a relationship with the child Assist the child to develop relationships with others including peers Circle of Friends Plan for times when individuals with whom child is attached are not available Help establish secure attachment with caregivers
27 Stress and Attachment Secure attachment is at risk, disorganized attachment is more prevalent when child has neurological impairment or autism (Van Ijzendoorn et al., 1992) Secure attachment involves Co-regulation of emotions Joint attention Mutual responsiveness of signals Precursors to insecure attachment Parental Stress (Stolk & Kars, 2000) Ineffective parenting Lack of cognitive skills (Cassidy, 1999; Janssen, et al., 2002). Time spent away from caregiver
28 Stress and Parents of Individuals with Severe Multiple Disabilities Studies have shown that parents of children with disabilities experience significantly higher levels of parental stress (Pottie & Ingram, 2008). Stress increases with mismatch between stressor (e.g., difficult child) and coping response Coping responses may include specific techniques to manage challenging behaviors or seeking out social supports
29 Research and Parents Midlife parents (mean age = 57.4) of children with disabilities (Selzer, et al., 2009). 82 in each group Parents of children with disabilities when compared to control group used their time in similar ways, had similar # positive events Had daily elevated levels of stress, negative affect, and physical symptoms
30 Midlife parents cont. Afternoon and evening cortisol had lower decline in disability parent group More time spent with children = higher level of negative affect but fewer physical symptoms Marginally less pronounced daily decline of cortisol with increased time spent with child
31 Parents Maternal cortisol levels and behavior problems in adolescents and adults with ASD (Seltzer, et al., 2009). 86 parents of children with autism, 171 in control group- assessed 4 times over 4 years Mothers of children with ASD had significantly lower levels of cortisol throughout the day (akin to PTSD)
32 Parents and ASD cont. For mother s whose children had infrequent behavior problems, a large rise in morning cortisol was seen the day after a problem behavior occurred For mother s whose children had clinically significant behavior, bad behavior days did not result in increased AM cortisol
33 0oDucQ Video of SallyThibault, mother of a child with autism and author of David s Gift
34 Stress and Parents of Individuals with Severe Multiple Disabilities Long term stress Same long term impact Need our understanding, support Help them understand behavior of their children Help them learn positive strategies to cope Help with ID of resources, but let them feel they are in charge
35 Stress and families Addressing the stressors affecting a child requires addressing the stressors on his or her family in order to ensure that the critical environment of relationships can be maximally supportive National Scientific Council on the Developing Child, 2007
36 Questions? Do you all have ideas for how you support families?
37 Video of Dr. Robert Sapolsky talking about stress and how to cope with it: From PBS series This Emotional Life shqpcc
38 Activity How do you keep your own stress under control?
39 Controlling Your Stress Address the stressors in your life Eat a healthful diet Get enough sleep Exercise Practice Relaxation Techniques Foster relationships Have a sense of humor Seek counseling if and when needed
40
41 Questions
42 References Cassidy, J. (1999). The nature of the child s ties. In: Handbook of Attachment Theory, Research and Clinical Applications (J. Cassidy & P.R. Shaver, Eds). Pp Guilford, New York, NY. Excessive stress disrupts the architecture of the developing brain (2005). National Scientific Council on the Developing Child, Working Paper No. 3. Retrieved 1/28/09 from Janssen, C.G.C., Schuengel, C. & Stolk, J. (2002). Understanding challenging behaviour in people with severe and profound intellectual disability: a stress-attachment model. Journal of Intellectual Disability Research. 46: Lee, A.L., Ogle, W.O., & Sapolsky, R.M. (2002). Stress and depression: Possible link to neuron death in the hippocampus. Bipolar Disorders, 4; Mental health problem in early childhood can impair leaning and behavior for life (2007). National Scientific Council on the Developing Child. Working Paper No. 6. Retrieved 1/28/09 from Pottie, G. & Ingram, K.M. (2008) Daily stress, coping, and well-being in parents of children with autism: A multillevel modeling approach. Journal of Family Psychology, 22: Seltzer, M. M., Almeida, D. M., Greenberg, J. S., Savla, J., Stawski, R. S., Hong, J., & Lounds T. J. (2009). Psychosocial and biological markers of daily lives of midlife parents of children with disabilities. Journal of Health, Social Behavior, 50(1), Seltzer, M. M., Greenberg, J. S., Hong, J., Smith, L. E., Almeida, D. M., Coe, C., & Stawski, R. S. (2009). Maternal cortisol levels and behavior problems in adolescents and adults with ASD. Journal of Autism and Developmental Disorders. doi: /s Van Ijzendoorn, M. H., Schuengel, C., & Bakermans-Kranenburg, M.J. (1999). Disorganized attachment in early childhood: Meta-analysis of precursors, concomitants, and sequelae. Development and Psychopathology, 11,
43
Stress: The Good, Bad, and the Ugly Part One. Catherine Nelson, Ph.D. University of Utah
Stress: The Good, Bad, and the Ugly Part One Catherine Nelson, Ph.D. University of Utah Cathy.nelson@utah.edu Course Overview: Stress Session One Definitions Physiology Toxic Stress Risk factors for experiencing
More informationWhen neurotypical children look at peoples faces, regions in the limbic system light up with endorphins and reward that child.
Addressing Social Competence in Children and Adolescents with Ausm Spectrum Disorder at Pre- symbolic and Emerging Language Stages Presented by Emily Rubin, MS, CCC- SLP Contemporary research in the neurodevelopment
More informationCome On Inside, Assess Me Here! van Dijk Approach to Assessment
Come On Inside, Assess Me Here! van Dijk Approach to Assessment Lisa Auwarter, Education Coordinator Dept. for the Blind and Vision Impaired Staunton Regional Office (P)540-332-7716 Email: lisa.auwarter@dbvi.virginia.gov
More informationParent-child interactions and children with autism: A novel perspective
Parent-child interactions and children with autism: A novel perspective Siva priya Santhanam Lynne E. Hewitt Bowling Green State University Bowling Green, OH ASHA Convention, November 2013 Disclosure Statement
More informationStudy on Family Adaptation to Fragile X Syndrome
Waisman Center University of Wisconsin Madison Dedicated to the advancement of knowledge about human development, developmental disabilities, and neurodegenerative disease. Study on Family Adaptation to
More informationCourse Overview: Stress Session One: Last Week
Stress: The Good, Bad, and the Ugly Part Two: Research Catherine Nelson, Ph.D. University of Utah Cathy.nelson@utah.edu Course Overview: Stress Session One: Last Week Definitions Physiology Toxic Stress
More informationTHE RELATIONSHIPS THAT SHAPE US THE EFFECT OF INTERACTIONS ON DEVELOPMENT KEELY J. HOPE, PH.D., LMHC, NCC EASTERN WASHINGTON UNIVERSITY
THE RELATIONSHIPS THAT SHAPE US THE EFFECT OF INTERACTIONS ON DEVELOPMENT KEELY J. HOPE, PH.D., LMHC, NCC EASTERN WASHINGTON UNIVERSITY OBJECTIVES Review basic information regarding the structure of brain.
More informationThe Basic Course on the Greenspan Floortime Approach. Mastery Test Instructions & Questions
The Basic Course on the Greenspan Floortime Approach Mastery Test Instructions & Questions Participants will have an opportunity to demonstrate mastery of the basic concepts presented during this training
More informationBi-directional Relationship Between Poor Sleep and Work-related Stress: Management through transformational leadership and work organization
Bi-directional Relationship Between Poor Sleep and Work-related Stress: Management through transformational leadership and work organization Sleep & its Importance Most vital episode of human life! Psychological
More informationThere are two types of activities: Think about it! And apply it! Each activity will be marked by an icon and a specified color as you can see below:
Module 1 Introduction VCUAutism Center for Excellence There are two types of activities: Think about it! And apply it! Each activity will be marked by an icon and a specified color as you can see below:
More informationSelf-regulation and self-stimulation: The Emotional Heart of the Child
Self-regulation and self-stimulation: The Emotional Heart of the Child David Brown Deafblind Educational Specialist Listen to me Conference, Manchester May 10 th 2018 Congenital deafblindness increasingly
More informationToxic Stress: The Impact on Young Children and What YOU Can Do!
Toxic Stress: The Impact on Young Children and What YOU Can Do! Betty Rintoul, Ph.D. 1600 Growth of Brain Whole Brain Weight in Grams 1400 1200 1000 800 600 400 200 Conception to Birth Birth to Age 20
More informationAutism Spectrum Disorders: Interventions and supports to promote independence
Autism Spectrum Disorders: Interventions and supports to promote independence Presented by: Greg Valcante, Ph.D. University of Florida www.card.ufl.edu How to Get a Copy of These Handouts www.card.ufl.edu/training/asd-powerpoint
More informationDiagnosing Autism, and What Comes After. Natalie Roth, Ph. D. Clinical Psychologist, Alternative Behavior Strategies
Diagnosing Autism, and What Comes After Natalie Roth, Ph. D. Clinical Psychologist, Alternative Behavior Strategies Cigna Autism Awareness Education Series, January 12, 2017 1 Autistic Spectrum Disorder
More informationNONVERBAL CUES IN AFFECT REGULATION BABIES FEEL BEFORE THEY THINK! What We Will Learn to Inform Our Care in Trauma
1 NONVERBAL CUES IN AFFECT REGULATION BY MARILEE BURGESON, MA. CCC-DIR SLP 1 What We Will Learn to Inform Our Care in Trauma 2 Recognize Non verbal Affect cues Regulation and Brain Development DIR Floortime
More informationWelcome! Autism is. Autism Spectrum Disorders (ASD) What are ASD s? Autism: Associated Features may occur, not required for diagnosis
Autism Spectrum Disorders (ASD) Welcome! You can download this handout from www.uwindsor.ca/autism under Workshops Email mgragg@uwindsor.ca www.summitcentre.org Marcia Gragg, PhD, CPsych, Feb. 8, 2008
More informationa spectrum disorder developmental Sensory Issues Anxiety 2/26/2009 Behaviour Social
Autism Spectrum Disorders (ASD) Welcome! You can download this handout from www.uwindsor.ca/autism under Workshops Email mgragg@uwindsor.ca www.summitcentre.org Marcia Gragg, PhD, CPsych, Feb. 8, 2008
More informationA Universal Approach to Enhance Learning Through Communication and Social Engagement
EDUCATIONAL OUTREACH PROGRAM A Universal Approach to Enhance Learning Through Communication and Social Engagement Jennifer Ro Marcus Autism Center Forsyth County Schools Carolyn Tolland Forsyth County
More informationBehavior in Cardiofaciocutaneous (CFC) Syndrome
Behavior in Cardiofaciocutaneous (CFC) Syndrome What is CFC? How does it affect a person? CFC is a rare genetic syndrome that typically affects a person's heart (cardio ), facial features (facio ), and
More informationParenting a Child with Mental Health Concerns
Parenting a Child with Mental Health Concerns Community Education Services Blaine Munro, MSW, RMFT Sharon Halladay, MSW, RSW (Clinical) Typical Development Within the individual/child exists: Social &
More informationSupporting Families to Build Secure Attachment Relationships : Comments on Benoit, Dozier, and Egeland
ATTACHMENT Supporting Families to Build Secure Attachment Relationships : Comments on Benoit, Dozier, and Egeland Femmie Juffer, PhD, Marian J. Bakermans-Kranenburg, PhD, & Marinus H. van IJzendoorn, PhD
More informationSocial and Emotional Influences on Physiological Stress in Infants, Children and Adolescents
Social and Emotional Influences on Physiological Stress in Infants, Children and Adolescents Emma K. Adam Program on Human Development and Social Policy School of Education and Social Policy Northwestern
More information6/5/2018 SYLVIA J. ACOSTA, PHD
SYLVIA J. ACOSTA, PHD ASSOCIATE PROFESSOR SUMMER INSTITUTE JUNE 1 Introduction to Autism Spectrum Disorder (ASD) for Educators JUNE 15, 2018 2 Objectives Participants will: Identify the 2 diagnostic categories
More informationResiliency and Recovery Post-Trauma
Resiliency and Recovery Post-Trauma Texas Children s Health Plan CME November 18, 2017 Megan Mooney, Ph.D. Assistant Professor, Baylor College of Medicine Training Coordinator, Trauma and Grief Center
More informationUnderstanding Narcolepsy Frequently Asked Questions
Understanding Narcolepsy Frequently Asked Questions What is narcolepsy? Narcolepsy is a serious, life-long disorder caused by the brain s inability to regulate sleep-wake cycles normally, involving irregular
More informationDeaf-Blind Intervention: Providing Access to Education in Any Setting. Michelle Clyne Project Reach: Illinois Deaf-Blind Services
Deaf-Blind Intervention: Providing Access to Education in Any Setting Michelle Clyne Project Reach: Illinois Deaf-Blind Services Brought to you by TECHNICAL ASSISTANCE C INFORMATION PERSONNEL TRAINING
More informationSurviving and Thriving: Trauma and Resilience
Guiding our community s children through life s critical moments with trauma-informed mental health and child development services. Surviving and Thriving: Trauma and Resilience John Richardson-Lauve,
More informationDay #3 of 8 Types of Attachment & Communication. Roster: Handouts:
Day #3 of 8 Types of Attachment & Communication April 15, 2016 Roster: Please verify your information and put a checkmark next to your name or add your name. Handouts: Please pick up a copy of today s
More informationHelping your Child with ASD Adjust to New Siblings. Af ter the baby s birth
Helping your Child with ASD Adjust to New Siblings Af ter the baby s birth 2 Table of Contents Af ter the baby s birth 5 Why might it be dif ficult for my child with ASD? 6 Communication: 8 Managing Change:
More informationAnticipation and Behavior
Saturday, August 1, 2015 Breakout Session #39: 2:15-3:15pm Schaumburg East Anticipation and Behavior Timothy S. Hartshorne, Ph.D. Central Michigan University, Department of Psychology Presenter Information:
More informationPervasive Developmental Disorder Not Otherwise Specified (PDD- NOS)
Pervasive Developmental Disorder Not Otherwise Specified (PDD- NOS) What is Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS)? (*Please note that the criteria according to the DSM-V changed
More informationCALIFORNIA STATE UNIVERSITY, SACRAMENTO
COLLEGE OF EDUCATION DEPARTMENT OF SPECIAL EDUCATION, REHABILITATION AND SCHOOL PSYCHOLOGY CALIFORNIA STATE UNIVERSITY, SACRAMENTO School Psychology Diagnostic Clinic 6000 J Street Sacramento, California
More informationAutism or Something Else? Knowing the Difference
Autism or Something Else? Knowing the Difference SUSAN BUTTROSS, M.D., FAAP PROFESSOR OF PEDIATRICS CENTER FOR THE ADVANCEMENT OF YOUTH UNIVERSITY OF MISSISSIPPI MEDICAL CENTER JACKSON, MISSISSIPPI Disclosure
More informationWhen Love Is Not Enough
When Love Is Not Enough Vulnerable Families, Intergenerational Patterns, Addiction & Attachment Lauren Lindsey Porter, BA, MSW Lauren@centreforattachment.com Lyttelton, New Zealand ATCA Conference, 18
More informationAsperger s s... What Does It Mean To Me?
Asperger s s... What Does It Mean To Me? A workbook explaining self awareness and life lessons to the child or youth with High Functioning Autism or Asperger s By Catherine Faherty About this Book This
More informationTrauma and Development: An Integrated Best Practice Approach
Trauma and Development: An Integrated Best Practice Approach ATTACH Conference- September 27, 2015 Kathy Ryan, Ph.D., LCSW Clinical Coordinator, Circle Preschool Program, GRSCAN, Richmond, VA Denise Powers,
More informationPsychological Issues in Children and Adults with Fetal Alcohol Spectrum Disorder
Psychological Issues in Children and Adults with Fetal Alcohol Spectrum Disorder Presenter: Date: Brenda M. Knight May 29, 2009 The FASD Learning Series is part of the Alberta government s commitment to
More informationDeveloping A Trauma Informed Community Jean West LCSW CTC-S CT What is trauma? 6/28/13. Experiences which can cause trauma
Developing A Trauma Informed Community Jean West LCSW CTC-S CT jean.west@sjsd.k12.mo.us What is trauma? A traumatic event is an overwhelming experience that is often sudden and unexpected. The experience
More informationAbnormal Child Psychology, 3rd Edition, Eric J. Mash, David A. Wolfe Chapter 7: Anxiety Disorders. Anxiety Disorders
Anxiety Disorders Experiencing Anxiety Anxiety: characterized by strong negative emotion and tension in anticipation of future danger or threat Moderate amounts of anxiety is adaptive; helps us cope with
More informationDIFFERENTIAL SUSCEPTIBILITY TO ENVIRONMENTAL INFLUENCES: From Longitudinal Research to Intervention Part B. Jay Belsky
DIFFERENTIAL SUSCEPTIBILITY TO ENVIRONMENTAL INFLUENCES: From Longitudinal Research to Intervention Part B Jay Belsky CAN WE MOVE BEYOND CORRELATIONAL EVIDENCE TO EXPERIMENTAL DATA? OUTLINE MORNING I.
More informationModule 2 Mentalizing
Module 2 Mentalizing It is thought that the human brain is essentially made up of three different brain structures: the brainstem, the limbic system and the cortex. 1. The brainstem: The reptilian or primitive
More informationTrauma Sensitive Practices for School Psychologists Michelle Schnack, LCSW.
Trauma Sensitive Practices for School Psychologists Michelle Schnack, LCSW Email: michelle23lcsw@gmail.com Objectives Discuss symptoms of trauma and how trauma affects behaviors and learning Provide tips
More informationFostering Communication Skills in Preschool Children with Pivotal Response Training
Fostering Communication Skills in Preschool Children with Pivotal Response Training Mary Mandeville-Chase, MS, CCC-SLP 1 Training Objectives 1. Participants will name two pivotal behaviors associated with
More informationSleep Apnea and Intellectual Disability
Sleep Apnea and Intellectual Disability Presenters: Dr Colin Shapiro BSc, FRCP(C), MBBS, PhD Judi Hoskins DSW, B.A. Psych Nov 15, 2010 1 Sleep Apnea and Intellectual Disabilities: multidisciplinary assessment
More informationResilience in Individuals and Communities
Resilience in Individuals and Communities OVERVIEW This document provides a review of the scientific community s current understanding of why some individuals thrive in response to adversity while others
More informationPediatric Primary Care Mental Health Specialist Certification Exam. Detailed Content Outline
Pediatric Primary Care Mental Health Specialist Certification Exam Detailed Content Outline Description of the Specialty The Pediatric Primary Care Mental Health Specialist (PMHS) builds upon the Advanced
More informationI Was Wired This Way
I Was Wired This Way The Effects of Negative Life Events on Brain Development Negative life experiences in childhood can be a significant source of stress. Children and youth are especially sensitive to
More informationFact and Fiction: Sorting through the
Fact and Fiction: Sorting through the Information on Autism to Guide Best Practice Carol Schall, Ph.D. The Virginia Autism Resource Center cschall@varc.org Fact: There are many more young children with
More informationCreating A Trauma Informed System. Al Killen-Harvey,LCSW The Harvey Institute
Creating A Trauma Informed System Al Killen-Harvey,LCSW The Harvey Institute Al@theharveyinstitute.com 619-977-8569 Goals and Objectives 1.Describe the attributes of the various forms of trauma 2.Delineate
More informationConcept & Language Development in Young Children who are Deaf/Hard of Hearing or Visually Impaired
Concept & Language Development in Young Children who are Deaf/Hard of Hearing or Visually Impaired Renee Ellis, M.Ed. VI Educational Consultant - Infants/Early Childhood Texas School for the Blind & Visually
More informationA Family Affair: Effects of Brain Injury on Family Dynamics
A Family Affair: Effects of Brain Injury on Family Dynamics Dr. Kyle Haggerty, PhD By: Kyle Haggerty Bancroft NeuroRehab TBI Stats The Centers for Disease Control and Prevention reported that in 2010 that
More informationMULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.
Abnormal Psychology Chapter 16: Disorders of Childhood and Adolescence Name MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question. 1) After her parents divorce,
More informationBringing Your A Game: Strategies to Support Students with Autism Communication Strategies. Ann N. Garfinkle, PhD Benjamin Chu, Doctoral Candidate
Bringing Your A Game: Strategies to Support Students with Autism Communication Strategies Ann N. Garfinkle, PhD Benjamin Chu, Doctoral Candidate Outcomes for this Session Have a basic understanding of
More informationon Brain Development Infant brain development
Effects of Child Abuse and Neglect on Brain Development Jodi Flick, LCSW, ACSW Family and Children s Resource Program Jordan Institute for Families UNC-Chapel Hill School of Social Work joflick@email.unc.edu
More information0-3 DEVELOPMENT. By Drina Madden. Pediatric Neuropsychology 1
0-3 DEVELOPMENT By Drina Madden DrinaMadden@hotmail.com www.ndcbrain.com 1 PHYSICAL Body Growth Changes in height and weight are rapid in the first two years of life. Development moves from head to tail
More informationCopenhagen Infant Mental Health Project (CIMHP):
Copenhagen Infant Mental Health Project (CIMHP): Effects of Infant Mental Health Screening and Indicated Prevention Approaches Focus of talk: Preliminary Results from implementing a Screening Program using
More informationLife History Screen. a. Were you raised by someone other than your biologic/birth parents? Yes No
Childhood History 1. Childhood History Life History Screen a. Were you raised by someone other than your biologic/birth parents? b. How many living situations (different primary caregivers) did you have
More informationRecognizing Autism Under the Age of 2
Recognizing Autism Under the Age of 2 Beth Ellen Davis MD MPH Developmental Behavioral Pediatrics Clinical Professor of Pediatrics, UW, Seattle February 2, 2015 Objectives Recognize typical and atypical/delayed
More informationCenter for Autism and Related Disabilities 16 th Annual Autism Conference
Center for Autism and Related Disabilities 16 th Annual Autism Conference Keynote: Promoting Inclusion, Relationships, and Learning for Students with Autism Spectrum Disorders: The Promise of Peer-Mediated
More informationQuick guide to autism
Quick guide to autism What it looks like and how you can help What is autism? Autism is a lifelong neurodevelopmental disorder We don t know what causes autism but we do know genetics plays a role 1 in
More informationPRINCIPLES OF CAREGIVING DEVELOPMENTAL DISABILITIES MODULE
PRINCIPLES OF CAREGIVING DEVELOPMENTAL DISABILITIES MODULE CHAPTER 1: KNOWLEDGE OF DEVELOPMENTAL DISABILITIES CONTENT: A. Developmental Disabilities B. Introduction to Human Development C. The Four Developmental
More informationEmotional Development
Emotional Development How Children Develop Chapter 10 Emotional Intelligence A set of abilities that contribute to competent social functioning: Being able to motivate oneself and persist in the face of
More informationMr. Stanley Kuna High School
Mr. Stanley Kuna High School Stress What is Stress? Stress is - The mental, emotional, and physiological response of the body to any situation that is new, threatening, frightening, or exciting. Stress
More informationSURVEY OF AUTISM SPECTRUM DISORDER CONCERNS
Survey of Autism Spectrum Disorder Concerns Presented by Curtis L. Timmons, Ph.D., LSSP GOALS OF THE WORKSHOP 1. Understand why there were changes between the DSM-IV and the DSM-5 2. Understand the current
More informationEMDR : A therapy for the 21 st century. Polish Psychological Association Warsaw Division September, 2015
EMDR : A therapy for the 21 st century Polish Psychological Association Warsaw Division September, 2015 Udi Oren, Ph.D. Past President, EMDR Europe Association 1 1 Memory Therapy Memory / Memory Network
More informationWalk In My Autism. Video. Cynthia Brouillard, Psy.D. Evaluation Clinic Director, LFCA Patti Boheme, M.S., LCPC Executive Vice President, LFCA
Little Friends Center for Autism is an affiliate of Little Friends, Inc. Little Friends, Inc. is a non-profit, social service agency that services over 800 children and adults with developmental disabilities.
More informationInclusive Education. De-mystifying Intellectual Disabilities and investigating best practice.
Inclusive Education De-mystifying Intellectual Disabilities and investigating best practice. Aims for this session: To understand what the term Intellectual Defiency means To understand the broad spectrum
More informationThe child-parent relationship is core to a child s development
M. C O N N I E A L M E I D A, P H D The child-parent relationship is core to a child s development ATTACHMENT The central theme of attachment theory is that mothers / fathers who are available and responsive
More informationThe Aboriginal Mental Health & Wellbeing Workforce Forum 2017 HOW CAN WE REDUCE THE RATES OF SUICIDE IN THE ABORIGINAL COMMUMITIES?
The Aboriginal Mental Health & Wellbeing Workforce Forum 2017 HOW CAN WE REDUCE THE RATES OF SUICIDE IN THE ABORIGINAL COMMUMITIES? The rate of suicide among young Indigenous men is the highest in the
More informationWhat nurses need to know about Trauma-Informed Care
What nurses need to know about Trauma-Informed Care Define trauma-informed care Identify how to assess for trauma Tap in to resources for these patients and their families Kaiser Permanente,1995-1997
More informationEarly Identification of Triggers in Childhood Trauma. Cheri Meadowlark, BCPC Board Certified PTSD Clinician
Early Identification of Triggers in Childhood Trauma Cheri Meadowlark, BCPC Board Certified PTSD Clinician OBJECTIVES Define trauma, trauma reminders, and traumatic stress reactions. Identify minimum of
More informationBattling Bullying in People with Autism
Battling Bullying in People with Autism Marisa H. Fisher, PhD, BCBA-D Department of Counseling, Educational Psychology, and Special Education Michigan State University fishermh@msu.edu Introductions Agenda
More informationSchema Therapy and The Treatment of Eating Disorders. Presented by Jim Gerber, MA, Ph.D Clinical Director for Castlewood Treatment Centers Missouri
Schema Therapy and The Treatment of Eating Disorders Presented by Jim Gerber, MA, Ph.D Clinical Director for Castlewood Treatment Centers Missouri Schema Therapy Defined An integrative, unifying theory
More informationOptimal Health Questionnaire
Optimal Health Questionnaire This questionnaire is intended to help you assess how well you are balancing the various elements in your life. The basis of the process is that we have 5 dimensions which
More informationAutism. Childhood Autism and Schizophrenia. Autism, Part 1 Diagnostic Criteria (DSM-IV-TR) Behavioral Characteristics of Autism
Autism Childhood Autism and Dr. K. A. Korb University of Jos Autism comes from the Latin within oneself Autism: Severe developmental disorder characterized by abnormalities in: Social functioning Language
More informationAn Introduction to Autism Spectrum Disorders (ASD)
An Introduction to Autism Spectrum Disorders (ASD) Autism is a hidden disability, meaning it is not easy to recognise when someone has the condition. When you see the following pattern (on a wristband,
More informationParaprofessional Training Module
Paraprofessional Training Module Module 8 One and one half hour module What is the Para Educator s Role in Education of Students with Autism? References: National Professional Development Center on Autism
More informationABA and DIR/Floortime: Compatible or Incompatible?
ABA and DIR/Floortime: Compatible or Incompatible? Sweden ABA Conference 2017 Robert K. Ross, Ed.D., BCBA-D Beacon ABA Services of MA & CT THANK YOU House Keeping Issues A little about my presentation
More information10/10/2016. The capacity for self-regulation is probably the single most important contributor to achievement, mental health, and social success
Joann Schladale, MS, LMFT Resources for Resolving Violence, Inc. 207-232-3195 schladale@me.com resourcesforresolvingviolence.com practiceselfregulation.com The capacity for self-regulation is probably
More informationTrauma Informed Home Visiting
Trauma Informed Home Visiting Presented by C. Lynne Edwards, LCSW Home Visiting Consortium October 28, 2014 Presented by C. Lynne Edwards, LCSW 1 THE IMPACT OF TRAUMA ON CHILDREN AND PARENTS Presented
More informationInstructional Practices for Students with Autism A.. Kimberly Howard M.Ed.
Instructional Practices for Students with Autism A. Kimberly Howard M.Ed. The mission of the Kentucky Autism Training Center is to strengthen our state's systems of support for persons affected by autism
More informationAn Autism Primer for the PCP: What to Expect, When to Refer
An Autism Primer for the PCP: What to Expect, When to Refer Webinar November 9, 2016 John P. Pelegano MD Chief of Pediatrics Hospital for Special Care Disclosures None I will not be discussing any treatments,
More informationMany forms of asana practice 3/4/2016. What is Yoga?
Yoga for Stress Management and Trauma: Working with TAY with Co-Occurring Mental Health and Developmental Disabilities Elise Gibney, Ph.D., 200 R.Y.T. March 2016 What is Yoga? A combination of physical
More informationPARENT/CAREGIVER MANAGEMENT TRAINING
PARENT/CAREGIVER MANAGEMENT TRAINING Dr Agboola Paul, Consultant Child Psychiatrist (M.B.Ch.B, FWACP, MPH) Child and Adolescent Mental Health Unit Neuropsychiatric Aro abeokuta BEFORE DIAGNOSIS Period
More informationPROMOTING A TRAUMA INFORMED SYSTEM OF CARE: PSYCHOEDUCATIONAL ACTIVITIES FOR SCHOOL-AGED CHILDREN. Megan Plagman, LMSW, MPH & Meghan Graham, LMSW
PROMOTING A TRAUMA INFORMED SYSTEM OF CARE: PSYCHOEDUCATIONAL ACTIVITIES FOR SCHOOL-AGED CHILDREN. Megan Plagman, LMSW, MPH & Meghan Graham, LMSW WHAT IS TRAUMA? Severe neglect, loss, and/or witnessing
More informationManaging anxiety in the classroom: practical strategies. Cathy Riggs and Emma Sanderson
Managing anxiety in the classroom: practical strategies Cathy Riggs and Emma Sanderson What the research tells us Children, adolescents and adults on the autism spectrum experience high levels of anxiety,
More informationCHILDHOOD TRAUMA: THE PSYCHOLOGICAL IMPACT. Gabrielle A. Roberts, Ph.D. Licensed Clinical Psychologist Advocate Children s Hospital
CHILDHOOD TRAUMA: THE PSYCHOLOGICAL IMPACT Gabrielle A. Roberts, Ph.D. Licensed Clinical Psychologist Advocate Children s Hospital What is a Trauma? Traumatic event: Witnessing or experiencing a frightening,
More informationUncovering Resilience & Nurturing Innate Health Northland Prevention Conference
Uncovering Resilience & Nurturing Innate Health 2017 Northland Prevention Conference Adverse Childhood Experiences orecent research focuses on Adverse Childhood Experiences (ACEs), which include abuse
More informationAutism & intellectual disabilities. How to deal with confusing concepts
Autism & intellectual disabilities How to deal with confusing concepts dr. Gerard J. Nijhof Orthopedagogue / GZ-psychologist PhD, Free University Amsterdam Private practice contact@gerardnijhof.nl +31
More informationArt Therapy. Cultivating self-awareness in children diagnosed with Autism Spectrum Disorder. By Janis Dochterman MA, LPCC, RYT
Art Therapy Cultivating self-awareness in children diagnosed with Autism Spectrum Disorder By Janis Dochterman MA, LPCC, RYT Topic How to cultivate self awareness in children coping with Autism Spectrum
More informationSocial Communication in young adults with autism spectrum disorders (ASD) Eniola Lahanmi
Social Communication in young adults with autism spectrum disorders (ASD) Eniola Lahanmi We ll cover Autism Spectrum Disorders (ASD) ASD in young adults Social Communication (definition, components, importance,
More informationAgenda. Making the Connection. Facts about ASD. Respite Presentation. Agenda. Facts about ASD. Triad of Impairments. 3 Diagnoses on spectrum
Making the Connection Respite Presentation Agenda Agenda Facts about ASD Triad of Impairments 3 Diagnoses on spectrum Characteristics of ASD Behaviour Facts about ASD It is the most common form of any
More informationOverview. Classification, Assessment, and Treatment of Childhood Disorders. Criteria for a Good Classification System
Classification, Assessment, and Treatment of Childhood Disorders Dr. K. A. Korb University of Jos Overview Classification: Identifying major categories or dimensions of behavioral disorders Diagnosis:
More informationResilience The Art and Science of healing from trauma
Resilience The Art and Science of healing from trauma Definition of Resilience: A class of phenomena characterized by good outcomes in spite of serious threats to adaptation or development. -Ann Masten
More informationRecognizing Autism Under the Age of 2. Objectives YES! 11/29/2016. Are ASD symptoms present in infants and toddlers?
Recognizing Autism Under the Age of 2 Beth Ellen Davis MD MPH Developmental Behavioral Pediatrics Clinical Professor of Pediatrics, UW, Seattle Objectives Recognize typical and atypical/delayed early social
More informationNASSAU COUNTY OFFICE OF EMERGENCY MANAGEMENT 100 CARMAN AVENUE EAST MEADOW, NY Phone Fax
NASSAU COUNTY OFFICE OF EMERGENCY MANAGEMENT 100 CARMAN AVENUE EAST MEADOW, NY 11554 516 573 0636 Phone 516 573 0673 Fax ncoem@nassaucountyny.gov THOMAS R. SUOZZI COUNTY EXECUTIVE JAMES J. CALLAHAN III
More information3/9/2017. A module within the 8 hour Responding to Crisis Course. Our purpose
A module within the 8 hour Responding to Crisis Course Our purpose 1 What is mental Illness Definition of Mental Illness A syndrome characterized by clinically significant disturbance in an individual
More information9/29/2011 TRENDS IN MENTAL DISORDERS. Trends in Child & Adolescent Mental Health: What to look for and what to do about it. Autism Spectrum Disorders
Trends in Child & Adolescent Mental Health: What to look for and what to do about it. Jason J. Washburn, Ph.D., ABPP Director, Center for Evidence-Based Practice TRENDS IN MENTAL DISORDERS Autism Spectrum
More informationAPPENDIX E: HUMAN SEXUALITY EDUCATION AND THE STUDENT WITH ASD
Appendix E Human Sexuality Education and the Student with ASD APPENDIX E: HUMAN SEXUALITY EDUCATION AND THE STUDENT WITH ASD How to Use this Appendix This appendix provides the team with a brief overview
More informationSLEEP, ADOLESCENCE AND SCHOOL Overview of problems and solutions
SLEEP, ADOLESCENCE AND SCHOOL Overview of problems and solutions Professor Greg Murray, FAPS Dr Suzanne Warner Today s talk Why do we sleep? What s wrong with adolescent sleep? How can adolescents improve
More information