Trauma Informed Parents

Transcription

1 Trauma Informed Parents Cheri J. Kahn Consultant Behavior/Discipline

2 Why Is This Important? Trauma Facts for Educators 1 out of 4 individuals attending school has been exposed to a traumatic event that can affect learning and/or behavior. Impacts school performance Impairs individual s learning Individuals experience physical and emotional distress You can help a traumatized individual 2

3 Toxic Stress Derails Healthy Development (1:51) 3

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5 Brain Development 5

6 What is Trauma? Single event Extensive exposure An experience that threatens and overwhelms an individual s capacity to cope Evoke feelings of extreme fear or helplessness 6

7 On separate post-it notes, jot down examples of traumatic events you have experienced, observed or heard about At your workplace In your personal life Social situations Professional situations Brainstorm Traumatic Events 7

8 Examples of Traumatic Situations Child abuse Physical Emotional Sexual Neglect Racism, Bullying Parental substance use Domestic violence Gang violence and threats Serious injuries or medical procedures Loss of loved one Divorce Death Incarceration Deportation Home or wild fires Witnessing violence Community violence Natural disasters Homelessness Poverty 8

9 Response to Stress/Trauma Something happens in the present that reminds the person of the negative past Person goes into fight, flight, or freeze mode Thinking he or she is in DANGER! Stress Trauma Trigger Freeze Fight Flight 9

10 Definition of Signs vs. Symptoms 10

11 Physical Signs and Symptoms Rapid heart beat Blushing Shortness of breath Dizziness Headache Gastrointestinal issues Nausea/Vomiting Diarrhea Stomach Pains Inability to relax Muscle aches Restlessness Sweating Phantom pain Exaggerated pain response 11

12 Emotional Signs and Symptoms Depressive mood/mood swings/sadness Unrealistic/excessive anxiety Irritability/Hypersensitivity Anger Guilt Lack of inhibition Lack of appropriate emotional responses Helplessness/hopelessness Oversensitivity to comments or criticism Phobic tendencies 12

13 Behavioral Signs and Symptoms Regression in behavior School avoidance/failure Self-destructive (risky) behaviors Avoidance behaviors Avoid trauma reminders Compulsive behavior Talking rapidly Lack of Motivation Attention-seeking behavior Change in eating patterns Crying easily Aggression Feelings of shame/guilt Increased risk-taking behaviors Social withdrawal from peers/family Substance abuse Change in energy level Slow movement Hyperactive 13

14 Cognitive Signs and Symptoms Difficulty making decisions, concentrating, or remembering Nightmares Altered sense of self Always believing of themselves in a negative light Racing thoughts/rigid thinking Suspiciousness/paranoid thoughts Frequent self blame/low Self-Esteem Confusion/Delusions/hallucinations Thoughts of death/suicide 14

15 The Behavioral Pyramid Behavioral Issues: *Emotions expressed *Often rooted in Trauma Behavior Emotion Trauma When we only address the behavior, we miss the true cause and root of difficulties 15

16 ACEs: Adverse Childhood Experiences Potentially traumatic events that can have a negative, lasting effect on one s health and well-being. 16

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18 ACEs: Impact Source: SubstanceAbuse and Mental Health ServiceAdministration 18

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20 PERSPECTIVE Traditional Perspective Punitive approaches are most effective Focuses on changing the individual to fix the problem Support for people exposed to trauma can only be provided by counseling professionals Understands difficult behaviors as purposeful and personal Adults need to uphold authority and control Challenging behaviors are the result of individual deficits (e.g., What s wrong with you?) Trauma-Informed Perspective Positive, strengths-based approaches are most effective Focuses on changing the environment Support for people exposed to trauma is the shared responsibility of all who interact with the traumatized individual Understands difficult behaviors may be an automatic stress response Adults need to offer flexibility and choice Challenging behaviors may be ways of coping with trauma (e.g., What happened to you?) 20

21 Protective Factors Treatment for mental health and physical challenges, issues or disorders Increased access to interventions Strong connections to family and community support Strong problem-solving and conflict resolution skills Cultural and religious beliefs that support self-preservation 21

22 As a Parent.what can I do? 22

23 Listening Empathetically Definition: A way of listening and responding to someone that builds mutual understanding and trust Give your undivided attention Benonjudgmental Focus on the feelings and the facts Paraphrase or restate to clarify if needed Try not to give advice and just listen Remember it s not about you (QTIP) 23

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25 De-escalation Strategies Youth in a triggered state need help to calm down from the there and then triggers to become more present in the here and now reality (in which there may be no actual threat). Strategies include: Connecting with the young person (proactive) Noticing signs of distress (preventative) Re-directing behavior through providing reasonable choices/options for alternative activities (proactive and preventative) After youth is calm, discussion about what happened can take place and, if necessary, consequences can be determined. Trauma and Resilience: An Adolescent Provider Toolkit; Adolescent Health Working Group

26 Mindfulness is On purpose, And without judgment We can be mindful of our, and of our inner world of and. It helps us to, not. It is. But it is not often. Our increase and it makes us. 26

27 How to Create/Build Resilience Reduce adversity Safe, stable and nurturing environment and relationships Sleep Exercise Nutrition Mindfulness (Focus Moments) Support system 27

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29 1. Celebrate them by complimenting their efforts 2. Comfort them by staying calm and patient 3. Listen to them and show an interest in their passions 4. Collaborate with them by asking their opinions 5. Inspire them with new ideas 29

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31 Resources Resiliency Guide for Parents and Teachers Building Resilience in Young Children