Trauma Smart. Crittenton Children s Center

Transcription

1 Trauma Smart Crittenton Children s Center

2 Statistics Nationwide, 25% of children experience one traumatic event by age 4. Pre-K Expulsion Rates are 3X the national rate for K-12. Gilliam W.S. Pre-kindergarteners left behind: Expulsion rates in state prekindergarten programs. (Foundation for Child Development Policy Brief Series No. 3, May 2005) available at Report.pdf.

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4 Trauma Smart Model

5 Attachment, Self-Regulation, & Competency Trauma Integration Executive Functions Self Dev t & Identity Affect Identification Affect Modulation Affect Expression Caregiver Affect Mgmt. Attunement Consistent Response Routines and Rituals Kinniburgh and Blaustein, 2005

6 When Trauma is in the Room: What Do We DO? Identify three primary areas of early childhood development most affected by trauma. Identify three parts of the brain activated by trauma. Recognize primary triggers for caregivers and children in order to intervene effectively.

7 A Perception An Experience An Emotion Any event that places overwhelming demands on the body s physiological systems resulting in a profound sense of helplessness and loss of control. RD Macy

8 Types of Trauma Acute A single traumatic event Complex Multiple traumatic events often related to the care-giving system

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10 Complex

11 Complex

12 Complex

13 How do these events IMPACT the child s current and future development?

14 Current Impact: How does Trauma Affect Children? Tantrums Withdrawn/Fearful Inability to get along with others Separation Anxiety School Phobia Eating Problems Stomachaches/Headaches Spacing Out

15 Future Impact Early Onset Sexuality and Sexual Promiscuity Teen Pregnancy and Paternity Suicidality AOD Use and Addiction Adult Sexual Assault General Health Problems Depression Cigarette Use Adult domestic violence Complex Trauma Increases the Risk of Obesity Felitti et al., 1998

16 The Human Brain

17 The Brain as a Car

18 Trunk: Physical State Fight : hitting, kicking, yelling, lying Flight: running away; giving up Freeze: becoming numb, checking out, dissociation Need: Safety

19 Back Seat: Emotional State Emotional Center Amygdala Hippocampus Memories related to fear and anxiety Need: Connection

20 Front Seat: Thinking State Need: To find meaning Problem Solve Impulse Control Decision-Making Regulates Emotion Skills begin to develop at 3 to 5yrs Not fully developed until mid 20s

21 Question: What happens to the thinking state of the brain when repeated trauma is part of a child s everyday experience?

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25 Triggers When someone experiences a trauma, the brain creates short cuts called triggers. A trigger is a anything that reminds a person of a prior negative event. Once the trigger is established, it becomes automatic and works when there is real OR perceived danger. A trigger s job is to keep us safe from danger. Triggers are often outside of conscious awareness.

26 Lack of power or control Feeling Shame Key Triggers For children Change or Transition Feeling vulnerable or afraid Feeling threatened or attacked

27 Primary Triggers for Caregivers Secondary Trauma Your Buttons Inadequate Self Care Reaction

28 Know your Buttons Whining Bickering Blaming Pouting Sassing Lying Interrupting Not Listening Showing Anger Silliness Tattling Sulking Showing Disrespect Laziness Physical aggression Other?

29 Secondary Trauma Stress that comes from helping others who have experienced trauma or stress Risk Factors Not Enough Recovery Time Empathy Unresolved Personal Trauma Vulnerability of Children Isolation Lack of System Resources Symptoms Intrusive Thoughts Dreams Flashbacks Intense Emotions Avoiding Freezing or Numbing Sleep Problems Hypervigilance

30 Inadequate Self Care Barriers to Self Care Lack of Time Lack of Support Willingness Accessibility Prioritizing Too Many Demands Symptoms of Inadequate Self Care Irritability Exhausted Feeling Ineffective at work Blaming Others Frequent Illness Bodily Complaints Feeling Tense

31 Traumatic Beliefs I am not safe. People want to hurt me. The world is dangerous. If I am in danger, no one will help. I am not good enough/ smart enough/ worthy enough for people to care about me. It will never get better, etc.

32 Ask the Questions What did the child learn about relationships? What did the child learn about him/herself? What did the child have to do to survive? Consider these questions for yourself and for your team.

33 Avis Smith, LSCSW, LCSW Director of Trauma Smart Crittenton Children s Center