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8/10/2017
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Common Ground
ALIGNING WHAT WE KNOW ABOUT TRAUMA, ADVERSE CHILDHOOD EXPERIENCES--ACES, BRAIN RESEARCH AND BEST PRACTICES
Liz Viele, LPC, NCC, Trauma Specialist, Educational Consultant
417.844.7101
8/10/2017
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Objectives
By the end of our time together today you will be able to:
1. define trauma and ACES
2. describe the impact trauma has on the brain
3. advocate for the need for trauma-informed care
4. describe brain-friendly, trauma informed strategies that can be used when working with children of trauma
What is Trauma?
What is Child Traumatic Stress?
Children who suffer from child traumatic stress are
those children who have been exposed to one or
more traumas over the course of their lives and
develop reactions that persist and affect their daily
lives after the traumatic events have ended.
National Child Traumatic Stress Network
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ACESAdverse Childhood Experiences
The ACE Pyramid
https://www.cdc.gov/violenceprevention/acestudy/about.html
3 Types of ACES
Source: Centers for Disease Control and Prevention
Credit: Robert Wood Johnson Foundation
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ACES May Lead To….
Source: Centers for Disease Control and Prevention
Credit: Robert Wood Johnson Foundation
The child’s stress response is exaggerated and prolonged resulting in changes in the child's brain
•Larger, more active Amygdala
•Smaller Hippocampus
•Smaller less active Frontal Lobes
•Smaller Corpus Collossum
Brain Structures How does trauma affect the child's brain?
Survival Trumps Learning
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“It’s difficult to play chess in a hurricane”
Dr. Kenneth Fox Mount Vernon School District Mount Vernon, Washington
Neurons that Fire Together, Wire Together
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What Will We See Behaviorally?
Frontal Lobe Functions
Impulse Control
Organization
Time Orientation
Reading Social Cues
Corpus Callossum
Difficulty using words to solve problems
Amygdala Functions
Problems w/emotional
control
Delays in cause and effect
thinking
Difficulty w/empathy
Inability to describe own
emotions
Hyper-arousal, anxiety
Fight, Flight & Freeze--What do these look like in children?
FIGHT • Hyperactivity, verbal aggression, oppositional
behavior, limit testing, physical aggression, “bouncing
off the walls”
FLIGHT • Withdrawal, escaping, running away, self-
isolation, avoidance
FREEZE • Stilling, watchfulness, looking dazed,
daydreaming, forgetfulness, shutting down emotion
In Summary
Childhood Trauma and ACES High:
• Impacts brain and nervous system, perception of self and others
• Causes serious and chronic health, behavioral health and social problems
• Epidemic proportions. Major public health issue ---and public education issue
• Often unrecognized, ignored or denied.
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Now What?
What is Trauma Informed Health Care?
•An appreciation for the very high prevalence of traumatic life experiences in persons who receive health services.
•A thorough understanding of the profound neurological, biological, psychological and social effects of trauma and violence on the individual and how these effects can translate into a person’s day to day behavior.
•Commitment to providing care that is collaborative, supportive and skill based.
Why Work From a Trauma Informed Approach?
• Traumatic events happen to all people
• These events can cause terror, intense fear, horror,
helplessness and physical stress reactions.
• Impact can have a profound effect on how a person
views themselves and others.
• RE-traumatization can occur in every social service
and health care setting.
• Re-traumatization perpetuates a damaging cycle that
prevents healing and growth.
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Dr. Becky Bailey
Conscious Discipline
Source: Conscious Discipline by Dr. Becky Bailey
Trauma Sensitive Environments
Connection can help particularly with relationships, self regulation and emotional health and well-being
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Connection Requires Four Critical Elements
Eye Contact
Being Present
Touch
Playfulness
Breathing to CalmThe first step in any discipline encounter is to take a deep, calming breath. Three deep breaths shut off the fight or flight response in the body.
The four core active calming techniques used in Conscious Discipline are S.T.A.R., balloon, pretzel and drain.
Twinkle, twinkle little star,
What a wonderful child you are!
Big, bright eyes and rosy cheeks,
Perfect child from head to feet.
Twinkle, twinkle little star,
What a wonderful child you are!
I Love You Ritual
by Dr. Becky Bailey
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Dr. Daniel Siegel’s Work
Whole-Brain ChildThe message of The Whole-Brain Child is that families — both children and parents alike — aren’t stuck in their current circumstances. Parents have the ability to change these circumstances by changing the way they respond and relate, and as they do this they can literally help to change their child’s brain (and their own) in the process.
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Brain Integration
Psychoeducation
Secure Attachment-The Four S’s
1. Seen
2. Safe
3. Soothed
4. Secure
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Reflect on Learning
3 Facts You Learned Today
2 Strategies You Could Use in Your Practice
1 Question You Have As a Result of the Learning
Thank You!
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SourcesSiegel, D. & Bryson, T. (2011). The Whole-Brain Child: 12 Revolutionary Strategies to Nurture Your Child’s Developing Mind, Survive Everyday Parenting Struggles, and Help Your Family Thrive. New York, New York: Delacorte Press.
Bailey, Becky, (2000). Conscious Discipline: 7 Basic Skills for Brain Smart Classroom Management. Oviedo, FL: Loving Guidance, Inc.
Bailey, Becky. (2000). I Love You Rituals. New York, New York: Harper Collins.
Center for Disease Control and Prevention. https://www.cdc.gov/
ACEs Too High. https://acestoohigh.com
The National Institute for Trauma and Loss in Children. https://www.starr.org/training/tlc
Adverse Childhood Experiences (ACE) Study. Information available at ht//www.cdc.gov/ace/index.htm