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Lindsey Moss, MSW, LCSW
Valerie Glascock, LPA
Buffering Stress through Responsive Relationships
How Brains are Built
www.albertafamilywellness.org
What is Needed to Buffer
Toxic Stress?
Presence of warm, nurturing and responsive adult caregivers – in homes, in child care, and in school
Relationships are the “Active Ingredients" of Early Experience
Nurturing and responsive relationships activate the basic connections necessary for building the foundation of healthy brain development
When these relationships are not present, persistent stress results in elevated cortisol levels that impair cell growth and interfere with formation of healthy neural circuits
www.developingchild.harvard.edu
Discussion
What happens when the communication link is cut by the mother not responding?
What kinds of chronic stress do our children face?
So How Can We Help?
Stress-Busting Caregivers Provide:
Protection Structure Comfort Coaching
Safety First
Feeling physically and emotionally safe calms the stress response system
Young children depend on supportive relationships for feelings of safety
Establish and provide “safety signals” (blanket, pacifier)
Protect from Danger Cues
Threat alerts the primitive brain; shuts down higher level thought processes
Each of us has our own unique set of “danger cues” (find out about previous
negative experiences) Young children mirror the
emotions of their caregivers
Structuring the Biological Foundation
Sleep
Nutrition
Activity
Structure through Routines
Routines calm and strengthen us by helping us predict what is going to happen– Maintain old routines– Establish new routines and rituals
Daily schedules – what comes next? Rituals, especially when “separating” (ending
visits, child care, bedtime)
Structure through Limits
Limits should emphasize “keeping everyone safe”
Communicate and enforce limits by being: calm, consistent, respectful, firm, and kind
No yelling, threats or sarcasm - threat alerts the primitive brain; shuts down higher level thought processes
Comfort can be an effective part of discipline
Limbic Level Communication
Touch
Tone of voice
Facial expression
Music
Smell
Rocking, other rhythmic motion
Special Guidelines for Children Affected by Toxic Stress
Provide comfort even when child does not seek it – act “as if” the child needs you
Offer comfort and support early – don’t wait until the child has a “meltdown”
Be careful with expressions of annoyance and anger – they can “trigger” dysregulation
Development of Self-Regulation
Managing impulses and emotions is related to connections in the frontal cortex
How well these skills develop depend to a large extent on having a caring adult emotionally available to model, guide, and support self-regulation
Road to Self-Regulation
Self-regulation involves promoting effective connections between the structures of the limbic system and the cortex
Become aware of emotions, then decide how to act, or not act, on them
These skills begin to develop in preschool years - continue developing actively through adolescence
Is Behavior Really the Problem?
Emotion > Behavior
Anger = Fear/Defense
Stressed-out children often ACT angry and aggressive when their threat systems are activated
When we respond with anger or punishment, we simply intensify this response
When we respond with empathy and protective limits, we calm their threat system
Coaching Impulse Control and Coping
Join with the child – loan your cortex Identify and empathize with feelings first Pair language with action to promote
cooperation and problem solving Model optimism and mutual support Promote empathy with others and repair of
relationships Maximize positive emotion
FLIP It Approach
Feelings (label, empathize)
Limits (state limit with kindness)
Inquiry (what would help you feel better/cope?)
Prompts (problem solve together; suggest creative ways child might manage feelings)
Sperry, R. W. (2011) FLIP It: Transforming Challenging Behavior
Coaching through Stories
Self-regulation through narrative – Stories provide order, meaning, and hope– Beginning, middle, and end– Builds connections between limbic and cortical
brain
“I like to be told”- Mister Rogers
Kinds of Narrative
Picture sequences of routines Acting out stories with dolls Picture books related to similar situations Verbal planning of play and other activities Creating specific social stories to help with
problem behaviors Writing about difficult experiences
Pennebaker , J.W. (2004) Writing to Heal; Wilson, T.D. (2011) Redirect
Role of Experience
Repeated use strengthens brain connections
If connections are not used, they are more likely to be “pruned” away
The brain “grows itself” for the environment it experiences
Emotion and relationships appear to play particularly important roles in shaping the brain’s development
Implications for Parents, Teachers, & Caregivers
Your empathy, compassion, emotional and behavioral regulation are models for your children
Your emotional well-being affects your ability to guide and support young children
Quality of relationship with each child is a tool for supporting the development of self-regulation
Be the Grown-Up
Bigger Stronger Wiser Calm KIND!