Positive discipline conference trauma

Adverse Childhood Experiences

Their effect on learning and life

Laurie Prusso Hatch Professor of Child

DevelopmentCertified Positive Discipline

Trainer

[email protected] Positive Discipline Conference: Trauma

Positive Discipline Works Because it addresses human needs that are universal it is effective for typically developing children, children with special needs and children with traumatic histories. It is an effective, responsive set of tools that supports each individual in reaching his/her potential.


Why Positive Discipline?Positive Discipline is grounded in what the adult

does, rather than on what the child did.

It requires adults to be intentional, knowledgeable, and wise. Respect and teaching come from the heart.

It has the best and long term interest of the child in mind.

It is proven effective.

It strengthens relationships and a sense of belonging and significance.


Five Criteria Helps children feel a sense of connection. (Belonging and

significance)

Is mutually respectful and encouraging. (Kind and firm at the same time.)

Is effective long - term. (Considers what the child is thinking, feeling, learning, and deciding about himself and his world – and what to do in the future to survive or to thrive.)

Teaches important social and life skills. (Respect, concern for others, problem solving, and cooperation as well as the skills to contribute to the home, school or larger community.)

Invites children to discover how capable they are. (Encourages the constructive use of personal power and autonomy.)


Positive DisciplineRecognizes needs and goals and

avoids Re-traumatizationAppreciates that many problem behaviors began

as understandable attempts to cope.

Strives to maximize choices for the child and give the child control over the healing process.

Seeks to be culturally competent –respect is universal.

Understands each survivor in the context of life experiences.

(Alvarez and Sloan, 2010)


We Can Influence Resilience

“Resiliency is the capability of individuals to cope successfully in the face of significant change, adversity, or risk. The capacity changes over time and is enhanced by protective factors in the individual and environment.”

(Stewart et al.,1991 as cited by Greene and Conrad, 2002)

Toxic StressThat which is severe and prolonged in the absence of the buffering protection of supportive relationships.

Sources can include things like physical or emotional abuse, chronic neglect, severe maternal depression, parental addiction, or family violence.

Toxic stress disrupts brain architecture and leads to lifelong problems in learning, behavior, and both physical and mental health.



Toxic StressChild maltreatment is an act of commission (abuse)

or omission (neglect) by a caregiver that results in harm, potential for harm, or the threat of harm to a child

Childhood trauma results from events or circumstances experienced by a child as physically or emotionally harmful or threatening and that has lasting effects on functioning and well-being

Adverse Childhood Experiences (ACEs) are traumatic stressors such as abuse, neglect, or dysfunction that occur during childhood


How much? How often? How traumatic?

Dosage or Intensity

Frequency


ACEs Categories

Child Abuse

Neglect

Growing up in an

environment where getting needs met is a daily challenge

• Physical Abuse and Harsh Punishment

• Sexual Abuse• Emotional Abuse

• Emotional Neglect• Physical Neglect

• Witnessing domestic violence• Alcohol or other substance-abuse

in the household• Mentally ill or suicidal person in

the home• Loss of parent to death,

abandonment, or divorce• Family member ever incarcerated


Take the ACE Test

http://www.npr.org/sections/health-shots/2015/03/02/387007941/take-the-ace-quiz-and-learn-what-it-does-and-doesnt-mean







ACE StudyOver 2/3 of adults reported at least 1 ACE 12.6% of

adults reported an ACE score > 4 Strong correlation between high ACEs scores and

poor health outcomes People with 4 or more ACEs were…

• 2.2 times as likely to have ischemic heart disease

• 2.4 times as likely to have a stroke

• 1.9 times as likely to have cancer

• 1.6 times as likely to have diabetes


It isn’t the trauma but the HPA axis (Stress Response)

Hypothalamus triggers the release of CRHCorticotropin Releasing Hormone

Pituitary Gland releases ACTH which is carried by the blood to theAdrenocorticotropic Hormone

Adrenal Gland which releases stress hormonesCortisol/Adrenalin and Noradrenalin to assist the body in dealing with the stress



An ACE score of 3-4+ predicts

Participation in “Risky” BehaviorEarly sexual activityTeen/unintended pregnancySTDsPromiscuity Intimate partner violenceSmokingDrug use and abuseAlcohol abuseObesity


3+ Chronic Disease Autoimmune diseases

Asthma

Diabetes

Chronic Obstructive Pulmonary Disease (COPD)

Ischemic Heart Disease

Heart Attack

Liver Disease

Cancer

Kidney Disease

Stroke


Progression of the Effects of Early Maltreatment

Early DeathDisease,

Disability and SocialProblemsAdoption of Health-Risk Behaviors

Social-Emotional and Cognitive Impairment

Disrupted Neurodevelopment

Adverse Childhood Experiences

Conception

Death

Ready to LearnSecurity

Trust

Connection

Contribution

Capability

Friendship

Learning

Emotional Regulation-Social [email protected] Positive Discipline Conference: Trauma


Effects on behavior and learning

Because the Stress Response directly effects the brain and the development of memory, “Children who experience adversity at an early age are more likely to exhibit deficits in executive functioning, suggesting that these capacities are vulnerable to disruption early in the developmental process.


Trauma and Risk

Easily 16% of the population has an ACE Score of 4 or higher.


Traumatic LifeWhen children have been exposed to adverse childhood experiences, they have a powerful, overwhelming sense

of loss, sorrow, sadness, fear, pain, and confusion.

This often looks like anger, withdrawal, or defiance.

Children’s Behavior is Like an Iceberg.



Hyper-vigilance

In response to life experiences children develop reactive behaviors

Ineffective, but protective skills include:Frequent Emotional Tsunamis Lack of access to real emotions: only

angerDown Regulation

Frequent withdrawal Argue about EVERYTHING Inflexible and [email protected] Positive Discipline Conference: Trauma

Outward BehaviorsExplosive

Volatile

Angry

Anxious

Unpredictable

Intense

Erratic [email protected] Positive Discipline Conference: Trauma

What about learning?60% available

Not interested!

Confused, hurt (angry), hyper-vigilant

Reactive

Doesn’t work well in classroom environments where teachers are demanding, demeaning, discouraging and disrespectful.

By the time we get these folks, they have lived a life time in a world of sorrow and pain! Some remain in that world.



Typical School “Discipline”based on “Behaviorism”

and Zero TolerancePunitive Time-Out Withdrawal of Privileges

Withholding of “fun” activities Pull Cards

Threats Sent to Office

Detention Notes Sent Home

No Recess Removal From Group

Humiliation, Comparison Isolation

Extra Work Rejection


Teachers AvoidActing Angrily

Placing Blame

Shaming and Humiliating

Punishment

Behavior based involvement

Behavior based relationships


Student Success is About Connecting

Every student needs to know they are welcome

Every student needs to know they are safe—emotionally, physically, socially

Reach out with humor and acceptance

“Be Not Provoked”

Do NOT Provoke!

Patience and understanding combined with clear expectations and support


Every Student NeedsTo know that someone cares

Someone to talk to

To feel safe

To make meaningful contributions

To feel successful

To make progress


Why Positive Discipline?Positive Discipline is grounded in what the adult

does, rather than on what the child did.

It requires adults to be intentional, knowledgeable, and wise.

It has the best and long term interest of the child in mind.

It is proven effective.

It strengthens relationships and a sense of belonging and significance.


TeacherLaurie.com Laurie is a Professor of Child Development at Modesto Junior College

and is focused on emotional and social development in young children and adult-child relationships. She is specifically interested in and has done extensive work in the area of the effects of trauma on children and families and the role of relationships in healing.

Laurie has provided consulting services, workshops, trainings and keynote addresses around the state. She earned her BA in Human Development and a Master’s Degree in Education with an emphasis in Early Childhood from California State University. Laurie has been a family childcare provider, preschool teacher and program director. She is a Certified Positive Discipline © Trainer and Parent Educator. and presents workshops

In addition to her professional career, Laurie is the mother of six grown children, all boys. Her blended family includes 13 children and 42 grandchildren. She is learning to play the Ukulele.


ACEs Resourceshttp://www.npr.org/sections/health-shots/2015/0

3/02/387007941/take-the-ace-quiz-and-learn-what-it-does-and-doesnt-mean

https://www.ted.com/talks/nadine_burke_harris_how_childhood_trauma_affects_health_across_a_lifetime?language=en

http://www.centerforyouthwellness.org/adverse-childhood-experiences-aces/

http://acestoohigh.com/2012/10/03/the-adverse-childhood-experiences-study-the-largest-most-important-public-health-study-you-never-heard-of-began-in-an-obesity-clinic/

http://www.traumainformedcareproject.org/





















More resources

http://www.traumainformedcareproject.org/resources/Trauma%20101%20Powerpoint%20PresentationV1.pdf

http://dujs.dartmouth.edu/fall-2010/the-physiology-of-stress-cortisol-and-the-hypothalamic-pituitary-adrenal-axis#.Va52J5NVhBchttp://dujs.dartmouth.edu/fall-2010/the-physiology-of-stress-cortisol-and-the-hypothalamic-pituitary-adrenal-axis#.Va52J5NVhBc



