Trauma Informed Care

Trauma Informed Care

Early Childhood Comprehensive System YOUNG CHILDREN, TRAUMA & TOXIC STRESS Building Health Through Integration:

Great Start Trauma Informed System Goal - Integrate a trauma informed approach into our Great Start system Education regarding trauma & toxic stress Expand screening Improve access to intervention services

Todays Objectives Review key ideas about early brain development Understand the effect of trauma & toxic stress on young children Discuss ideas for preventing & lessening the effect of

toxic stress & trauma Why Is This Important? TRAUMA CAN CHANGE THE COURSE OF A CHILDS LIFE AND THEIR FUTURE Important Terms

Trauma an intense event that threatens safety or security of an individual Toxic Stress re-occurring negative experiences that threaten safety or security Traumatic Stress- event, the experience and the effect

Objective #1 Early Brain Development: Key Concepts Early Brain Development: Key Concepts 1.

Experience shapes brain architecture 2. Brains are built from the bottom up 3.

Serve and return 4. Cognitive, emotional & social development are connected 5.

Experience alters how are genes are expressed Experience Shapes Brain Architecture Center on the Developing Child, Harvard University Brains Are Built From The Bottom Up

Center for Developing Child, Harvard University Serve & Return Interactions Center for Developing Child, Harvard University Cognitive, Emotional & Social Development are Connected

Center for Developing Child, Harvard University Experience Alters Genetic Expression The Dance Between Nurture and Nature Experience

Brain Development Epigenetic Changes Behavior AAP: Helping Foster and Adoptive Families Cope With Trauma ; 2013 Experience Build Brain Architecture

http ://developingchild.harvard.edu/resources/multimedia/vi deos/three_core_concepts/brain_architecture / Summary: Early Brain Development

Brain development is most intense before age 5 Brains develop in response to experience (environment) Brain development impacts cognitive, social and emotional skills and lead to adult behaviors & competencies

Objective #2 Stress, Trauma & Toxic Stress How Does Stress Work? Stress is a normal & necessary part of life Stress disrupts our sense of well being Stress causes physiological reactions

Stress causes behavioral reactions Three Types of Stress Center on the Developing Child, Harvard University What Are Trauma & Toxic Stress?

Trauma an intense event that threatens safety or security of an individual Toxic Stress re-occurring negative experiences that threaten safety or security Traumatic Stress-event, the experience, and the effect

How Does Trauma Affect Young Children? Young children experience trauma differently than older children or adults Primarily a sensory experience Not as able to anticipate danger and protect self Limited ability to express thoughts & feelings

Different understanding of causation - the power of thoughts, wishes, fears Source: National Child Traumatic Stress Network Impact of Toxic Stress on the Brain Center for Developing Child, Harvard University

What Are the Long Term Consequences? Adverse Childhood Experiences Study (ACES) When ACE score increases so does:

High risk behaviors smoking, substance abuse Behavioral health problems depression, suicide attempts, intimate partner violence

Physical health problems STDs, COPD, liver disease, ischemic heart disease Early death How Does This Happen: ACE Pyramid Summary: The Impact of Trauma & Toxic Stress

Changes in physiology Changes in brain architecture Changes in skills, abilities and behavior Changes in health and mental health The Impact of Early Adversity on Childrens Development http://developingchild.harvard.edu/index.php/resources/

multimedia/videos/inbrief_series/ inbrief_impact_of_adversity/ Objective #3 Whats the Good News? Supportive relationships

buffer/protect young children from the effects of trauma/toxic stress Components of Trauma Informed Care and Prevention Understand impact of trauma for adults & children Screen for trauma exposure/toxic stress

Teach strategies for preventing & mitigating stress/trauma Refer for treatment/services as appropriate Trauma Screening Ask what happened rather than whats wrong

Unresolved trauma in parents may lead to toxic stress for children An opportunity to support & educate parents/caregivers Data base of trauma screening tools www.nctsn.org Strategies for Preventing/Mitigating Trauma/Toxic Stress

Emphasize What Young Children Need Teach Coping Skills Enhance Protective Factors Strategies for Preventing/Mitigating Trauma/Toxic Stress What Young Children Need Safety

Security Nurturing Strategies for Preventing/Mitigating Trauma/Toxic Stress Encourage development of social emotional skills Form

relationships Communicate needs Regulate emotions Explore their world Enable childs own abilities Strategies for Preventing/Mitigating Trauma/Toxic Stress

Support Caregivers & Teach Coping Skills Self care Nutrition, sleep, exercise Stress management Support, stress relievers Problem solving

Address stressors (safety, income, health access) Strategies for Preventing/Mitigating Trauma/Toxic Stress Enhance Protective Factors

Family Functioning/ Resiliency Social Support Concrete Support Child Development/Knowledge of Parenting Nurturing and Attachment

Strategies for Preventing/Mitigating Trauma/Toxic Stress Refer for Services School completion & job training Mental health treatment (adult or child)

Substance abuse treatment Intimate partner violence services In Summary Trauma & toxic stress change a childs experience of the world

Which leads to changes in biology & brain architecture As a result, children act differently (defensively) Which impacts how they learn, get along with others, and take care of themselves Supportive relationships protect children from the impact of trauma & toxic stress How Can I Learn More?

Website: www.michigan.gov/traumatoxicstress Trauma Informed System Coordinator Mary Mueller, LMSW (517) 373-4190 [email protected]

QUESTIONS ?

Recently Viewed Presentations

  • Physics 111 Practice Problems - New Jersey Institute of ...

    Physics 111 Practice Problems - New Jersey Institute of ...

    Physics 111 Practice Problem Statements 10 Torque, Energy, Rolling SJ 8th Ed.: Chap 10.6 - 10.9 Torque Newton's Second Law for Rotation Energy Considerations in Rotational Motion Rolling Energy Methods Second Law Applications PROBLEM 11-47: The body in Fig. 11-37...
  • asethaeportfolio.weebly.com

    asethaeportfolio.weebly.com

    Croscarmellose Sodium. Molecular Formula: C. 28 H 30 Na 8 O. 27. It's synthetic which mean inorganic. Description: Croscarmellose Sodium acts as an enzyme to break down the tablet's contents for easier digestion making it faster for the effects to...
  • PowerPoint 演示文稿

    PowerPoint 演示文稿

    definition of the role . of libraries in this specific area, They also did a survey about Europe's Digital Humanities Landscape. Technical universities or the biomed domain are less in need of new methods and skills, but in Humanities, this...
  • Kindergarten Curriculum Night September 12, 2016 Agenda  Introduction

    Kindergarten Curriculum Night September 12, 2016 Agenda Introduction

    Use letter-sound connections to make simple words. Begin to spell high-frequency words correctly using the word wall. Write left to right and top to bottom. Begin to use spaces between words. Begin to use capital letter at the beginning of...
  • Spelling Lists and Quick Tips

    Spelling Lists and Quick Tips

    Spelling Lists and Quick Tips. There are 6 types of spelling that cause difficulties. In English, we have grouped them so students can see patterns, and we've allocated one of these types of spellings to each half term.
  • Symmetry, Groups and Crystal Structures

    Symmetry, Groups and Crystal Structures

    Symmetry, Groups and Crystal Structures The Seven Crystal Systems Minerals structures are described in terms of the unit cell The Unit Cell The unit cell of a mineral is the smallest divisible unit of mineral that possesses the symmetry and...
  • Hepatitis B Virus (HBV) and HIV Current Management

    Hepatitis B Virus (HBV) and HIV Current Management

    Enhanced immunity with reconstitution of immune system with ART. Higher levels of HIV RNA and CD4 < 200. Usual onset within 4-8 weeks of starting ART. Associated with > 50 CD4 cells. Symptoms of acute hepatitis. Usually resolves spontaneously
  • FINANCIAL AID - University of South Carolina

    FINANCIAL AID - University of South Carolina

    Self-Help Aid - Student works for or borrows the money. Federal Grants. PELL . Grant Based on EFC. Guarantee if eligible. Based on FAFSA. $657 . to $ 6195 . for 2 semesters. ½ per full-time semester. 329 . to...