1. Violence & Trauma: Impact of Child Development, Behavior & Learning Parts 1 & 2 04/13/2016

2. Presenter-Beverly Kyer, MSW,ACSW Time- www.qpiflorida.org/justintime/pages/topicindex.html

3. Objectives Understand some causes and manifestations of traumatic stress and its role in the child’s development, emotions, behaviors and learning challenges Recognize and effectively respond to fear and stress driven childhood behaviors. Draw on key reflective insights and effective strategies for working with traumatized children Help create and maintain a regulating and healing environment for your clients and yourself

4. Introduction Introduction Beginning with conception, the neurophysiological system of the fetus if modulated first by the mother, and following birth, the significant parental figures. Regulation-the ability to experience and maintain stress within ones window of tolerance. Generally referred to as being calm, focused, or relaxed. Dysregulation-the experience of stress outside the window of tolerance. Generally referred to as being stressed out, in a state of distress

5. Critical Brain Systems Amygdala First responder Child scans in anticipation all the time for a bad thing to happen- alerts them Goes to worst case scenario all the time because of experience Communicates stress to Hippocampus Hippocampus Primary functions include (1) critical thinking, (2) rational thought, (3) problem solving, and (4) short term memory When overwhelmed comes over to the Orbitofrontal cortex and is purely reactive.

6. Critical Brain Systems Orbitofrontal Cortex Purely reactive and motivating which is undesirable If can modulate what comes is more thoughtful reflective responses Chemical that goes to neural circuitry which are call gut reactions Neural Circuitry Butterflies, nausea, causes discomfort Reactive

7. The Three A’s Attachment (what every child needs) Attunement-being aware of where the child is at any point both emotionally and physically (upset) Affection

8. The Assumptions of Safety I can depend on people; they are nice My body belongs to me If someone touches me, it is for care and comfort My community is powerful and safe for me My caretakers are attuned to my needs  Violence begins to erode all assumptions

9. What is Trauma? It is a stressful event which is: Prolonged Overwhelming Unpredictable Such events continue on…… Unexpressed Unprocessed Misunderstood

10. Acute Traumatic Events Include: Sexual and physical Medical trauma School shootings Police shootings Bullying Serious accidents (car) Deliberate coffee spill Street violence Violent death of a relative or friend Home invasion Loss of home in fire Terrorist attacks Immigration issues Natural disasters

11. Chronic Traumatic Situations include: Environmental factors In utero experience Homeless victims Ongoing sexual abuse Domestic violence Living in drug galleries Living in gang war zones School campus violence Police shootings Developmental factors Regulatory difficulties Developmental discrepancies Threat preoccupation Trauma imagery Maturity Limited social capital PTSD

12. Common Stress and Fear Driven Behaviors/Symptoms Sleep terrors Oppositional to request Passivity Regressed development Hitting others Verbally abusing others Stealing and lying Eating problems Aggression disorder Hurting self and others Unable to sit still Hyper-alertness Hiding from adults Controlling/clinging Flat affect/withdrawing Extreme fearfulness Poor social skills Learning difficulties Chronic inflexibility Despair

13. It is estimated that 90% of children labeled as difficult in the classroom have experienced some degree of trauma

14. Spectrum of Dysregulation Mid-temper tantrums, whining, clinginess, withdrawal, resistance, poor concentration Moderate-anger, depression, isolation, poor eye contact, crying, learning difficulties Severe-meanness, hurting others, self-destructiveness, fire-setting, manipulative, lack of friendships, explosiveness, learning disorders

15. Behavioral Responses To Chronic Dysregulation ODD Bi-polar Depression Anxiety RAD ADHD ADD PTSD Conduct Disorder Disassociation

16. The Healing Process Develop the helper values of authenticity, genuineness, caring, respect and compassion Become and active listener to encourage the child to share his/her concerns, fears, feelings. The most powerful tools to help children open up and express themselves: Various forms of the fine arts Dramatic arts such as music and dance Remembering through narrative/poetry/writing

17. THANK YOU