YOUTH BEHAVIOR AND SAFETY

YOUTH BEHAVIOR AND SAFETY
CHILD ABUSE & NEGLECT Adverse Childhood Experiences(ACEs) Tuesday, October 17th 1PM ET The webinar will begin shortly.

HOUSEKEEPING NOTES Experiencing Delays?
Try closing out other programs running on your computer. Audio Difficulties? Keep this number handy! Dial: Meeting ID: Have a question, comment or concern? Use the group chat to interact with presenters.

AGENDA TRAUMA-SENSITIVE STRATEGIES QUESTIONS
RESILIENCE & LEARNING PROJECT Keith Poston, Public School Forum of North Carolina CHILD ABUSE AND NEGLECT Melea Rose-Waters, Prevent Child Abuse North Carolina ADVERSE CHILDHOOD EXPERIENCES (ACEs) OVERVIEW Elizabeth DeKonty, Public School Forum of North Carolina TRAUMA-SENSITIVE STRATEGIES Katie Rosanbalm, Ph.D., Duke Center for Child and Family Policy QUESTIONS

The webinar will resume shortly.

Public School Forum of North Carolina
GUEST PRESENTER Keith Poston Public School Forum of North Carolina

An Initiative of the Public School Forum of NC
Resilience & Learning An Initiative of the Public School Forum of NC NC Resilience & Learning Project To ensure academic success and improve the social and emotional well-being of children impacted by trauma

Prevent Child Abuse North Carolina
GUEST PRESENTER Melea Rose-Waters Prevent Child Abuse North Carolina

Preventing Child Abuse: It’s Essential
Recognizing and Responding to Suspicions of Child Maltreatment Preventing Child Abuse: It’s Essential Melea Rose-Waters, MSW Prevent Child Abuse North Carolina

All children deserve great childhoods. It’s essential!
Stay Connected: Facebook.com/PreventChildAbuseNC Twitter.com/PCANC

Social-Ecological Model of Child Abuse & Neglect

Types of Abuse Physical Abuse Sexual Abuse Emotional Abuse Neglect

Indicators can be signs of abuse or neglect
(but are NOT definitive and should be considered red flags) Indicators can be physical, emotional or behavioral Indicators should always be documented Indicators can occur individually but will usually occur together or repeatedly Stay Connected: Facebook.com/PreventChildAbuseNC Twitter.com/PCANC

What Is Emotional Abuse?
Emotional abuse is constant and recurring. Examples of emotional abuse: Criticizing a child for developmentally appropriate behavior, unrealistic expectations, favoritism, little or no interest in child, withholding love and affection, social isolation Stay Connected: Facebook.com/PreventChildAbuseNC Twitter.com/PCANC

What is Physical Abuse? Physical abuse is defined as non-accidental serious injury or injuries to a child. It can include any serious injury or risk of serious injury to a child by other than accidental means. Examples of physical abuse include: Harmful restraint, beating, use of a weapon, punching, biting, burning, shaking and kicking. Stay Connected: Facebook.com/PreventChildAbuseNC Twitter.com/PCANC

Behavioral/Emotional Indicators of Physical Abuse
Excessive absences from school or child care Fear of parents or other adults Extreme aggressiveness Cognitive and intellectual impairment Deficits in speech and language Hyperactivity, impulsivity, and low frustration tolerance Depression, low self-esteem, and suicidal tendencies Constant tiredness and inability to stay awake Being easily agitated or defensive Stay Connected: Facebook.com/PreventChildAbuseNC Twitter.com/PCANC

Does the injury match the story?
Is the child developmentally capable of injuring herself in the manner described? Stay Connected: Facebook.com/PreventChildAbuseNC Twitter.com/PCANC

What is Sexual Abuse? Stay Connected: Facebook.com/PreventChildAbuseNC
Twitter.com/PCANC

What is Child Neglect? Neglect means that, despite available resources, a child’s needs are not met. Neglect is the most basic and frequently charged form of child mistreatment Stay Connected: Facebook.com/PreventChildAbuseNC Twitter.com/PCANC

Indicators of Neglect Physical indicators of neglect can include a child who is: Undernourished Lethargic Physical health issues that go untreated Lack of supervision Emotional/Behavioral indicators may include: Begging for or stealing food Poor hygiene Frequent accidents and injuries Risky adolescent behavior Developmental delays that are not caused by a disability Clinging behavior or being indiscriminate with affection Poor ability to relate to others and poor social skills Stay Connected: Facebook.com/PreventChildAbuseNC Twitter.com/PCANC

All North Carolinians are Mandated Reporters
NCGS 7B-301 defines who should REPORT suspected abuse or neglect as: Any person or institution that has cause to suspect that a child is being abused or neglected is required by law to report it. Keep in Mind: If you make the report in good faith, you will receive immunity from possible civil or criminal liability that may result from your report. This means there is a legal obligation to report. This legal obligation supersedes organizational policies. Stay Connected: Facebook.com/PreventChildAbuseNC Twitter.com/PCANC

Making the Referral to DSS
Notify DSS – Child Protective Services (CPS) unit in the county where the child lives or is found In person, by telephone, or in writing May report anonymously (but check with your organization protocol) DSS is required to keep reporters identification confidential If the case goes to court, you make be called to testify The CPS worker will use a standard intake form and may ask you questions that might not seem relevant – answer to the best of your ability If your organization has a policy that an administrator make the referral, it is still your responsibility to make sure the referral gets made; and if possible, you should be there when they make the referral in case questions arise If you think a child is in immediate danger, call 911 Stay Connected: Facebook.com/PreventChildAbuseNC Twitter.com/PCANC

Recognizing and Responding to Suspicions of Child Maltreatment FREE Online Training Stay Connected: Facebook.com/PreventChildAbuseNC Twitter.com/PCANC

Thank you! Contact Information Melea Rose-Waters, MSW Parent and Community Engagement Manager (919) CHILDREN Stay Connected: Facebook.com/PreventChildAbuseNC Twitter.com/PCANC

Public School Forum of North Carolina
GUEST PRESENTER Elizabeth DeKonty Public School Forum of North Carolina

Duke Center for Child and Family Policy
GUEST PRESENTER Katie Rosanbalm, Ph.D. Duke Center for Child and Family Policy

Resilience & Learning Creating trauma-sensitive schools to ensure academic success and improve the social and emotional well-being of children impacted by trauma. NC Resilience & Learning Project To ensure academic success and improve the social and emotional well-being of children impacted by trauma

Introductions Public School Forum of North Carolina
Katie and Elizabeth NC Resilience & Learning Project To ensure academic success and improve the social and emotional well-being of children impacted by trauma

NC Resilience & Learning Project Overview
Two key components: Professional Development: Training for the entire staff school-wide More in-depth training for the Resilience Team Resilience Team: A team within each school that will meet bi-weekly throughout the year to identify areas of urgency and work through a focused action planning process to create strategies that will make your school trauma-sensitive NC Resilience & Learning Project To ensure academic success and improve the social and emotional well-being of children impacted by trauma

Trauma and Toxic Stress
NC Resilience & Learning Project To ensure academic success and improve the social and emotional well-being of children impacted by trauma

What is Trauma? “Trauma is not an event itself, but rather a response to a stressful experience in which a person’s ability to cope is dramatically undermined” Many people think of trauma as the actual event itself – but researchers in this field define trauma as this The reason is that people respond differently to the same event – siblings for example who experience the same event often have very different reactions to it Cole, S.F., O’Brien, J.G., Gadd, M.G., Ristuccia, J., Wallace, D.L., Gregory, M. (2005). Helping Traumatized Children Learn. Boston, MA: Massachusetts Advocates for Children, pp. 18. NC Resilience & Learning Project To ensure academic success and improve the social and emotional well-being of children impacted by trauma

What is Trauma? Trauma may be a response resulting from:
a one-time event OR a chronic situation Trauma can be the result of a number of categories of events such as: Poverty/homelessness/lack of basic needs Exposure to violence Physical, sexual, or emotional maltreatment Chronic neglect Caregiver substance abuse or mental illness Loss of caregiver (e.g., incarceration, custody change, death, parents serving overseas) NC Resilience & Learning Project To ensure academic success and improve the social and emotional well-being of children impacted by trauma

What are ACEs? ACEs: Adverse Childhood Experiences
In , the largest study ever conducted on ACEs was done by the CDC and Kaiser-Permanente in California and included over 17,000 participants The ACE Questionnaire includes 10 questions about 10 different adverse childhood experiences It is interesting to note that this study was conducted on mostly privately insured patients NC Resilience & Learning Project To ensure academic success and improve the social and emotional well-being of children impacted by trauma

What did the ACE study find?
Out of the over 17,000 participants: 64% reported at least ONE ACE 26% reported ONE ACE 16% reported TWO ACEs 9.5% reported THREE ACEs 12.4% reported FOUR OR MORE ACEs NC Resilience & Learning Project To ensure academic success and improve the social and emotional well-being of children impacted by trauma

Broken down by ACE category – highest with nearly 30% reporting physical abuse

Impacts of ACEs / Trauma Exposure

What did the ACE study find?
ACEs can lead to: Delays and disruption in brain development Social and emotional problems Short- and long-term mental and physical health problems Early death In addition to look at prevalence of ACEs, the study also aimed to look at long-term impacts. The findings were alarming (more is shared in one of the TED Talk videos we would like you to watch for homework)- impacts on brain development and short and long term mental and physical health problems and even early death The more ACEs someone has, the more likely they are to face possible risk outcomes with mental and physical health problems long term These are some of the examples of possible risk outcomes – behavioral impacts to physical and mental health impacts with things like heart disease and cancer acestudy/about.html rwjf.org/aces NC Resilience & Learning Project To ensure academic success and improve the social and emotional well-being of children impacted by trauma

What is the impact of trauma and toxic stress?
Toxic stress is caused by prolonged or pronounced stress that overwhelms children’s skills or support This causes children to go into “survival mode” or remain in a state of “stress response” Being in this state on a regular basis actually alters the chemical and neurological events in a child’s brain NC Resilience & Learning Project To ensure academic success and improve the social and emotional well-being of children impacted by trauma

Neurobiology & Brain Development
MRI scan of a brain with no trauma: MRI scan of a brain with trauma: -Hippocampus shrinks in those with trauma leading to PTSD – Hippocampus is part of the lower brain that helps regulate emotions and fight, flight, freeze Impacts how one experiences emotions, ability to overcome fear responses, and ability to store and recall information/memories This is only one of the neurobiological effects of trauma NC Resilience & Learning Project To ensure academic success and improve the social and emotional well-being of children impacted by trauma

This is how children with trauma may feel ALL the time.
Think about a time… Have you ever been driving and focused on one thought – maybe your grocery list, what to cook for dinner, your first to-do item at work that day – and all of a sudden someone cuts you off or you have to suddenly slam on your brakes? What does your mind do in that moment? What does your body do in that moment? Are you able to easily go back to the task you were originally thinking about? This is how children with trauma may feel ALL the time. This is a small stress example – think about some of the trauma experiences we talked about earlier like physical abuse and the level of stress a child feels under that type of trauma. The impacts in these moments can be: -impacts on language, logic and reasoning -impacts on emotion and memory -impacts on heart rate, digestions, immune system NC Resilience & Learning Project To ensure academic success and improve the social and emotional well-being of children impacted by trauma

Fight, Flight, Freeze Response
When the a child feels danger, the brain tells the body to respond in one of three ways: Fight: verbal and physical aggression or defiance Flight: instinct to run and escape the danger Freeze: wanting to shut down, withdraw, or become invisible In normal situations, this keeps us safe When this becomes a constant state of being, it interferes with functioning in non-dangerous situations These three responses are seen in a wide range of behaviors in kids How have you seen the fight, flight, or freeze response in children in your classes? When in danger, the body responds in one of these ways The danger response from the body is a good thing because it keeps us safe but for kids with trauma, this becomes a constant state of being for them, even when they are not in danger – because of triggers or because of how their brain has been altered and so it is not good in that regard Discussion – have them answer the last question out loud NC Resilience & Learning Project To ensure academic success and improve the social and emotional well-being of children impacted by trauma

What Does This Look Like in Children?

Why does trauma have such a big impact on children?
Streeck-Fischer and van der Kolk share: …children who have experienced trauma “are easily overstimulated and cannot achieve the state of secure readiness that is necessary in order to be open to new information.” Cole, S.F., O’Brien, J.G., Gadd, M.G., Ristuccia, J., Wallace, D.L., Gregory, M. (2005). Helping Traumatized Children Learn. Boston, MA: Massachusetts Advocates for Children. NC Resilience & Learning Project To ensure academic success and improve the social and emotional well-being of children impacted by trauma

How does all of this impact children?

How does all of this impact children?
The impact of trauma can be seen the most in children in school in the following three areas: Learning and academic performance Classroom behavior Relationships NC Resilience & Learning Project To ensure academic success and improve the social and emotional well-being of children impacted by trauma

Blodgett et al, 2010 NC Resilience & Learning Project To ensure academic success and improve the social and emotional well-being of children impacted by trauma

What can we do for children impacted by trauma?

“She controlled herself yesterday, she can control herself today...”
How can we start? A total culture and mindset shift – looking at a child and thinking “What happened to you?” instead of “What is wrong with you?” Thinking about a child’s behaviors more as symptoms of his or trauma rather than bad behavior Responding to what the child is FEELING rather than to the disruptive behavior “She controlled herself yesterday, she can control herself today...” If we only knew what happened last night, or this morning before she got to school, we would be shielding the same child we’re now reprimanding. This bottom quote is from a book from TLPI – a new and powerful way to think about this issue in kids we know Cole, S.F., O’Brien, J.G., Gadd, M.G., Ristuccia, J., Wallace, D.L., Gregory, M. (2005). Helping Traumatized Children Learn. Boston, MA: Massachusetts Advocates for Children. NC Resilience & Learning Project To ensure academic success and improve the social and emotional well-being of children impacted by trauma

“Cause I Ain’t Got a Pencil,”
Joshua T. Dickerson I woke myself up Because we ain’t got an alarm clock Dug in the dirty clothes basket, Cause ain’t nobody washed my uniform Brushed my hair and teeth in the dark, Cause the lights ain’t on Even got my baby sister ready, Cause my mama wasn’t home. Got us both to school on time, To eat us a good breakfast. Then when I got to class the teacher fussed Cause I ain’t got no pencil This bottom quote is from a book from TLPI – a new and powerful way to think about this issue in kids we know NC Resilience & Learning Project To ensure academic success and improve the social and emotional well-being of children impacted by trauma

Shifting Our View Traditional View Impulsive Aggressive/Defiant Withdrawn/”unmotivated” Over-reacting ADHD Reaction: STUDENT NEEDS TO BE PUNISHED Trauma-informed View Difficulty regulating emotions Trauma response triggered, trying to gain control and find safety Afraid, overwhelmed, world is a dangerous place Seeking to get needs met Lacking necessary skills Reaction: STUDENT NEEDS SKILLS AND SUPPORT *** Add a slide or just make sure to emphasize that discipline is still needed – but there is a difference in a punishment and a consequence – punishment is more reactive and more about control over the child whereas a consequence is about teaching the child what actions and behaviors lead to what consequences and building understanding – is not reactive and allows space for an aroused or dysregulated child to first calm down and then be explained the consequence so that skills and support are provided versus an emotionally reactive punishment/response Give the example – with the rewards system – if a child cannot read but you tell them you will get a prize if you read, they still won’t be able to read even with an incentive. Discipline in this new way is all about skill-building, need to build regulation skills for them to learn just like you would with reading. NC Resilience & Learning Project To ensure academic success and improve the social and emotional well-being of children impacted by trauma

Concrete Trauma-Sensitive Strategies

Building Student Self-Regulation

Self-Regulation feelings thoughts behaviors
To be successful in school and life, we all need to learn to manage our: feelings thoughts behaviors NC Resilience & Learning Project To ensure academic success and improve the social and emotional well-being of children impacted by trauma

Self-Regulation Skills
Managing Feelings Identifying feelings in self and others Managing frustration and distress effectively Empathy, compassion Managing Thoughts Controlling attention Setting goals, planning Problem-solving Self-talk Perspective-taking Managing Behavior Following rules and directions Controlling impulses Persisting on hard tasks Enacting coping skills Delaying gratification NC Resilience & Learning Project To ensure academic success and improve the social and emotional well-being of children impacted by trauma

Self-Regulation is a Skill like Literacy
Characteristics of both: Many sub-skills Require developmentally appropriate instruction over time Develop earlier in supportive environments Can be acquired later with intervention Multiple intervention opportunities exist Some youth need more specialized instruction and support than others Literacy Subskills – concepts about print, letter –sound relationships, word calling, fluency, comprehension, complex ideas in text – all build on each other Self-Reg –preschooler who requires adult to control impulses, to school aged who has cognitive skills to appreciate consequences and stop self to teenager who can reflect on longer-term goals but may still make poor decisions, esp when emotional Multiple interv opportunities – adult literacy programs; self-regulation early intervention is investment, not an inoculation Implications of this metaphor: universal supports for healthy self-regulation development are necessary, instruction and coaching over time are needed to build the sophisticated skills required in adulthood, and some children may need more intensive, targeted interventions to overcome biological or environmental adversity that have disrupted their self-regulation abilities. NC Resilience & Learning Project To ensure academic success and improve the social and emotional well-being of children impacted by trauma

Strategies to Support Skill Development
Incorporate a curriculum or practice that teaches self-regulation and coping skills Second Step Heart Smarts Zones of Regulation Mindfulness exercises Yoga for kids What are you doing now? What could you add? NC Resilience & Learning Project To ensure academic success and improve the social and emotional well-being of children impacted by trauma

Strategies to Support Co-Regulation and Climate: Building a Trauma-Informed School

To build self-regulation, students need A LOT of support!
Warm, responsive relationship Skills instruction and coaching Structured environment Caregivers, educators, and professionals support youth by providing: NOTE: this is what children NEED – may not be what they GET. That is why interventions targeting caregivers are so critical It is important for these two components – relationship and skill support – to come together -modeling, coaching need to come from someone you trust and feel secure with in order for it to stick NC Resilience & Learning Project To ensure academic success and improve the social and emotional well-being of children impacted by trauma

Learn and practice self-regulation skills:
Your capacity to support students is based on your OWN abilities to self-regulate! Learn and practice self-regulation skills: Stress management/coping skills Problem-solving for life stressors Mindfulness to decrease emotional reactivity When you are in a stressful interaction: Pay attention to your own feelings View problem-behaviors with a trauma-focused lens Use strategies to stay calm and respond effectively Many staff working in care environments are low-educated and low-wage earners who have their own traumatic histories, have heard stories of youth’s traumatic histories, and may even be the target of violence (verbal and/or physical) at the hands of those they are trying to help. It can thus be challenging for staff to provide co-regulation when they may be struggling with self-regulation themselves. Thus, before staff are expected to provide co-regulation, these issues should be addressed, with continued support provided throughout their service. NC Resilience & Learning Project To ensure academic success and improve the social and emotional well-being of children impacted by trauma

Strategies to Support Staff
What are you doing now? Training on ACEs, Learning, and Behavior Staff Self-Care Staff coping skills/stress management Mindfulness, yoga, or exercise classes Buddy/mentor system Staff Climate Spa goody bags or snack attacks to “treat” staff Communication tone, relationships What could you add? Co-regulation capacity is based on a caregiver’s own abilities to self-regulate! ***Could talk about STS/vicarious trauma here and start talking about sharing of information – what do teachers need to know about students in their classrooms from administrators – what is the system for sharing, confidentiality, telling them that a child is dealing with something but not specifics, etc. NC Resilience & Learning Project To ensure academic success and improve the social and emotional well-being of children impacted by trauma

Strategies for Building Relationships
Daily greetings by name 30-second check-ins Ask about interests, how things are going Positive comments At least 5:1 ratio of positive to negative interactions Smiles, positive connections throughout the afternoon Emphasize culture of care, respect, and kindness Co-regulation capacity is based on a caregiver’s own abilities to self-regulate! NC Resilience & Learning Project To ensure academic success and improve the social and emotional well-being of children impacted by trauma

Structure: Expectations and Routines
Clear, concrete rules and expectations Post visual cues, reminders Predictable routines Emphasize rules for transition times Catch students being good Limit opportunities for risky/undesirable behavior Co-regulation capacity is based on a caregiver’s own abilities to self-regulate! NC Resilience & Learning Project To ensure academic success and improve the social and emotional well-being of children impacted by trauma

Structure: Physical Space
Structure the space Clear areas for different activities Calm-down areas or routines Awareness of “trouble zones”, times, or activities that trigger problems Physical ambiance Paint colors? Posters? Music? Gardens, plants, flowers? Enlist students to help! Co-regulation capacity is based on a caregiver’s own abilities to self-regulate! NC Resilience & Learning Project To ensure academic success and improve the social and emotional well-being of children impacted by trauma

Discipline & Behavior Management
When you are in a stressful interaction: Pay attention to your own feelings View problem-behaviors with a trauma-focused lens Consider what might be triggering a student Use strategies to stay calm and steady in the face of strong student emotion Reassure and calm/comfort, if appropriate Give time and space to calm down; reduce emotional intensity in conflict situations Redirect with calm, firm reminders Provide consequences calmly and with respect Communicate that you believe the student will make a better choice next time NC Resilience & Learning Project To ensure academic success and improve the social and emotional well-being of children impacted by trauma

When are good times to help youth calm down?
Early Warning Intervene Here Irritability and Explosiveness Leave Me Alone Calm KATE – Is this a place for you to demonstrate the firefighter hold? YES Could watch Hanook vignette - NC Resilience & Learning Project To ensure academic success and improve the social and emotional well-being of children impacted by trauma

Contact Information Katie Rosanbalm Elizabeth DeKonty NC Resilience & Learning Project To ensure academic success and improve the social and emotional well-being of children impacted by trauma

QUESTIONS

http://www.nccap.net/ YOUTH BEHAVIOR AND SAFETY CHILD ABUSE & NEGLECT
Adverse Childhood Experiences(ACEs) Thanks for attending this Webinar! For Webinar Presentation Slides, visit our website:

YOUTH BEHAVIOR AND SAFETY

Similar presentations

Presentation on theme: "YOUTH BEHAVIOR AND SAFETY"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

YOUTH BEHAVIOR AND SAFETY

Similar presentations

Presentation on theme: "YOUTH BEHAVIOR AND SAFETY"— Presentation transcript:

Similar presentations

About project

Feedback