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With additional information by:
Katie Walker
Introduce me and Victoria, only done 2 days etc…
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2. Not enough time to explain it in detail but here is a whistle stop tour.

3. Read

4. Here we would talk about how the brain works but I cut this bit out because we only have half an hour.

5. The theory is that the developmental areas are broken down into these 6 stages which ‘come on line’ in order but are recycled throughout life – this is the brain attempting to bridge gaps that were interruptions the first time around. EG: parents in the room, I imagine you recycled Power and Identity when you became parents because you went from being ‘Sarah’ to a mum. Think of a mid life crisis too, this is power and identity recycled a third time.

6. Everyone in this room will have gaps in their development these are called interruptions. But the good news is that the brain has elasticity and can be filled in with the right techniques. Thrive believes that children with significant gaps, the ones that we work with, can improve their behaviour by doing activities that promote the early childhood developmental stages. I have given you a copy of some activities for Being, Doing and Thinking.

7. What does a Being interruption look like?
Unable to physically calm or soothe self
Unable to keep safe
Untrusting of relationships
Difficulties in making friends
Unaware of own needs
Unable to signal distress or ask for help
Low self esteem
Repetitive oral behaviours
Difficulties with regulation
So you can probably recognise these behaviours in a lot of children that you work with. These children have not had enough face to face contact with mum. This interruption is really common with kids in care.
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8. The Still face experiment!
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9. How to help build connections at Being
Attuning – using noises, facial expressions, tone, pitch, intonation and rhythm in one’s voice to match the child’s feeling state. This helps the child to feel received and understood. This is best recognised in babies.
So how do we help this children?
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10. ©Fronting the Challenge Projects Ltd 2015. All rights reserved.V150109
Validation – The adult’s capacity to catch the child’s emotional experience, to understand and accept it, supports the child to be able to stay with their authentic experience. This develops the trust between you as the child believes themselves and their experience as true and accepted.
Maybe do an example with Victoria??
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11. Thinking about Today… DOING!
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12. What does a Doing interruption look like?
Unwilling to engage in new activities
Unable to initiate or join in
Strong dislike of getting messy
Distracted, wandering, unfocused
Rushing, unable to stay, not absorbed
Extreme emotional responses to not being able to do.
Doing interruptions can look like ADHD
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13. How can we help build connections in Doing?
Rough and tumble play
Exploratory play
Messy play – sensory
play
Sand trays
Accompanied play ‘special play’
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Let’s have a go!
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Any Questions?
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16. TC??? – Topic ?.? – Closing Slide