1. THE BASICS OF TBRI TRUST BASED RELATIONAL INTERVENTIONS

2. What is TBRI ® model?
Strategies have been designed for children who have experienced relationship‐based traumas.
THE ONE THING THAT REALLY STICKS OUT TO ME IS THE TWO WORDS CONNECTING AND CORRECTING. WE CAN NOT CORRECT UNTIL WE CONNECT.

3. What is TBRI ® model? TBRI Integrates the principles of:
Foundation of neuropsychological theory, research, and humanitarian principles.
Empowering principles
3. Connecting principles
4. Correcting principles
THE ONE THING THAT REALLY STICKS OUT TO ME IS THE TWO WORDS CONNECTING AND CORRECTING. WE CAN NOT CORRECT UNTIL WE CONNECT.

4. 6 MAJOR RISK FACTORS TO A HEALTHY DEVELPMENT
1. Difficult birth—an infant’s brain can be cut off of oxygen if the birth is traumatic or complication occur.

5. 6 MAJOR RISK FACTORS TO A HEALTHY DEVELPMENT
1. Difficult birth—an infant’s brain can be cut off of oxygen if the birth is traumatic or complication occur.   2. Early hospitalization—incubator and neonatal units have lights, beeping noises, that can be traumatic to infants.  

6. 6 MAJOR RISK FACTORS TO A HEALTHY DEVELPMENT
1. Difficult birth—an infant’s brain can be cut off of oxygen if the birth is traumatic or complication occur.   2. Early hospitalization—incubator and neonatal units have lights, beeping noises, that can be traumatic to infants.   3. Abuse—developmental and learning deficits.  

7. 6 MAJOR RISK FACTORS TO A HEALTHY DEVELPMENT
1. Difficult birth—an infant’s brain can be cut off of oxygen if the birth is traumatic or complication occur.   2. Early hospitalization—incubator and neonatal units have lights, beeping noises, that can be traumatic to infants.   3. Abuse—developmental and learning deficits.   4. Neglect—lack of touch and affection can cause a child’s brain to be underdeveloped.  

8. 6 MAJOR RISK FACTORS TO A HEALTHY DEVELPMENT
1. Difficult birth—an infant’s brain can be cut off of oxygen if the birth is traumatic or complication occur.   2. Early hospitalization—incubator and neonatal units have lights, beeping noises, that can be traumatic to infants.   3. Abuse—developmental and learning deficits.   4. Neglect—lack of touch and affection can cause a child’s brain to be underdeveloped.   5. Failure to thrive is a cause of failure to nurture.

9. 6 MAJOR RISK FACTORS TO A HEALTHY DEVELPMENT
1. Difficult birth—an infant’s brain can be cut off of oxygen if the birth is traumatic or complication occur. 
2. Early hospitalization—incubator and neonatal units have lights, beeping noises, that can be traumatic to infants. 
3. Abuse—developmental and learning deficits. 
4. Neglect—lack of touch and affection can cause a child’s brain to be underdeveloped.  
5. Failure to thrive is a cause of failure to nurture.  
6. Trauma—brain chemistry is out of balance.

10. Why is TBRI Important?
Based on the research, by providing children with a sensory rich, nurturing environment, it was reported that children had significant gains in language, decrease in depression, significant increase in reading facial cues, significant reduction in fear/stress levels (Purvis, 2007)

11. How The Brain Works And Is Impacted For Children Of Abuse
THE 7 GREAT NEEDS OF EVERY HUMAN BEING NEEDS FOR A HEALTHY EXISTANCE:
To be heard and understood
To be affirmed
To be blessed
To be safe
To be touched
To be chosen
To be included
THE ONE THING THAT REALLY STICKS OUT TO ME IS THE TWO WORDS CONNECTING AND CORRECTING. WE CAN NOT CORRECT UNTIL WE CONNECT.

12. How The Brain Works And Is Impacted For Children Of Abuse
There are two basic categories of neurotransmitters—excitatory and inhibitory.
Every child needs a healthy balance of both for optimal brain development and mental and behavioral health.
When an imbalance occurs, children are more likely to have mood swings, changes in behavior, decrease in ability to think clearly.

13. How The Brain Works And Is Impacted For Children Of Abuse
We cannot expect the cognitive part of the brain to work if neurochemistry is off.
If a child is aroused, the brain is constrained and learning cannot happen.
Two major components are needed to effectively control the neuro chemistry
At least (2) hours of activity a day.
Good source of food including protein and hydration every two (2) hours.
THE ONE THING THAT REALLY STICKS OUT TO ME IS THE TWO WORDS CONNECTING AND CORRECTING. WE CAN NOT CORRECT UNTIL WE CONNECT.

14. How The Brain Works And Is Impacted For Children Of Abuse
The majority of children who have an inability to self regulate. Their instances can be reduced by routine snacks and preventing blood sugar from dropping to low.
THE ONE THING THAT REALLY STICKS OUT TO ME IS THE TWO WORDS CONNECTING AND CORRECTING. WE CAN NOT CORRECT UNTIL WE CONNECT.

15. How The Brain Works And Is Impacted For Children Of Abuse
While food and activity are effective, TOUCH is the most powerful intervention.
The Human Brain is impacted by experiences both good and bad.
Good experiences bring about healing and homeostasis.
Bad Experiences Bring about in increase in Cortisol which increase the FIGHT OR FLIGHT sensation.
THE ONE THING THAT REALLY STICKS OUT TO ME IS THE TWO WORDS CONNECTING AND CORRECTING. WE CAN NOT CORRECT UNTIL WE CONNECT.

16. How The Brain Works And Is Impacted For Children Of Abuse
Cortisol chronically affects the brain 
cells in the hippocampus, the area of
the brain involved with memory,
learning, and emotional regulation.
When we are chronically stressed the
electrical signals in the brain 
associated with memories weaken,
While the areas in the brain associated
with emotions strengthen.
THE ONE THING THAT REALLY STICKS OUT TO ME IS THE TWO WORDS CONNECTING AND CORRECTING. WE CAN NOT CORRECT UNTIL WE CONNECT.

17. How The Brain Works And Is Impacted For Children Of Abuse
When a child feels unsafe their brain enters into the fight, flight or freeze.
Epinephrine, norepinephrine and cortisol is released resulting in a Bad Brain.
THE ONE THING THAT REALLY STICKS OUT TO ME IS THE TWO WORDS CONNECTING AND CORRECTING. WE CAN NOT CORRECT UNTIL WE CONNECT.

18. How The Brain Works And Is Impacted For Children Of Abuse
EPINEPHRINE AND NOREPINEPHRINE
Once released result in dilated pupils, accelerated heart rate, extreme muscle strength and sugar consumption.
WE SEE THIS AS EXTREME HYPERACTIVITY AND RAGE.
THE ONE THING THAT REALLY STICKS OUT TO ME IS THE TWO WORDS CONNECTING AND CORRECTING. WE CAN NOT CORRECT UNTIL WE CONNECT.

19. How The Brain Works And Is Impacted For Children Of Abuse
Cortisol chronically affects the brain 
cells in the hippocampus, the area of
the brain involved with memory,
learning, and emotional regulation.
When we are chronically stressed the
electrical signals in the brain 
associated with memories weaken,
While the areas in the brain associated
with emotions strengthen.
THE ONE THING THAT REALLY STICKS OUT TO ME IS THE TWO WORDS CONNECTING AND CORRECTING. WE CAN NOT CORRECT UNTIL WE CONNECT.

20. How The Brain Works And Is Impacted For Children Of Abuse
The prefrontal cortex is thought to play an important role in 'higher' brain functions. It is a critical part of the executive system, which refers to planning, reasoning, and judgment. It is also involved in personality and emotion by contributing to the assessment and control of appropriate social behaviors.
THE ONE THING THAT REALLY STICKS OUT TO ME IS THE TWO WORDS CONNECTING AND CORRECTING. WE CAN NOT CORRECT UNTIL WE CONNECT.

21. How The Brain Works And Is Impacted For Children Of Abuse
When an adult calms these fears, the child’s chemistry changes again, If the child was not calmed, the brain is soaked in bad brain chemistry and children later on cannot regulate themselves because the neurotransmitters weren’t wired correctly due to poor care. This results in the child, later on in life, not being able to self regulate and melt downs over what seems to most, minor issues.
THE ONE THING THAT REALLY STICKS OUT TO ME IS THE TWO WORDS CONNECTING AND CORRECTING. WE CAN NOT CORRECT UNTIL WE CONNECT.

22. TO FIGHT THEIR FEAR WE MUST BE ABLE TO DISARM THEM OF THIS FEAR.
THE ONE THING THAT REALLY STICKS OUT TO ME IS THE TWO WORDS CONNECTING AND CORRECTING. WE CAN NOT CORRECT UNTIL WE CONNECT.

23. ALWAYS REMEMBER JUST BECAUSE A CHILD IS IN A SAFE ENVIRONMENT DOES NOT MEAN THEY FEEL SAFE.
Disarming Fear
THE ONE THING THAT REALLY STICKS OUT TO ME IS THE TWO WORDS CONNECTING AND CORRECTING. WE CAN NOT CORRECT UNTIL WE CONNECT.

24. Disarming Fear
ALWAYS REMEMBER JUST BECAUSE THE CHILDREN ARE IN A SAFE ENVIRONMENT DOES NOT MEAN THEY FEEL SAFE.
We need to understand anger is a secondary emotion to being scared and or sad.
THE ONE THING THAT REALLY STICKS OUT TO ME IS THE TWO WORDS CONNECTING AND CORRECTING. WE CAN NOT CORRECT UNTIL WE CONNECT.

25. Disarming Fear
ALWAYS REMEMBER JUST BECAUSE THE CHILDREN ARE IN A SAFE ENVIRONMENT DOES NOT MEAN THEY FEEL SAFE.
The need for an attachment‐rich/sensory‐rich environment to develop emotional and physical safety to begin is the foundation of trust.
THE ONE THING THAT REALLY STICKS OUT TO ME IS THE TWO WORDS CONNECTING AND CORRECTING. WE CAN NOT CORRECT UNTIL WE CONNECT.

26. Disarming Fear
ALWAYS REMEMBER JUST BECAUSE THE CHILDREN ARE IN A SAFE ENVIRONMENT DOES NOT MEAN THEY FEEL SAFE.
The need for an attachment‐rich/sensory‐rich environment to develop emotional and physical safety to begin is the foundation of trust.
Trust is earned through FELT SAFETY.
THE ONE THING THAT REALLY STICKS OUT TO ME IS THE TWO WORDS CONNECTING AND CORRECTING. WE CAN NOT CORRECT UNTIL WE CONNECT.

27. Disarming Fear
ALWAYS REMEMBER JUST BECAUSE THE CHILDREN ARE IN A SAFE ENVIRONMENT DOES NOT MEAN THEY FEEL SAFE.
The need for an attachment‐rich/sensory‐rich environment to develop emotional and physical safety to begin is the foundation of trust.
Trust is earned through FELT SAFETY.
We must meet their needs even before they know they have a need.
THE ONE THING THAT REALLY STICKS OUT TO ME IS THE TWO WORDS CONNECTING AND CORRECTING. WE CAN NOT CORRECT UNTIL WE CONNECT.

28. Disarming Fear
ALWAYS REMEMBER JUST BECAUSE THE CHILDREN ARE IN A SAFE ENVIRONMENT DOES NOT MEAN THEY FEEL SAFE.
The need for an attachment‐rich/sensory‐rich environment to develop emotional and physical safety to begin is the foundation of trust.
Trust is earned through FELT SAFETY.
We must meet their needs even before they know they have a need.
Children who have fear cannot play.
THE ONE THING THAT REALLY STICKS OUT TO ME IS THE TWO WORDS CONNECTING AND CORRECTING. WE CAN NOT CORRECT UNTIL WE CONNECT.

29. Disarming Fear
ALWAYS REMEMBER JUST BECAUSE THE CHILDREN ARE IN A SAFE ENVIRONMENT DOES NOT MEAN THEY FEEL SAFE.
The need to develop an attachment‐rich/sensory‐rich environment is necessary for emotional and physical safety to begin.
This the foundation of trust.
Trust is earned through FELT SAFETY.
We must meet their needs even before they know they have a need.
Children who have fear cannot play.
Play is connection
THE ONE THING THAT REALLY STICKS OUT TO ME IS THE TWO WORDS CONNECTING AND CORRECTING. WE CAN NOT CORRECT UNTIL WE CONNECT.

30. What is Felt Safety
Felt Safety is meeting their needs before they even know they have a need.
By meeting their needs and allowing them to feel safe they will share their story.
When they can share their story they can start the healing process both physically and mentally.
By meeting their needs the brain stem resets and the fight, flight or freeze behavior will start to subside. As a result, cognition re-opens.
THE ONE THING THAT REALLY STICKS OUT TO ME IS THE TWO WORDS CONNECTING AND CORRECTING. WE CAN NOT CORRECT UNTIL WE CONNECT.

31. CONNECTING PRINCIPLES
BY ENGAGING:
In Safe Touch
Using Gentle Eye Contact
Matching Body Language
Being An Active Listener
BEING AWARE:
Of The Situation
Of The Child
Of Our self
THE ONE THING THAT REALLY STICKS OUT TO ME IS THE TWO WORDS CONNECTING AND CORRECTING. WE CAN NOT CORRECT UNTIL WE CONNECT.

32. How To Maintain Connection
1. Give them power: The one who shares power and gives them power are the ones they see that have the power.
THE ONE THING THAT REALLY STICKS OUT TO ME IS THE TWO WORDS CONNECTING AND CORRECTING. WE CAN NOT CORRECT UNTIL WE CONNECT.

33. How To Maintain Connection
1. Give them power: The one who shares power and gives them power are the ones they see that have the power.
2. Offer choices: even the simplest choices empower them and begin to give them a voice/control over their environment and life.
THE ONE THING THAT REALLY STICKS OUT TO ME IS THE TWO WORDS CONNECTING AND CORRECTING. WE CAN NOT CORRECT UNTIL WE CONNECT.

34. How To Maintain Connection
1. Give them power: The one who shares power and gives them power are the ones they see that have the power.
2. Offer choices: even the simplest choices empower them and begin to give them a voice/control over their environment and life.
3. Offer choices of foods they like.
THE ONE THING THAT REALLY STICKS OUT TO ME IS THE TWO WORDS CONNECTING AND CORRECTING. WE CAN NOT CORRECT UNTIL WE CONNECT.

35. How To Maintain Connection
1. Give them power: The one who shares power and gives them power are the ones they see that have the power.
2. Offer choices: even the simplest choices empower them and begin to give them a voice/control over their environment and life.
3. Offer choices of foods they like.
4. Offer structured play for 30 minutes,
unstructured play for 10.
THE ONE THING THAT REALLY STICKS OUT TO ME IS THE TWO WORDS CONNECTING AND CORRECTING. WE CAN NOT CORRECT UNTIL WE CONNECT.

36. How To Maintain Connection
1. Give them power: The one who shares power and gives them power are the ones they see that have the power.
2. Offer choices: even the simplest choices empower them and begin to give them a voice/control over their environment and life.
3. Offer choices of foods they like.
4. Offer structured play for 30 minutes,
unstructured play for 10.
5. Compromise: This gives the child a
voice and power
THE ONE THING THAT REALLY STICKS OUT TO ME IS THE TWO WORDS CONNECTING AND CORRECTING. WE CAN NOT CORRECT UNTIL WE CONNECT.

37. The Importance of Transitions and Warnings
Knowing the children we serve have been told
what to do and when to do it.
It only makes sense to give warning
of impending transition.

38. The Importance of Transitions and Warnings
1. By making the environment predictable
We can create felt safety.
2. Provide them warnings when transitioning
so they can regulate.
3. Let them know what the next thing will be
and give time limit warnings.
For example: Showers are 10 minutes,
There is 5 minutes left, etc.

39. Correction
Time in Vs. Time out

40. Time in Vs. Time out Meet at their level
Correction
Time in Vs. Time out
Meet at their level

41. Time in Vs. Time out Meet at their level Match body language
Correction
Time in Vs. Time out
Meet at their level
Match body language

42. Correction Time in Vs. Time out Meet at their level
Match body language
Give them an opportunity to try the behavior over again. (Can we try that again. This time with respectful words)

43. Correction Time in Vs. Time out Meet at their level
Match body language
Give them an opportunity to try the behavior over again. (Can we try that again. This time with respectful words)
If a child has to removed from an activity reintroduce them as soon as possible.

44. Remember discipline is to teach not to punish
Correction
Time in Vs. Time out
Meet at their level
Match body language
Give them an opportunity to try the behavior over again. (Can we try that again. This time with respectful words)
If a child has to removed from an activity reintroduce them as soon as possible.
Remember discipline is to teach not to punish

45. Conclusion
Their Fear is real

46. Their Fear is real We need to meet them where they are.
Conclusion
Their Fear is real
We need to meet them where they are.

47. Conclusion Their Fear is real We need to meet them where they are
Engage them in activities

48. Conclusion Their Fear is real We need to meet them where they are
Engage them in activities
Comfort them in time of need
(It is OK to touch them! SAFE TOUCH).

49. Conclusion Their Fear is real We need to meet them where they are
Engage them in activities
Comfort them in time of need
(It is ok to touch them SAFE TOUCH).
Hydration and food is vitally necessary and should be frequently every (2) hours

50. Conclusion Their Fear is real We need to meet them where they are
Engage them in activities
Comfort them in time of need
(It is ok to touch them SAFE TOUCH).
Hydration and food is vitally necessary and should be frequently every (2) hours
They are not broken they just need to be loved.

51. Conclusion Their Fear is real We need to meet them where they are
Engage them in activities
Comfort them in time of need
(It is ok to touch them SAFE TOUCH).
Hydration and food is vitally necessary and should be frequently every (2) hours
They are not broken they just need to be loved.
Even if there is a child who fails to self regulate reintroduction to the activity once regulated is key to the feeling safe and healing.

52. Questions?

53. THANK YOU & GOD BLESS YOU IN ALL YOU DO FOR THE KIDS WE GET TO SERVE