1. .

5. One version of the destination

6. Development and trauma
May have stalled development
May lose developmental skills as a reaction (e.g. language)
May lose learned skills (e.g. self-help/ toileting)
May lose internal control of emotion

7. Development
Stalled development
Time

8. Development
Regression or loss of skills
Time

9. 1. A very young child’s communication is more powerful

10. A baby’s communication is more powerful than a child’s
We are primed to respond to a younger child’s cry and to their tone of voice.

11. Communicate in a different way next time
Typical communication
Need is not met
Typical response from adult

12. Atypical communication Exaggerated response from adult
Need is met
Exaggerated response from adult

13. Development
Typical development
Trauma affected development
Time

14. 2. Brain growth depends on experience

15. Neurones that fire together wire together
Neglect and stress
Reduced
experience
Reduced
connections

16. 3. Positive affect improves brain growth

17. Affect and brain development
Joy is the fertilizer of infant brain growth.

18. Social and emotional development is big. Really big
Social and emotional development is big. Really big. You just won’t believe how vastly, hugely, mindbogglingly big it is. I mean you may think it’s a long way down the road to the chemist, but that’s just peanuts to social and emotional development.

19. Example: Self-regulation
Coping
Self-control

20. Understanding self-regulation
Coping
Self-control
How people respond to challenge, threat or loss
How we manage our emotional response to stress
The ability to deliberately alter or restrain ones responses
The effortful regulation of thoughts, emotions, attention, impulses when temptation conflicts with longer term values or goals

21. Case example M Age 7 Highly active Impulsive
Just wants to play… but on his terms
Does not take the impact of his behaviour on others into account
Generally ignores adults’ instructions and follows his own agenda
Brings objects from home and “guards” them
Steals from the teacher’s drawer

22. Self regulation in seven year olds
Coping
Cognitive distraction
Cognitive reframing
Mental escape strategies (e.g. daydreaming)
Mental representation of caregiver
Problem solving
Self control
At six years understands “out of sight out of mind”
Few angry outbursts and better control of temper
Understands actions have consequences
Accepts unfavourable decisions made by adults
Able to reflect on past experiences and imagine possible behaviours and outcomes

23. The early stages of self-control
12 – 15 months
Active exploration of the environment
Compliance to an adult’s agenda when continually prompted
May self soothe using comfort object (e.g. teddy)
Two years
Behaviour is driven by child’s own motivations
Demonstrates both clingy and resistant behaviour
Starting to learn the importance of waiting, however seeks immediate gratification

24. Case example M Age 7 Highly active Impulsive
…seeks immediate gratification
Active exploration of the environment
Highly active M
Age 7
Impulsive
Just wants to play… but on his terms
Does not take into account impact of his behaviour on others
Behaviour is driven by child’s own motivations
Generally ignores adults’ instructions and follows own agenda
Brings objects from home and guards them
Compliance to an adult’s agenda when continually prompted
Steals from teacher’s drawer
Demonstrates both clingy and resistant behaviour
May self soothe using comfort object (e.g. teddy)
Can not use mental representation of source of security

25. The early stages of coping
0-2 years
Coping is mainly achieved via the caregiver
Engages in some self soothing behaviours
May have a comfort object
….moves away from/ escapes from an undesirable situation
Will use distraction (i.e. turn to a new play activity)

26. Case example M Age 7 Highly active/short attention span Impulsive
….moves away from/ escapes from an undesirable situation
Highly active/short attention span
Coping is mainly achieved via the caregiver (TA) M
Age 7
Impulsive
Just wants to play… but on his terms
Does not take into account the impact of his behaviour on others
Generally ignores adults’ instructions and follows own agenda
Steals from teacher’s drawer
Brings objects from home and guards them
Will use distraction (i.e. turn to a new play activity)
Engages in some self soothing behaviours
May have comfort object

27. Summary: Understanding development will help you understand behaviour
When you understand the behaviour you know what to do about it