Attachment and Trust Creating a Healing Environment for At-Risk Youth Taken from Dr. Karyn Purvis and Dr. David Cross put into a Teaching Family Model.

Attachment and TrustAttachment and Trust

Creating a Healing Creating a Healing Environment for At-Risk Environment for At-Risk

YouthYouth

Taken from Dr. Karyn Purvis and Dr. David Cross put into a Taken from Dr. Karyn Purvis and Dr. David Cross put into a Teaching Family Model PerspectiveTeaching Family Model Perspective

Special Populations Training for At-Risk Youth

Define At-Risk Children and Families?Define At-Risk Children and Families?

Children with histories of neglect, abuse Children with histories of neglect, abuse and/or trauma and those who are at and/or trauma and those who are at increased risk for behavioral, academic, increased risk for behavioral, academic, and social-emotional problems. and social-emotional problems.

These behaviors can be generally grouped These behaviors can be generally grouped into into internalizinginternalizing and and externalizingexternalizing problems. problems.

InternalizingInternalizing Problems. Problems.Internalizing behaviors, such asInternalizing behaviors, such as

AnxietyAnxiety DepressionDepression ShynessShyness those which those which act inact in on the child and are on the child and are

directed inward. directed inward.

Vital Connections with At-Risk YouthVital Connections with At-Risk Youth

PSYCHOLOGICAL CONNECTIONSPSYCHOLOGICAL CONNECTIONS SOCIAL CONNECTIONS SOCIAL CONNECTIONS KNOWLEDGE CONNECTIONSKNOWLEDGE CONNECTIONS NEUROLOGICAL CONNECTIONSNEUROLOGICAL CONNECTIONS

Five Cardinal Interaction Five Cardinal Interaction PrinciplesPrinciples

1. Attention to physical needs 1. Attention to physical needs 2. Attentiveness to emotional needs2. Attentiveness to emotional needs 3. Responsiveness of caregiver3. Responsiveness of caregiver 4. Interactiveness of caregiver4. Interactiveness of caregiver 5. “Sensory bath” of human interaction5. “Sensory bath” of human interaction

1. Attention to physical needs 1. Attention to physical needs through through

Initial Praise Initial Praise and Empathyand Empathy

No significant gains can be made by a No significant gains can be made by a child who is afraid. child who is afraid.

Our first goal is to provide a sense of “felt Our first goal is to provide a sense of “felt safety” and a sense of “welcome” in all safety” and a sense of “welcome” in all that we do in treatment. that we do in treatment.

StructureStructure

Achieving the balance of nurture and Achieving the balance of nurture and structure is essential. structure is essential.

If we give nurture when the child needs If we give nurture when the child needs structure, we diminish his growth. structure, we diminish his growth.

If we give structure when the child If we give structure when the child needs nurture, we weaken his sense of needs nurture, we weaken his sense of safety and trust. safety and trust.

Achieving this sensitive balance is the Achieving this sensitive balance is the context of playful interaction.context of playful interaction.

2.2. Attentiveness to emotional needsAttentiveness to emotional needsthrough through

Observing & Observing & DescribingDescribing Behavior Behavior (Teaching)(Teaching)

and and EmpathyEmpathy In order to address fearfulness in treatment youth, it is In order to address fearfulness in treatment youth, it is

essential for treatment providers to be extremely vigilant essential for treatment providers to be extremely vigilant in monitoring behavioral and physiological signs in the in monitoring behavioral and physiological signs in the children.children.

The primary vehicle through which we provide welcome, The primary vehicle through which we provide welcome, reduce fear, and gain trust, is through effective praise reduce fear, and gain trust, is through effective praise and preventive teaching in playful interactions.and preventive teaching in playful interactions.

3. Responsiveness of caregiver & 3. Responsiveness of caregiver & 4. Interactiveness of caregiver4. Interactiveness of caregiver

through through Quality ComponentsQuality Components

Children make significant gains in attachment behavior Children make significant gains in attachment behavior in the presence of appropriate levels of sensory input. in the presence of appropriate levels of sensory input.

What Quality Components can enhance this need as What Quality Components can enhance this need as Practitioners?Practitioners?

Quality ComponentsQuality Components The style of expressing affection will vary The style of expressing affection will vary

with each Family Teacher.with each Family Teacher. Good eye contactGood eye contact Physical proximity or contactPhysical proximity or contact SmileSmile A voice tone and inflection conveying A voice tone and inflection conveying

enthusiasm versus a monotone.enthusiasm versus a monotone.

5.5. ““Sensory bath” of human interaction Sensory bath” of human interaction

through through ObservingObserving & Describing Behavior & Describing Behavior

Attentiveness to the needs of the child.Attentiveness to the needs of the child. Attending to the child’s body language, pupilary Attending to the child’s body language, pupilary

dilation, rate of respiration, and heart rate will provide dilation, rate of respiration, and heart rate will provide significant clues to their needs. significant clues to their needs.

Abnormal behaviors often occlude the true needs of Abnormal behaviors often occlude the true needs of the child. the child.

Learning to observe behavior as an indication of Learning to observe behavior as an indication of submerged fear and pain can provide powerful insights submerged fear and pain can provide powerful insights to hearing and understanding the child’s heart.  to hearing and understanding the child’s heart. 

It is in learning to observe the It is in learning to observe the children which has provided our children which has provided our most dynamic insights. most dynamic insights.

They themselves have taught us They themselves have taught us what they need. what they need.

Two questions emerge with every Two questions emerge with every behavior: “What is the child behavior: “What is the child saying?” and “What does he really saying?” and “What does he really need?” need?” 

In ConclusionIn Conclusion

Behaviors of at-risk children can be baffling Behaviors of at-risk children can be baffling and confusing to parents and and confusing to parents and professionals alike. professionals alike.

However, with persistent, firm intervention, However, with persistent, firm intervention, most inappropriate behaviors will give way most inappropriate behaviors will give way to new, healthy behaviors. to new, healthy behaviors.

Thinking of old behaviors as maladaptive Thinking of old behaviors as maladaptive survival skills will help direct the parent-survival skills will help direct the parent-course for teaching new life-skills.course for teaching new life-skills.