Trauma and Development: An Integrated Best Practice Approach ATTACH Conference September 27, 2015 Kathy Ryan, Ph.D., LCSW Clinical Coordinator, Circle Preschool Program, GRSCAN, Richmond, VA Denise Powers, M.Ed. Early Childhood Specialist, Circle Preschool Program, GRSCAN Shelly Lane, Ph.D., OTR, FAOTA Faculty of Health and Medicine Department of Occupational Therapy Newcastle University, Callaghan, NSW, Australia
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Trauma and Development: An Integrated Best Practice
ApproachATTACH Conference-‐ September 27, 2015
Kathy Ryan, Ph.D., LCSWClinical Coordinator, Circle Preschool Program, GRSCAN, Richmond, VA
Denise Powers, M.Ed.
Early Childhood Specialist, Circle Preschool Program, GRSCAN
Shelly Lane, Ph.D., OTR, FAOTAFaculty of Health and Medicine Department of Occupational Therapy
Newcastle University, Callaghan, NSW, Australia
Workshop Objectives
• Participants will explain the impact of developmental trauma on function within the relational, regulatory, and cognitive domains.
•
• Participants will list 5 essential treatment techniques to support healing in a child who has experienced developmental trauma.
•
• Participants will create a treatment plan for a young child who has experienced developmental trauma.
•
And Who Are You?
Circle Preschool ProgramGRSCAN (Stop Child Abuse Now)
Richmond, VA
• Therapeutic Classroom within a typical preschool setting• 3-‐5 year olds; trauma backgrounds + unsuccessful adaptation to typical settings• Provision of therapeutic, play-‐based , educational milieu, psychotherapy, occupational therapy • Family/ Caregiver therapy – group and individual • Goal-‐ To transition into typical setting and healing from trauma
• Length of stay-‐ dependent on need or age
Typical Development
Development is a neuro-‐biologic process…
vEpigenetics & Genetics…
vBrain says…Survival is key!
vOrganization & functional capacity of brain is hierarchical & sequential
v Use dependent development
v State based dependency
Brain is Use Dependent
The brain changes in response to specific patterns of activation (experience )
Sensation as Nourishment
• Essential for brain functioning• A starting place for the development of adaptive environmental interactions
• Critical for• Attachment and social relationships• Arousal regulation• Organization of action
Emphasis: body centered sensory systems
Vestibular
Sensory intake and processing
• Sensory intake: Receptors• Organization of sensation: brain structures• Brain hierarchy• Lays a foundation for regulation of alertness and emotions
• Results in production of an adaptive response
Sensory Modulation• Ability to grade behavioral responses in relation to intensity, complexity, or novelty of sensation
•When modulation is working well, child can automatically• Filter out non-‐relevant stimuli• Notice relevant stimuli
The “State” of the BRAIN
Function is STATE Dependent
• From calm to alert to alarm to fearful to terror….
• With increasing level of arousal, the primary area of neural activity shifts to lower levels within the brain
Sensitive periods of Development
“Experience can change the mature brain, but experienceduring the critical periods of early childhood organizes brain systems.” Perry, 2006
Trauma
Trauma is…
• Experiences which are overwhelming, and over stimulating -‐-‐ more than a person can cope with at the time.
• Dependent on predictable consistent nurturing attention
• Secure attachment patterns
• Fewer primary caregivers
• Co-‐regulation is needed àindependence
What children experience:• Primary caregivers abuse• Repeated abuse from adults• Highly aroused, negative environments• Domestic violence• Severe Neglect• Insufficient nurturing
•Worried• Anxious• Aroused and Reactive• Alone & Helpless• Hopeless• RESULTING IMPACT ON CHILD?
5 min.
4 yr. old Michael
M’s Functional Domains
Trauma-‐informed Interventions: An Integrated Approach
Treatment Goals & Interventions
Regulate
Relate
then
Reason Perry, 2010
Respond to the developmental age
Quality Relationships-‐ Essential, YET
•With Complex Trauma: people are perceived as dangerous, until PROVEN otherwise…..
• Even then… by the nature of interventions…. you may be perceived as a threat
Play-‐ The Language of children
• Child has an intrinsic motivation to play• Starts with child’s strengths and interests
• Aids in developing positive therapeutic alliance
Co-‐Regulation with Sensory-‐Motor Materials
Bubbles in Jar Sand in Sensory Bin
Weighted Super Hero Vest
Basket of Weights to PullQuiet Space, Bean Bags, Balls
Reduce sensory overload from the environment; provide a safe place
Lane, 2014
The 1st Step …. RESPONSIVITY• Noah
VALIDATE
Soft Voice
Gentle Tone
Kind Face
Healthy Attachment Responses + Regulation
Adult Helps Child to Regulate
Child Begins to Self-‐Regulate with
Adult’s Coaching
Child’s Trauma is Triggered
Self-‐ Esteem in the beginning…..
YOU ARE…
After a Positive Relational Climate….
I am …an artist
Cognitive Development emerges when….
Relationships with Safe Adults
Co-Regulation
Successful Interactions and Experiences
Embedded Learning
Michael – age 4
Strengths
• Vivacious greetings • Outgoing, highly social
• Gross motor skills; sports • Long term memory • Empathetic to other’s physical pain• Stable home
Challenges • Interactions shallow • Play skills • Hungry -‐ hoards food, normal wt.• Severe ADHD, anxiety• Changes à anxiety• Fear of being left out• Easily aroused -‐Hard to down regulate • Loud, aggressive verbally & physically
Provide continual sensory motor opportunities
TRAUMA TREATMENT-‐Setting a Positive Relational Climate
Following Interests to Represent the World Series and Concession Stand
Interventions with MichaelIndividual
• Proprioceptive, vestibular, tactile: • Gum, Play Dough • Therapy ball• Rhythmic activity• Regulatory walks with staff
Early trauma à neurodevelopmental impact àfunctional consequences (regulation, relationships, cognition)
HEALING from predictable, consistent, repeated, positive experiences
Safe relationally
Safe physically-‐Sensory-‐Motor interventions, Play-‐based, then Cognitive
Regulate Relate Reason
STATE LEVEL and BRAIN FUNCTION
Responsive Teachable Moments
DEFUSING THE FIGHTEveryone wants to be heard:
• LISTEN to the child • WAIT until the child LISTENS to YOU• LISTEN to EACH CHILD in the GROUP• BRIDGE the GROUP’S IDEAS• Go meet sensory needs and try again…
Trauma informed-‐Therapeutic Interventions
Care-‐givers
School Community
Child
CPP does make a difference… Even when healing continues.
• Of the 22 children who have attended Circle Preschool for over 3 months in the past 3 years.
• 17 have entered typical kindergarten rooms with some special supports• 2 have left precipitously• 3 have required special ed classroom• 20 have required ongoing support to caregivers / child therapy
• Overall-‐ caregivers give positive feedback-‐ especially in noting the increased play skills and regulation skills children are demonstrating.
• Changes in resting heart rates• Chronic health problems, breathing issues, eating issues, sleep difficulties