1. Building Loving Connections
The Impact of Trauma on Development and Attachment for Children
in Placement
Presented by
C. Lynne Edwards, LCSW

2. Myths The effects of abuse and trauma to young children will “vanish”.
2. If a child has no cognitive memory of a loss, then they don’t grieve.
3. Behavior can be managed by rules and consequences.

3. Reality
The earlier a trauma occurs, the more difficult it is for the child to recover.
Memories are how the brain stores information for easy retrieval.
Behavior of children who have been traumatized can best be managed through relationships.

4. Trauma a physical or emotional injury, event or series of events
painful, distressful or shocking
results in mental and physical effects

5. Complex Trauma Multiple, chronic and prolonged,
developmentally adverse events
Often of an interpersonal nature with
early life onset
Effects are cumulative

6. Complex Trauma
Most devastating trauma is when source of the trauma is the attachment figure.
Children served through child welfare have experienced complex trauma.
Removal, moves in foster care and even return home or adoption add to the trauma.

7. Response to Trauma Affected by…
Child’s chronological age and developmental stage
Child’s perception of the danger
Whether the child was a victim or witness
Child’s past experience with trauma
Child’s relationship to the perpetrator
Presence/availability of adults to help

8. Long-term Impact on Children
Biology
Attachment
Mood Regulation
Cognition
Behavioral Control
Memory
Cause and Effect
Self-Concept

9. Biology
Prenatal and perinatal health problems -developmental issues stemming from SA, prematurity, low birth weight
Disrupted neurodevelopment
Biologically-based challenges-movement, sensation, hypersensitivity to physical contact, insensitivity to pain, coordination, balance, unexplained physical symptoms, increased medical problems

10. Attachment rooted in biology mutual psychological process
learned after birth

11. The Neurology of Attachment
Feeling safe positively affects the nervous system and provides stimulation for healthy development.
Children are born with “instincts” that are the result of pre-programming in the brain.

12. The Neurology of Attachment
Other parts of the brain are not pre-programmed.
Neurological pathways or patterns that begin to form are based on what infants SEE, HEAR, SMELL and FEEL.

13. The Attachment Cycles Trust/Need Needs Relief Relaxation
Arousal Displeasure
Gratification: eye contact touch smile movement feeding

14. The Attachment Cycles Initiating Positive Interactions
Parent Initiates Positive Interaction
Gratification Child Responds
Gratification Parent Responds

15. Positive Interactions
Nurturing E
Engagement C
Challenge

17. Characteristics of Securely Attached Children
Development of trust
Attachment/Bonding
Conscience development
Emotional Regulation
Self-esteem

18. Characteristics of Securely Attached Children
Cause and effect thinking
Behavioral performance
Positive/hopeful belief system
Independence
Resilience

19. Attachment
Research has demonstrated a clear connection between physical, emotional, sexual abuse, neglect and multiple losses during childhood and negative changes in a child’s neurological development.

20. Attunement
The powerful emotional connection in which the caregiver connects with and shares the child’s “inner state”

21. Attunement Knowing the motivations and feelings of your child
Being able to analyze your child's actions and interpret cues accurately
Provide a correct response that meets the child’s underlying emotional needs

22. What happens when the primary caregiver does not respond?

23. Signs of Attachment Challenges
Inappropriate affection with unfamiliar adults
Lack of appropriate boundaries
Superficially engaging and charming
Poor eye contact
Inappropriately demanding and clinging
Poor impulse control

24. Signs of Attachment Challenges
Controlling behavior
Lying about the obvious
Stealing
Lack of cause and effect thinking
Difficulty with peer relationships
Abnormal eating patterns

25. Signs of Attachment Challenges
Sleep problems
Learning lags
Sensory integration challenges
Destructive to self, others and/or property
Delayed conscience development

26. What this looks like… Pervasive feelings-Fear and anxiety
Core issues-grief, loss, rejection, attachment, control, guilt, identity
Internalized beliefs-I’m a bad kid, I can’t trust adults, people who say they love you, hurt and/or leave you, the world is not a safe place to be, etc.
Control issues-children feel so out of control they try to control everything in whatever way they can

27. What this looks like… Sensory issues-sensitive to touch, loud noises
Delayed adaptive development-children’s social, academic and intellectual development is usually 3 to 5 years behind their chronological age
Regulation of emotions-their brains cannot shift from their emotions to their thought processes
Pull/Push-come close, now go away; afraid of getting close

28. The brains of children who experience trauma are wired differently.

29. Implications
The earlier the intervention occurs, the greater the opportunity for the brain to be repaired.
Each time a child experiences a trauma and a change in caretakers his opportunities to form healthy attachments are jeopardized.
Birth/Foster/Adoptive parents need to learn strategies for developing healthy attachments and healthy brains; some strategies are counterintuitive.
The behavior challenges that traumatized children exhibit have a different origin than other children’s behavior problems and require a different response.

30. Implications
In order to reduce the impact of the trauma, a multidimensional assessment is essential-must take into account the physical, neurological, sensory, emotional, developmental impact.
Both case management and clinical services need to reflect the short- and long-term impact of trauma.
All systems of care for children who have experienced trauma and their families need to reflect trauma informed practice and address the five protective factors.

31. Trauma Informed Practice
Universal Access to Prenatal Development and Post Natal Parent Support: Early Prevention Services
Efforts to support optimal brain development
should start as early as pregnancy. Services
after delivery have the most impact and are
the most cost effective when provided to
children from birth to 5 years of age, when
the brain is developing most rapidly.
It’s better to build a bridge at the top of the cliff than
to station an ambulance at the bottom of the cliff.

32. Trauma Informed Practice
All programs that serve children and families who have experienced trauma should include services designed to enhance all of the protective factors:
Nurturing and attachment
Knowledge of parenting and of child and youth development
Parental resilience
Social connections
Concrete supports for parents.

33. Trauma Informed Practice
Building and Enhancing Healthy Parent-Child Relationships
One of the most important facts in a child’s development is the support of a parent or caregiver who consistently meets children’s needs, responds to their underlying emotional needs, and engages in positive interactions with them.

34. Trauma Informed Practice
Establishing Nurturing Routines
The predictability of a daily routine helps children understand the world is a safe place where they can learn and grow without fear. Children need to feel that their caregiver is in charge.

35. Trauma Informed Practice
Supporting the Mental Health of Children and families
When children are affected by a traumatic event, they and their parents could benefit from a mental health provider and case managers who:
understand the long term physical, neurological and emotional impact of trauma on their health and development.
involve them in decisions about their mental health care.
reduce the stigma attached to mental health services.
help them develop a “cover story” to share with others.
respect and protect the privacy of family members.

36. Trauma Informed Practice
Supporting Teenage Brain Development
Trauma and its effects are not limited to young children. Teens benefit from quality time with their caregivers and adult mentors who help them:
organize tasks.
practice making decisions.
master new skills.
adopt healthy lifestyles and take positive risks.
minimize stress.

37. Trauma Informed Practice
Supporting Health and Nutrition
Helping a family gain access to quality, affordable health care and make healthy decisions regarding diet and nutrition are important for supporting a child’s brain development both before and after birth.

38. Trauma Informed Practice
Addressing the Effects of Trauma
Parents and children need help processing their feelings. Common emotional responses of children and parents to traumatic events include:
trying to make sense of the event;
re-experiencing the trauma;
avoiding reminders of the event;
anxiety or sleep problems; and
acting impulsively.

39. Trauma Informed Practice
Behavior Management
Children do what their parents want to keep them close. Children who have experienced trauma at the hands of a caretaker get mixed messages. For them, the key to changing behavior is meeting their underlying emotional needs and developing the attachment relationship.

40. Trauma Informed Practice
Educating Schools
The physical and emotional distress that traumatized children experience as well as the potential developmental delays that follow may lead to behavioral problems in school, poor academic performance and difficulty making social connections. Establishing a relationship is a necessary first step, even in the classroom.

41. Trauma Informed Practice
Offering Financial Education
Many families experience stress resulting from poverty and could benefit from information about budgeting, financial resources available to assist with needs, banking information, job search, etc. This is also known as asset building.

42. Trauma Informed Practice
Using Community-Based Services
No single system can address all the issues a child and family may experience as a result of stress and trauma. Collaborative partnerships with early intervention programs, early care and education, respite care, home visiting services, and many others who provide trauma informed services are a necessary component.

43. Trauma Informed Practice
Realigning Resources to
Promote Early Prevention Services
Funding
Staffing
Service integration based on knowledge of the impact of trauma
Using the protective factors across child welfare
Presented by C. Lynne Edwards, LCSW

44. What we do today can help improve others’ tomorrows.
Contact Information
C. Lynne Edwards, LCSW
Trauma and Attachment Therapist
Prevention Consultant
What we do today can help improve others’ tomorrows.