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One version of the destination

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

Development Stalled development Time

Development Regression or loss of skills Time

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

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.

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

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

Development Typical development Trauma affected development Time

2. Brain growth depends on experience

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

3. Positive affect improves brain growth

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

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.

Example: Self-regulation Coping Self-control

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

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

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

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

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

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)

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

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