CORE SKILLS CURRICULUM Understanding the Complexity of Traumatic Experience(s): Gateway to Intervention.

Slides:



Advertisements
Similar presentations
Building parenting capacity and emotional family well-being through the relational practice of the Model© Darla L. Henry PhD, MSW,MRS Panel Members:
Advertisements

Katrina’s Children in the Aftermath of the Disaster: What Have We Learned? Joy D. Osofsky, Ph.D. Howard J. Osofsky, M.D., Ph.D. Louisiana Spirit Louisiana.
Understanding Trauma.
Review of Community Recovery Initiatives SSPA Research Workshop 2 June 2011.
YOUNG CHILDREN, TRAUMA & TOXIC STRESS Early Childhood Comprehensive System.
Personal Development and Health Unit 1: Emotional Wellness DEPRESSION AND SUICIDE: A LETHAL COMBINATION.
©20061 UCLA Trauma-Grief Focused Treatment Program for Adolescents (TGFT) Christopher M. Layne William R. Saltzman Robert S. Pynoos.
A Developmental Model of Childhood Traumatic Stress.
Chapter 7: Obsessive-Compulsive- Related and Trauma-Related Disorders Criteria for Obsessive-Compulsive Disorder clarified Hoarding Disorder added to.
Bridgeport Safe Start Initiative Update Meeting September 23, 2004 Bridgeport Holiday Inn.
Dimensional Assessment for Co-Occurring Disorders 8 th Annual Prevention and Recovery Conference Todd Crawford, LPC, LADC Director, Residential Services.
Trauma: Natural Disasters Meagan L. Howell, M.S. Saint Louis University.
How do we define STRESS? Incongruity between the demands placed on the organism and the adaptive capacities of the organism.
What is Stress? u A physiological response? u Particular emotions? u A major life event? u A minor life event? u A circumstance? u A conflict between two.
Parenting Through Crisis. The Event Produces fear or occurrence to the risk of life/injury. -This activates the stress response -This activates the stress.
V-1 Module V ______________________________________________________ Providing Positive Behavioral Interventions and Supports.
Providing Support to Traumatized Children Center for Development of Human Services Institute for Community Health Promotion SUNY Buffalo State © 2014 New.
Present and Impending Danger, Child Vulnerability and Protective Capacity.
Sutton Public Schools Anti-Bullying Law Overview.
Strategies for Supporting Young Children Experiencing Homelessness in the Early Childhood Classroom.
Three Tiers of Mental Health Intervention Tier 1 General post-trauma support to a wide population of children through their schools, community agencies,
Case Finding and Care in Suicide: Children, Adolescents and Adults Chapter 36.
Present and Impending Danger, Child Vulnerability and Protective Capacity.
ADOLESCENTS IN CRISIS: WHEN TO ADMIT FOR SELF-HARM OR AGGRESSIVE BEHAVIOR Kristin Calvert.
533: Building a Trauma-Informed Culture in Child Welfare.
Welcome to Applied Skills in Human Services Michelle Henderson, MSW
Resources for Supporting Students with Trauma
Depression and suicide By Tristan, Orie, and Leslie.
Child Safety Framework: Analyzing and Planning for Child Safety.
ACWA Recognising the Damage: Children with a Disability living with Domestic Violence Eileen Baldry & Jan Breckenridge (UNSW) Joan Bratel (Spastic.
MDCH Children’s Trauma Initiative
What is PTSD?.  In the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR), revised in 2000, sets forth five criteria for diagnosing PTSD.
Psychiatric Issues Associated with Corporal Punishment in School
Making Small but Significant Changes. Learning Objectives Upon completion of this module participants will be able to: Understand how protective factors.
313: Managing the Impact of Traumatic Stress on the Child Welfare Professional.
Chapter 19: Trauma-Related Problems and Disorders Brian Fisak.
Childhood Neglect: Improving Outcomes for Children Presentation P28 Childhood Neglect: Improving Outcomes for Children Presentation Understanding cumulative.
© Raija-Leena Punamäki 2007 Psychosocial Preventive Interventions among War Traumatized Families: Infat and Adolescent Development Raija-Leena Punamaki.
How Safe is Safe? Ensuring Job Corps Student Safety.
Stress and Coping prof.Elham Aljammas May 2015 L12 Module 2 Stress and Coping 1.
Foster VC Kids Resource Family Training Session 2 21 st Century Caregiving:
Impacting Child and Adult Trauma in Domestic Violence Cases Janet Wagar MSW, RSW and Janie Christensen MSW, RSW
Mass Trauma Reactions | 1 Dealing with Mass Trauma Reactions First Edition, 2007.
Surviving The Work How do we stay Engaged Tracy Harvey, MSW, RSW, Clinical Supervisor Addiction and Mental Health.
Health Psychology Stress. What is Stress? What are Stressors? Objective: Describe Stressors.
Depression and Suicide Chapter 4.3. Health Stats What relationship is there between risk of depression and how connected teens feel to their school? What.
Trauma-Informed Practice eLearning (draft) 5/27/16.
UCLA Trauma-Grief Focused Treatment Program for Adolescents (TGFT) Christopher M. Layne William R. Saltzman Robert S. Pynoos ©2006.
Posttraumatic Stress Disorder
Stress and Coping prof.Elham Aljammas 14th 0f April 2014 Module 2
Sutton Public Schools Anti-Bullying Law Overview
Obsessive-Compulsive & related disorders (DSM 5)
Helping students at risk for suicide
Criteria for Assessing MHPSS Proposals Submitted through the CAP, CERF and HRF Funding Mechanisms to the Protection Cluster.
Lesson 30 Working with Trauma
Who we help Community of people with Developmental Disabilities and co-occurring mental health diagnoses People deemed “too challenging” for typical.
Trauma- Stress Related Disorders
Trauma Informed Practices: The Attachment, Self-Regulation and Competency (ARC) Model: Adolescents in group care Lise Milne, MSW, PhD (c.) Dr. Delphine.
The importance of emotional learning within communication between the staff Project Number: RO01-KA
Making Small but Significant Changes
Social and Emotional Learning: Educating Hearts and Minds Created by Veronica Rodriguez “The virtues of men are of more consequence to society than their abilities;
Introduction Defining a Trauma Informed Child Welfare System
Building Stronger Families Protective Factors framework
Psychosocial Support for Young Men
STRESS, COPING, AND MALADAPTIVE BEHAVIOR
Social and Emotional Learning at Scholars
Trauma Informed Care and Practice
Timing Our Interventions in Trauma Treatment using the SEL Model
EVERY SUICIDE IS DIFFERENT
Presentation transcript:

CORE SKILLS CURRICULUM Understanding the Complexity of Traumatic Experience(s): Gateway to Intervention

The Complexity of Traumatic Experience(s): The Gateway to Intervention Objectives: –Enhance understanding of the complex components of child and adolescent traumatic experiences. –Increase capacity to listen, using a systematic framework –Increase recognition of omissions and difficult moments –Enhance clinical confidence to engage children in trauma narrative work –Appreciate the capacity and courage of children in meeting the challenge of trauma narrative work

Danger Apparatus Traumatic experiences need to understood within a broader context of danger. The human brain and body are geared to recognize and respond to dangers. Danger takes a priority over normal activities of daily functioning. There is a developmental ontogenesis of danger and response. Culture helps define appraisal of threat and possible responses. Experience molds expectations of danger and selections of interventions.

Danger Apparatus Appraisal of the Magnitude of External and Internal Danger. Emotional and Physiological Activation: Valence, Intensity, Acceleration. Efforts at Emotional Regulation, including Suppression or Override of Inhibitions. Estimation and Efficacy of Protective Intervention by Self/Others/Social Agents.

Danger Secondary Appraisal of the Magnitude of External and Internal Danger (Actualized threats, near misses and false alarms). Secondary Efforts at Emotional Regulation. Reconsiderations of Preventive and Protective Intervention by Self/Others and Social Agents.

When Danger Becomes Trauma: Failure of the danger apparatus to prevent an injurious outcome. Moment(s) of true physical helplessness. Convergence of external and internal dangers.

The Complexity of Traumatic Experiences I.Context II.Multiple traumatic moments occur, even within a relatively circumscribed situation. III.Changes foci of attention or concern. IV.Radical shift in attention or concern when physical integrity is violated. V.Additional traumatic moments after cessation of violence or threat. VI.Additional dimensions to traumatic experiences. VII.Disturbances in evolving developmental expectations regarding danger.. Pynoos, Steinberg & Aronson, 1997

The Complexity of Traumatic Experiences I. CONTEXT: A. Circumstances B. Affective state C. Cognitive preoccupations D. Developmental concerns Pynoos, Steinberg & Aronson, 1997.

The Complexity of Traumatic Experiences II.MULTIPLE TRAUMATIC MOMENTS: Even within a relatively circumscribed situation. A.Moment-to-moment perceptual, kinesthetic and somatic registration.

The Complexity of Traumatic Experiences II.MULTIPLE TRAUMATIC MOMENTS: Even within a relatively circumscribed situation. B. Ongoing appraisal of external & internal threats.

The Failure Of Developmental Expectations Alarm Reactions Social Referencing Searching Protective Shield Resistance to Coercive Violation Basic Affiliative Assumptions Emerging Catastrophic Emotions Socially Modulated World Surrender – Moment of Unavoidable Danger

The Complexity of Traumatic Experiences II.MULTIPLE TRAUMATIC MOMENTS: Even within a relatively circumscribed situation. C. Ongoing efforts to address the situation in behavior, thought and fantasy

The Complexity of Traumatic Experiences II.MULTIPLE TRAUMATIC MOMENTS: Even within a relatively circumscribed situation. D. Continuous efforts to manage emotional and physiological reactions.

The Complexity of Traumatic Experiences III.CHANGES IN FOCI OF ATTENTION OR CONCERN: A.Attention drawn away from one’s own safety out of concern for danger or injury to other. B.Moment of estrangement from others when immediate threat or injury to self. C.Sudden preoccupation with concerns about severity of injury. Rescue or repair after injury to self or other. D.Inhibition of wishes to intervene or suppression of retaliatory impulses from fear of provoking counter-retaliatory behavior. Pynoos, Steinberg & Aronson, 1997.

The Complexity of Traumatic Experiences IV.RADICAL SHIFT IN ATTENTION OR CONCERN WHEN PHYSICAL INTEGRITY IS VIOLATED: A.Attention directed towards fears/fantasies about nature/extent of psychic/physical harm. B.Engagement of self-protective mechanisms to meet internal threats and pain (including ‘Dissociative’ physiological responses and fantasies). C.Efforts to invoke or disclaim of affiliative needs/desires in order to mitigate fear or ward off sense of active participation. Pynoos, Steinberg & Aronson, 1997.

The Complexity of Traumatic Experiences V.ADDITIONAL TRAUMATIC MOMENTS AFTER CESSATION OF VIOLENCE OR THREAT: A.Efforts to aid injured or attend to dead family members or friends. B.Efforts to seek outside help (e.g., police, paramedics). C.Experiences during acute medical or surgical care. D.Acute separation from significant others, including injured or dead family members or peers. Pynoos, Steinberg & Aronson, 1997.

The Complexity of Traumatic Experiences V.ADDITIONAL DIMENSIONS TO TRAUMATIC EXPERIENCES: A.Worry about safety of significant others whose well-being is unknown. B.Reactivation of previous danger/fear/anxieties from prior experiences. C.Acute grief reactions to witnessing death or destruction even while threat to self continues. Pynoos, Steinberg & Aronson, 1997.

Individual efforts or ability to take protective action fail Efforts by the individual and/or others to take protective action fail, including attempts to  Prevent/avoid the trauma before it occurs,  Protect/defend oneself and/or others during the trauma,  Repair or reverse injury/damage/loss after it has been inflicted. This leads to the subjective experience of defenselessness, vulnerability, & helplessness. Other’s efforts or ability to take protective action fail A "Worst" Moment: The Convergence of External and Internal Threats (Layne, Saltzman, Pynoos) External Threat: (An objective catastrophe takes place OUTSIDE of me)  Direct threat to my life, physical safety, or physical integrity  Witnessing the death, injury, or physical violation of others  Learning of the death, injury, or physical violation of loved ones { Internal Threat: (A subjective catastrophe takes place INSIDE of me)  Catastrophic Thought Reactions  Catastrophic Emotional Reactions (including Bodily Sensations)  Behavioral Distress Reactions

WEAKENED VERSION Proximity to the Violence Lethality of the Instrument Intentionality Object of Violence Seriousness of Injury

Intervention Fantasies To Alter the Precipitating Events To interrupt The Traumatic Action To Reverse The Lethal or Injurious Consequences To Gain Safe Retaliation (Fantasies of Revenge) To Prevent Future Trauma Pynoos, Steinberg & Aronson, 1997.

National Child Traumatic Stress Network (NCTSN) WEBSITE: