Upload
caren-hutchinson
View
215
Download
0
Tags:
Embed Size (px)
Citation preview
1
Love-based Strategies for
Fear, Stress and Trauma
Aletha McArthur, OCTBehaviour/Special Education SpecialistFounder of New Growth Family Centre Inc.211 Birmingham St. West,Mount Forest, ONN0G 2L1 (519)509-6432
Presented by
33
Critical areas of the brain for love and attachment
Orbitofrontal Cortex
Pituitary Gland
Amygdala
Hippocampus
Adrenal Glands Spinal Cord
Neural Circuitry
(Fight, Flight, or Freeze)
(Lower Limbic/Reptilian)
(Short-term Memory)
(Social/Emotional Control Center)
Brain Stem
Hypothalamus(Oxytocin Response)
www.childtraumaacademy.org. Bruce Perry M.D.
Small brain
Big brain
Stop Start control
Learn more at
5
3 Pathways of Emotional Expression
Attitudes
Feelings
Behaviors
Anger Depression
Trauma
Triangle
©2009 B. Bryan Post
66
The 4 Levels of Memory
• Cognitive is mental memory eg. multiplication tables.
• Emotional is, of course, emotional memory.
eg. happy, pleasurable plus painful, traumatic events.
• Motor is physical eg. riding a bike.
• State is deep down and unconscious where the trauma settles in and remains for life.
77
State Level of Memory• Your earliest
memory to develop• Associated with your
personality traits• Where you store
your personality• Highly unconscious• Typically your
childhood
Cognitive
Emotional
Motor
State
State
Trauma is Buried at the State Level, which directs all other responses!
8
Vocabulary ListStressed OutAttachmentTraumaRegulationDysregulationRelationshipEnvironmentTriggersResponseReactionFeedback Loops
99
Traumatic Events Common with Regulatory Difficulties
• Abuse• Neglect• Adoption and
Foster Care• Frequent Moves• Chronic Pain• Emotional Absence• Parental Depression• Needs Left Unmet
10
Conditions and DisordersADD Attention Deficit Disorder
ADHD Attention Deficit Disorder with hyperactivityODD Oppositional Defiance DisorderOCD Obsessive Compulsive Disorder Anxiety Disorder Depression Trauma History Reactive Attachment DisorderFASD Fetal Alcohol Spectrum Disorder
11
Autism Spectrum Disorder Asperger’s Syndrome Language Delays Conduct Disorder Bi-Polar Disorder Learning Disabilities
Pills Don’t Teach Skills! Medications may be helpful to open the door for therapeutic treatment to take place.
13
Freeze
Flight
Fight
Worries, avoids,tenses up and quivers.
Contains the fear until triggered then bolts and runs.
Roars and rises up and fights the world.
14
Signs of Stress & Fear Behaviour•No eye contact, looking sideways•Non-stop talking•Biting, picking, scratching•Constantly moving, agitated•Joking, put downs , sarcasm•Curling up & hiding under things•Clinging, hugging, hovering•Hide & seek behaviour•In your face behaviour •Challenging, disagreeing & knowing all
15
Stress Triggers*new adults *new kids*new environment *new information*size of group *too much excitement*too quiet *too much noise *too crowded *seating arrangement*too far apart in gym or auditorium*sensory overload *time pressureLack of food and water affects all thinking and
amplifies the triggers
16
*Media Images*Fads & Fashions*Social Groups*School Climate*Electronics/Screens *Distractions
All teach, influence and set new & different & opposing standards for use outside of home. Adults are often unaware .
Parents need to get smart!
17
Parents are often unaware of “accepted” language, dress, gestures, code words, “new” meanings in the youth culture.
Know the Lingo…..there are generation gaps so don’t be afraid to ask. Be prepared to be shocked!
All this is tried out, acted out, experimented with outside the home to see how it works. This is not trauma but learned behaviours from a variety of sources. They try it on for size…….especially the extreme needs kids.
18
Behavior
Emotions
Stress
Love Fear
It is through the expression, processing, and understanding of the Fear that we calm the stress and diminish the behavior.
Triggering Sensory Event
www.postinstitute.com
19
In the State of Stress (fear) we lose the connection to cognitive thinking. Thinking processes become confused and distorted and short-term memory is suppressed.
20
Stress happens. It’s the responsethat counts. Regulation allows thinking
to take place. The adult response brings regulation to the child.What is your response to stress?Demonstration
What are your triggers?Identifying these allows you to accept and understand the stress in the child and respond not react out of your own stress.
Your regulated state brings regulation and calm to the child. This is a positive feedback loop. It works in reverse to cause a negative feedback loop.
22
Prevention is better than Intervention
Prior knowledge is necessary.Pre-planning is necessary.Self-regulation is necessary.Team members/partners are necessary.
2424
Techniques for addressing challenging behaviors in attachment challenged children
“Any therapy or technique that is confrontational, aggressive, threatening blaming or fear based will
ultimately not be effective for creating healing environments for attachment challenged Children.”
Bryan Post
25
What was your parenting “blueprint” in your childhood?Whatever it was, we all refer to it under stress. Many ineffective, fear-based, trauma inducing tactics are still in use in homes, in schools and in other childcare environments.
Parenting “blueprints” can be changed and adjusted and even erased.
26
3 responses by unknowing adults* Ignore and condone* Pounce and make a point* Talk about it and quit* Threaten with punishment* Yell* Spank, slap* Withhold* Belittle and humiliate
27
1) Prepare for the worst and expect the best.
2) Get rid of fear tactics but keep the firmness.
3) Use love-based principles but set boundaries for safety and security.
4) Keep things safe by providing structure in the environment and safety in the relationship.
5) Remember that skills are learned in developmental stages.
Strategies that work
28
6) Talk less, communicate more.
7)Be attentive and available vs.jumping into problems.
8) Solve problems rather than impose penalties and punishments.
9) Encourage more often….. the good and even the getting better things.
10)Listen to the whole story.
29
My Favourite Principles that really work!
1)Savour the Flavor—Enjoy the moment
2)What’s Up Talk?—Check in and catch up with everyone
3)Are you Okay?---When stress behaviour is visible
4)There’s a Problem to Solve—It’s a good thing!
30
5) Come with me NOT go /Time in NOT time out---private time to calm, process, solve the problem when it’s small.
6) Be calm, confident and available to handle any situation.
7) It’s OK. You’re safe with me. Yes, it’s OK to touch. They need healthy relationship. It’s crucial to the healing.
31
8) Talk less communicate more ------- Pre-plan cues, signals and encouragements.
9) Catch them trying. Notice them improving. Give them encouragement signals.
10) Teach them how to regulate themselves early in life.
34
Survey for AttendeesReason for attending_______________________________ ________________________________ Parent Community Group Leader Professional Foster Parent Grandparent Other
Biggest Question _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
E-mail__________________________________
Phone_________________________________