Upload
noah-lee
View
214
Download
0
Tags:
Embed Size (px)
Citation preview
PRESENTERS NAME
August 26, 2014
Title of Presentation
Optional sub-title
Stuart Shanker
August 26, 2014BC First Wave:Three Years On
Psychophysiological View of Self-Regulation
How effectively and efficiently a child deals with a stressor and then recovers from the effort
•Ever time a child has a stressor the brain responds with processes that consume energy
•This is followed by restorative processes to recover from this energy expenditure
Stress Response
Adrenaline released to deal with threat:
•Raises heart rate•Raises blood pressure•Increases breathing rate•Increases hyper-vigilance•Increased sensitivity to low-frequency sounds
Energy Conservation
To deal with high energy costs a number of systems are slowed or shut down:
•Digestion•Cellular repair•Metabolism•Immune system•Hearing of the human voice•prefrontal cortical functioning
Threat Response Systems
Three core systems for responding to threat:
1. Social Engagement
2. Fight-of-Flight
3. Freeze
Experiences in the first three years critical for wiring child’s reactivity to stress.
Signs of Heightened Stress Reactivity
1. Chronic hypo- or hyperarousal
2. Hair-trigger stress response
3. Problems with attention
4. Heightened impulsivity
5. Increased sensitivity to pain (physical and emotional)
6. Problems in mood, emotion regulation, or negative bias
7. Reduced ability to read affect cues
8. Reduced ability to hear human voice
9. Blunted reward system
10. Increased immune system problems
Low Energy/High
Tension
Fear, anxiety, anger
Worry, fixation,
distortion
Social anxiety,
interpersonal problems
Low Energy/High
Tension
Fear, anxiety, anger
Worry, fixation,
distortion
Social anxiety,
interpersonal problems
Arousal Cycle
• Nodes become interlocked• Mutually reinforcing• If cycle isn’t broken spins into
flooded• Cycle can be triggered at any
node• Different children respond to
breaking the cycle at different nodes
• Physiological arousal must be reduced in order to break the cycle
Five Steps to Self-Regulation
1.Read the signs of excessive stress
2.Identify the stressors3.Reduce the stressors4.Help child or youth learn
what it feels like to be calm versus hyper
5.Help child or youth develop strategies to return to calm