Touchpoints of Infant Toddler Preschool Development Foundations for Strong COlmmunities PART II
Joshua Sparrow MD Harvard Medical S(~hool Childrens Hospital~ Boston wwwtouchpointsorg joshuasparrow childrensharvardedu
Children Learn through Relationships Processes that require relationships
bull Attachment
bull Self Regulation
bull Mutual Regulation
bull Social ReferencingCommunication
bull Shared Subjectivity
Processes thlat require emotional availability
of child parent teacher
Touchpoints Relational Model of Development
Learnng and Growing in Relationships
bull Attachment
bull State regulation
bull Mutual regullation
bull Social referE~ncingCommunication
bull Shared subjectivity (understanding each other)
bull Self-esteem
Key elements
bull Developmental
bull Preventiive
bull Relationlal
bull Strengthsshybased empowermentl self-advocacy
L ___ _ ____________________ ~~~__________J_____________________I L__
bull Systems-theory
bull Culturally informed
bull Reflective practice
bull Evidence-based
n~G)_ raquo
I w IO -- I 0)3 0 m
-c J ~ -c n CD lt ~ CD T - -cbull I (Q 3 -- c -shy o CDD1 n ~ T __ JC) I
How do louchpoints Principles and Assumptions Help with Gatekeeping
bull An attitudinal framework to support the paradigm shift
bull A set of mantras to turn to in times of uncertainty conflict and challenge
_~__~______ - __~ _ _ ____ L L - - ___bull___bullbullbull__ 1 L~
Not just information Touchpoints Strategies for Learning in relationships
~Use the chilltjs behavior as your language to make your r~9lationship with the family shared observation and discovery
bull Meaning malking meaning of attachment behaviors to parents
bull Recognize vvhat you bring to the interaction
-u I
0Q) (J)CD C I U Q) -c
0 -s
Q) CJ) I
CD lt
r 0 0 =
I 0 0 -c -c 0 - C J
bull I bull
CD CJ)
enr-+CD J CC--lr-+o shy-en C
I C) CJJ 0)-0en 0CD - shyo~oCJl =-=-0J -shy-- J () ()0) __ --0 en-r-+CD bull bull 0)r-+CD
CC lt
shy-
i
_1 __ __ _ _ __ _~_________ ___J _ ____ bullL ___ _
Touch oSelected I-d
Smiddot
Artist Juli age 6Parent Assumptions Cit
bull The parent (extended family community) is the expert on hishertheir child
bull All parents (extended family community) want to do well by their child
bull Parenting is a process built on trial and error
bull bull
C1 Iru I CD
p
Q)-CJ Q) C1 c rC1CD bull
Q) I
lt CD I J0 I
Threats to )~ttachment bull Physical separation bull Threats to survival (baby parent other family
members) - including inadequate resources
bull Parental challenges eg postpartum depression PTSD
bull Child challenges eg small fc)r gestational dates
autism spectrum disorders poor hE~althmalnutrition impairing attachnnent behaviors
Key elements
bull Developmental bull Systems-theory bull Preventiive bull Culturall~ bull Relationlal informed
bull Strengthsshy bull Reflective based practice (em~owermentl bull Evidence-based self-advocac~l
--I T CD Q) ICD J CD 0shy
~ --I TT CDCD J -u
CD(J) shyC --1
lt CJ)
0lt - I 1
Q)
raquo-CJ) II
Q) 0 T 3 CD J I
0 CD Q) I
T
lt ~
I shyT 0 C I
~ CD CD
-C-shyJ co
shy
Attachment bull Who have you been attached to
bull What are yo~ur attachment behaviors with these people
bull Who is atta~~hed to you
bull What are th1eir attachment behaviors with you
Attachrnent and Temperament Goodness of Fit
bull Think abolut your temperament Think about the other persons temperament
bull What asp1ects of your temperament support y()ur attachment What aspects of your tem~~erament challenge it
__cl ________ ~___________c_L__ ~~c- bullbull___ l _JL __~_
Attachment
bull Think of all the children in your care one at a time
bull Who did you think of first Second Third bull Next to last Last
bull Describe wlhat the first three children you thought of ~lo to endear themselves to you
bull Describe wlhat the last three children do that makes thenn less endearing
bull Which of these attributes are ones you can help with IHow
a (J) en CD J lt -- CD Jl J
~lt a CJ c 1
a en
aCDC)en J Ol J~-C -- OlJI )1 CJa shyen~c
- Ol c c c c CD CD
r i
~
L
TOUCHpIOINTS A RELATIONAL MODEL OF DEVELOPMENT shy
Growing and learning in relationships
bull Attachment
bull State regulation
bull Mutual regulation
bull Social referE~ncing
bull Shared subjectivity (understanding each other)
bull Self-esteem
States - estados de consciencia
bull Deep sleE~p - sueno profundo
bull Light sleep - sueno ligero bull Drowsine~ss - somnoliento bull Alert - allerta bull Fussy - incomodo
bull Crying - lIanto
(de la escala Brazelton y Prechtl)
State Regulation regulacion de los estc3dos de consciencia
bull Cada estaldo de consciencia tiene sus costos y sus ben~eficios que deben ser equilibrados
bull Diferentes~ estados de consciencia permiten un equilibrio entre las necesidades del nino y las demarldas del medio ambiente
bull Estado de alerta Ie permite al nino comunicarse con las personas que 10 cuidan mientras (~ue los estados de sueno 10 protegen (~ontra la sobre estimulaciorl
__-__shy
State Regulation
bull Each state c)f consciousness has costs and benefits to be balanced
bull States of cOlnsciousness allow for different balances between the infants needs and the environments demands
bull Alert states ~allow the infant to commlunicate with caretakers while sleep states protect against over-stimulation
en -I raquo-I m c m C) c rshyraquo --I o z
--
raquo-CD + en Q)-+
b CD en bull bull
llCD 0 03 CD enco C Q)- Q) CD
0 0 J CD
co C-Q)
o J
() Q) -c Q)
Q en r-+- r-+shylt Q) r-+-r-+shyo CD 00 CD CD
CCCC _ c ~Q)CD ~ -s 0 -UJ -s o r-+shyCD CIJ r-+shy
--
--
(I) n AJ3 D) (I) o-ccc
os
D)n iIIIII -- Dr0 n
D) D) - shy-cO D) -c s Q1D)o __ (I) -D)
~-c 0__ en =0 II
lt (I) en en os-~ D)= (I)
3 o o s en
0 I en
- shy
III III
lor I tat t tenci
Infants Selnses
bull are affected by her state
bull especially receptive to human in~)ut
bull even more receptive to mothers input
bull lead to e)(periences even before birth which cain be remembered and rE3ferred to later
bull bull -- --
--
I
r CD -shy3 0 W
bull
3
I
0 CD J
co Ol
co CD J
Z CD ~ cshy0 J
J OCD o CD CD 1 Ol CshyOl W J omiddot ru I ---cJ I
c-wCDCD r r -- CD OlOco lt ~ c o Ol I
o -shy
J
State Regulation and Sensory Functioning
bull Sensory slensitivity bull Sensory p~rocessing bull Sensory tl1resholds bull Multimodcll sensory processing bull Supramoejal sensorimotor functions bull Habituatictn - neural filtering bull Soothing self-soothing
Copyright 2009 by Joshua Sparrow All Rights Reserved
bull bull
~ T 0 T - ~I)
-c CJ)
C CJ)
CJ)
0 0 I
T CD-v
CD Q) I
bull 0
~ CJ) T
bull -c CJ)
()CD Q)cc c CD
ccQ) bull I ~
~
0 bull
CDJ CJ)
0 I J CDCD CDJ ccc
Q) CJ)
cc IQ)CD I
bull CD J
-u Q) CD J I
en Q) J c 0 IT CD
Meaning of childs behavior to parents and other caregivers
bull Observation bull Shared [)iscovery bull Co-construction of meaning Pre-requisites bull Emotional availability - in order to
observe bull Relationship - in order to share
observations construct meaning
--____ __j _____~_ Jgt _______ __________-1_____ l_J~middot_ __
Supports for Parents and Other Caregivers State Regulation
bull Social c~onnectedness bull Sense of competence efficacy
confidence
bull Experiences of empowerment
bull Caregiving that brings moments of pleasure and joy
bull Enduring hope
State Regulation
bull Think of tile last time you were in a fussy state What triggered the fussing
bull Made it worse Better bull What were you thinking while fussy bull New thoughts as you started feeling less
fussy bull In what ways did the quality of your
thinking change as you started fe~3ling less fussy
bull__________ J-__----_
State Regulation bull Think of a chil~d and what he or she did while in a
fussy state bull How could YOlJ tell - what did you observe- that the
child was in a fussy state bull What triggere(j the fussing bull Did anything nnake it worse Better bull Does the childl know what made it worse Better bull What do you think the child was thinking while feeling
fussy bull How did the Cllilds thoughts change as he or she
started feeling less fussy bull How did the q1uality of thinking change as he or she
felt less fussy
bull 1______ ______ ____~ --~-
All Behavior is State Dependent for ~-Iumans of All Ages
bull Behavior ~dependent on cognition is altered by
bull states of consciousness (eg drowsy alert) and by
bull emotional states (eg anxious angry serene slJspicious open etc)
bull Neurobiological correlates activity of areas of l~rain responsible for arousal emotion c3nd cognition are wired together and can support or overwhelm each other
____-1 _________ bull __ ____~
BUILDINGi BLOCKS of EMOTIONAL [)EVELOPMENT
LEARNIIlG IN RELATIONSHIPSmiddot
bull Attachment
bull State regulation
bull Mutual regulation
bull Social referencing
bull Shared subjectivity (understanding each other)
bull Self-esteem
~~ __ ~~~___ __~ __~~~~~~___~~~___~__~ ____J~~_~_____~
Emotional availability - to learn from ITlistakes
Cross-cultural variations in mutual regulation
Variaciones trc3nsculturales en regulacion mutua
Demandas del media ambiente y regulacion mutuc
Environmental Demands and Mutual Regulation
Mutual Regulation throughout the lifespan
bull In all of OLlr actions everyday with family friends cc)lIeagues and clients
bull Shaped by our states - of consciousness and emotion
bull Shaped by our cultures and cultural differences
Mutual regulation is how way get and feel conrlected
_____________________ ____ _________J __L _________ L-___L _____
Connections staying in touch bull Resnick et al laquo Protecting Adolescents From Harm shy
findings from the National Adolescent Longitudinal Health Study raquo JAMJ~ Sept 10 97-Vol 278 No 10) - 93000 adolescents in NC Minn
bull Parent-ch i Id closeness assessed laquo Most of 1the time your parent is warm
and lovillg to you raquo laquo You are satisfied with the way your
parent alnd you communicate with each othler raquo
laquo Overall you are satisfied with your relationship with your parent raquo
bull ____1____ bullbullbull bullbull_L_ bullbull _
Connections
Crucial metlsure of childs closeness to parent
bull 5 out of 7 meals as a family in past week
Connections Importance oif Parental Involvement
Smoking 42~o of 15 - 16 yo who dont feel close to parents smoke 26 smoke who do 34 who dc)nt eat dinner regularly with parents smc)ke 25 smoke who do
Drinking 2 x higher prevalence in 15 - 16 yo who dont f_~el close or do not have meals together as compared with those who do
________________________________________________
----
____________~ 1 ___bull ________________________L _____
Connections bull Drug us~ 50 of 15- 16 yo who
arent close to parents used MJ as opposed to 24 of those who are
bull Violenc_~ 40 involved in serious fights who arent close to parents 30 wh~o are
bull Suicide thoughts 3x more likely in teens wlho arent close attempts 2x more likely
bull
Reconocimiento de la expresion facial y referencia social
Facial Expression Recognition and Social Referencing
What you trying to tell me
--
--
--
3 I Q) I
o J Q) J 0
0 eo J I
--I () Q) bull I
o -shy
J
--
0 CD Q)-~
-c 0-Q)
lt-shyJ cc
en lt 3 tT 0-n -c-Q)
lt
bull bull
----
en CD
I I I
CD (1) I
CD CD 3
c c I
3 lt(J) CD
I Ishy
Shared subjectivity
bull Putting tog~9ther attachment state regulation self regulation mutual regulation and social referencing creates the possibility for the process in which two people meet experience connection~ work to make meaning together toward mutual understanding
bull This also rE~quires what is sometimes called laquo theory of mind raquo
bull This is the foundation for empathy cornpassion nonviolent ~cooperation on a peaceful ~)Ianet
Copyright 2009 by Joshua Sparrow All Rights Reserved
Key elements
bull Developmental bull Systems-theory bull Preventive bull Culturally bull Relational informed
bull Strengthsshy bull Reflective -based ~ractice
(empow~ermentl bull Evidence-based self-advocacy
Para enarmorarse de un nino los padres necesitan
bull Un sentido de competencia(somos expertos pero los paldres tambien)
bull Hacerlos sfsntir que tienen el poder para obtener 10 Imejor para sus ninos
bull Comunidaej y conexiones - una red de relaciones
bull Conexion con el pasado e identidad cultural bull Esperanza para el futuro- la capacidad para
proyectars43 a si mismo al nino y la familia con esperalnza para un futuro mejolr
To ffall in love with a child parents need emotional availability
bull A sense of competence (we are experts but parents are too
bull EmpowermE~nt bull Connectionst - a web of relationships to
community to cultural identity bull Hope - the capacity to envision ones self child
family with hope
WE CAN USE OUR RELATIONSHIPS WITH PARENTS 1-0 SUPPORT
THEIR RELATIONSHIPS WITH THEIR CHILDREN
Enhancing Parent Potential
bull Parental sene of competence efficacy self-agency iinternalized locus of control
bull Parental conl1ectedness to family friends social supports community
bull Parental opp~Drtunities for self-determination and empowerment
bull Hope
_ _____________~____J _ _____ bull1__
What parents need to be the kind of parents they want to be
for their children bull To perceife themselves as competent
bull To feel enlpowered to make a difference in their childrens lives
bull To feel connected to a web of supportive relationshiips - the village
bull To feel connected to their pasts to be emotionailly available in the present and to dare to hope for their childrens future
Nuestro papel en el desarrollo integral del nino
apoyar a toda la familia
bull Mas alia de ser expertos debemc)s estar emocionalmente presentes con los padres para apoyar la disponibilidad emocional de los padres en el desarrollo emocional de sus ninos
Reflective Practice Not enough 1time or Using the tinle we have differently
taking car~ of ourselves to take care of others
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
Children Learn through Relationships Processes that require relationships
bull Attachment
bull Self Regulation
bull Mutual Regulation
bull Social ReferencingCommunication
bull Shared Subjectivity
Processes thlat require emotional availability
of child parent teacher
Touchpoints Relational Model of Development
Learnng and Growing in Relationships
bull Attachment
bull State regulation
bull Mutual regullation
bull Social referE~ncingCommunication
bull Shared subjectivity (understanding each other)
bull Self-esteem
Key elements
bull Developmental
bull Preventiive
bull Relationlal
bull Strengthsshybased empowermentl self-advocacy
L ___ _ ____________________ ~~~__________J_____________________I L__
bull Systems-theory
bull Culturally informed
bull Reflective practice
bull Evidence-based
n~G)_ raquo
I w IO -- I 0)3 0 m
-c J ~ -c n CD lt ~ CD T - -cbull I (Q 3 -- c -shy o CDD1 n ~ T __ JC) I
How do louchpoints Principles and Assumptions Help with Gatekeeping
bull An attitudinal framework to support the paradigm shift
bull A set of mantras to turn to in times of uncertainty conflict and challenge
_~__~______ - __~ _ _ ____ L L - - ___bull___bullbullbull__ 1 L~
Not just information Touchpoints Strategies for Learning in relationships
~Use the chilltjs behavior as your language to make your r~9lationship with the family shared observation and discovery
bull Meaning malking meaning of attachment behaviors to parents
bull Recognize vvhat you bring to the interaction
-u I
0Q) (J)CD C I U Q) -c
0 -s
Q) CJ) I
CD lt
r 0 0 =
I 0 0 -c -c 0 - C J
bull I bull
CD CJ)
enr-+CD J CC--lr-+o shy-en C
I C) CJJ 0)-0en 0CD - shyo~oCJl =-=-0J -shy-- J () ()0) __ --0 en-r-+CD bull bull 0)r-+CD
CC lt
shy-
i
_1 __ __ _ _ __ _~_________ ___J _ ____ bullL ___ _
Touch oSelected I-d
Smiddot
Artist Juli age 6Parent Assumptions Cit
bull The parent (extended family community) is the expert on hishertheir child
bull All parents (extended family community) want to do well by their child
bull Parenting is a process built on trial and error
bull bull
C1 Iru I CD
p
Q)-CJ Q) C1 c rC1CD bull
Q) I
lt CD I J0 I
Threats to )~ttachment bull Physical separation bull Threats to survival (baby parent other family
members) - including inadequate resources
bull Parental challenges eg postpartum depression PTSD
bull Child challenges eg small fc)r gestational dates
autism spectrum disorders poor hE~althmalnutrition impairing attachnnent behaviors
Key elements
bull Developmental bull Systems-theory bull Preventiive bull Culturall~ bull Relationlal informed
bull Strengthsshy bull Reflective based practice (em~owermentl bull Evidence-based self-advocac~l
--I T CD Q) ICD J CD 0shy
~ --I TT CDCD J -u
CD(J) shyC --1
lt CJ)
0lt - I 1
Q)
raquo-CJ) II
Q) 0 T 3 CD J I
0 CD Q) I
T
lt ~
I shyT 0 C I
~ CD CD
-C-shyJ co
shy
Attachment bull Who have you been attached to
bull What are yo~ur attachment behaviors with these people
bull Who is atta~~hed to you
bull What are th1eir attachment behaviors with you
Attachrnent and Temperament Goodness of Fit
bull Think abolut your temperament Think about the other persons temperament
bull What asp1ects of your temperament support y()ur attachment What aspects of your tem~~erament challenge it
__cl ________ ~___________c_L__ ~~c- bullbull___ l _JL __~_
Attachment
bull Think of all the children in your care one at a time
bull Who did you think of first Second Third bull Next to last Last
bull Describe wlhat the first three children you thought of ~lo to endear themselves to you
bull Describe wlhat the last three children do that makes thenn less endearing
bull Which of these attributes are ones you can help with IHow
a (J) en CD J lt -- CD Jl J
~lt a CJ c 1
a en
aCDC)en J Ol J~-C -- OlJI )1 CJa shyen~c
- Ol c c c c CD CD
r i
~
L
TOUCHpIOINTS A RELATIONAL MODEL OF DEVELOPMENT shy
Growing and learning in relationships
bull Attachment
bull State regulation
bull Mutual regulation
bull Social referE~ncing
bull Shared subjectivity (understanding each other)
bull Self-esteem
States - estados de consciencia
bull Deep sleE~p - sueno profundo
bull Light sleep - sueno ligero bull Drowsine~ss - somnoliento bull Alert - allerta bull Fussy - incomodo
bull Crying - lIanto
(de la escala Brazelton y Prechtl)
State Regulation regulacion de los estc3dos de consciencia
bull Cada estaldo de consciencia tiene sus costos y sus ben~eficios que deben ser equilibrados
bull Diferentes~ estados de consciencia permiten un equilibrio entre las necesidades del nino y las demarldas del medio ambiente
bull Estado de alerta Ie permite al nino comunicarse con las personas que 10 cuidan mientras (~ue los estados de sueno 10 protegen (~ontra la sobre estimulaciorl
__-__shy
State Regulation
bull Each state c)f consciousness has costs and benefits to be balanced
bull States of cOlnsciousness allow for different balances between the infants needs and the environments demands
bull Alert states ~allow the infant to commlunicate with caretakers while sleep states protect against over-stimulation
en -I raquo-I m c m C) c rshyraquo --I o z
--
raquo-CD + en Q)-+
b CD en bull bull
llCD 0 03 CD enco C Q)- Q) CD
0 0 J CD
co C-Q)
o J
() Q) -c Q)
Q en r-+- r-+shylt Q) r-+-r-+shyo CD 00 CD CD
CCCC _ c ~Q)CD ~ -s 0 -UJ -s o r-+shyCD CIJ r-+shy
--
--
(I) n AJ3 D) (I) o-ccc
os
D)n iIIIII -- Dr0 n
D) D) - shy-cO D) -c s Q1D)o __ (I) -D)
~-c 0__ en =0 II
lt (I) en en os-~ D)= (I)
3 o o s en
0 I en
- shy
III III
lor I tat t tenci
Infants Selnses
bull are affected by her state
bull especially receptive to human in~)ut
bull even more receptive to mothers input
bull lead to e)(periences even before birth which cain be remembered and rE3ferred to later
bull bull -- --
--
I
r CD -shy3 0 W
bull
3
I
0 CD J
co Ol
co CD J
Z CD ~ cshy0 J
J OCD o CD CD 1 Ol CshyOl W J omiddot ru I ---cJ I
c-wCDCD r r -- CD OlOco lt ~ c o Ol I
o -shy
J
State Regulation and Sensory Functioning
bull Sensory slensitivity bull Sensory p~rocessing bull Sensory tl1resholds bull Multimodcll sensory processing bull Supramoejal sensorimotor functions bull Habituatictn - neural filtering bull Soothing self-soothing
Copyright 2009 by Joshua Sparrow All Rights Reserved
bull bull
~ T 0 T - ~I)
-c CJ)
C CJ)
CJ)
0 0 I
T CD-v
CD Q) I
bull 0
~ CJ) T
bull -c CJ)
()CD Q)cc c CD
ccQ) bull I ~
~
0 bull
CDJ CJ)
0 I J CDCD CDJ ccc
Q) CJ)
cc IQ)CD I
bull CD J
-u Q) CD J I
en Q) J c 0 IT CD
Meaning of childs behavior to parents and other caregivers
bull Observation bull Shared [)iscovery bull Co-construction of meaning Pre-requisites bull Emotional availability - in order to
observe bull Relationship - in order to share
observations construct meaning
--____ __j _____~_ Jgt _______ __________-1_____ l_J~middot_ __
Supports for Parents and Other Caregivers State Regulation
bull Social c~onnectedness bull Sense of competence efficacy
confidence
bull Experiences of empowerment
bull Caregiving that brings moments of pleasure and joy
bull Enduring hope
State Regulation
bull Think of tile last time you were in a fussy state What triggered the fussing
bull Made it worse Better bull What were you thinking while fussy bull New thoughts as you started feeling less
fussy bull In what ways did the quality of your
thinking change as you started fe~3ling less fussy
bull__________ J-__----_
State Regulation bull Think of a chil~d and what he or she did while in a
fussy state bull How could YOlJ tell - what did you observe- that the
child was in a fussy state bull What triggere(j the fussing bull Did anything nnake it worse Better bull Does the childl know what made it worse Better bull What do you think the child was thinking while feeling
fussy bull How did the Cllilds thoughts change as he or she
started feeling less fussy bull How did the q1uality of thinking change as he or she
felt less fussy
bull 1______ ______ ____~ --~-
All Behavior is State Dependent for ~-Iumans of All Ages
bull Behavior ~dependent on cognition is altered by
bull states of consciousness (eg drowsy alert) and by
bull emotional states (eg anxious angry serene slJspicious open etc)
bull Neurobiological correlates activity of areas of l~rain responsible for arousal emotion c3nd cognition are wired together and can support or overwhelm each other
____-1 _________ bull __ ____~
BUILDINGi BLOCKS of EMOTIONAL [)EVELOPMENT
LEARNIIlG IN RELATIONSHIPSmiddot
bull Attachment
bull State regulation
bull Mutual regulation
bull Social referencing
bull Shared subjectivity (understanding each other)
bull Self-esteem
~~ __ ~~~___ __~ __~~~~~~___~~~___~__~ ____J~~_~_____~
Emotional availability - to learn from ITlistakes
Cross-cultural variations in mutual regulation
Variaciones trc3nsculturales en regulacion mutua
Demandas del media ambiente y regulacion mutuc
Environmental Demands and Mutual Regulation
Mutual Regulation throughout the lifespan
bull In all of OLlr actions everyday with family friends cc)lIeagues and clients
bull Shaped by our states - of consciousness and emotion
bull Shaped by our cultures and cultural differences
Mutual regulation is how way get and feel conrlected
_____________________ ____ _________J __L _________ L-___L _____
Connections staying in touch bull Resnick et al laquo Protecting Adolescents From Harm shy
findings from the National Adolescent Longitudinal Health Study raquo JAMJ~ Sept 10 97-Vol 278 No 10) - 93000 adolescents in NC Minn
bull Parent-ch i Id closeness assessed laquo Most of 1the time your parent is warm
and lovillg to you raquo laquo You are satisfied with the way your
parent alnd you communicate with each othler raquo
laquo Overall you are satisfied with your relationship with your parent raquo
bull ____1____ bullbullbull bullbull_L_ bullbull _
Connections
Crucial metlsure of childs closeness to parent
bull 5 out of 7 meals as a family in past week
Connections Importance oif Parental Involvement
Smoking 42~o of 15 - 16 yo who dont feel close to parents smoke 26 smoke who do 34 who dc)nt eat dinner regularly with parents smc)ke 25 smoke who do
Drinking 2 x higher prevalence in 15 - 16 yo who dont f_~el close or do not have meals together as compared with those who do
________________________________________________
----
____________~ 1 ___bull ________________________L _____
Connections bull Drug us~ 50 of 15- 16 yo who
arent close to parents used MJ as opposed to 24 of those who are
bull Violenc_~ 40 involved in serious fights who arent close to parents 30 wh~o are
bull Suicide thoughts 3x more likely in teens wlho arent close attempts 2x more likely
bull
Reconocimiento de la expresion facial y referencia social
Facial Expression Recognition and Social Referencing
What you trying to tell me
--
--
--
3 I Q) I
o J Q) J 0
0 eo J I
--I () Q) bull I
o -shy
J
--
0 CD Q)-~
-c 0-Q)
lt-shyJ cc
en lt 3 tT 0-n -c-Q)
lt
bull bull
----
en CD
I I I
CD (1) I
CD CD 3
c c I
3 lt(J) CD
I Ishy
Shared subjectivity
bull Putting tog~9ther attachment state regulation self regulation mutual regulation and social referencing creates the possibility for the process in which two people meet experience connection~ work to make meaning together toward mutual understanding
bull This also rE~quires what is sometimes called laquo theory of mind raquo
bull This is the foundation for empathy cornpassion nonviolent ~cooperation on a peaceful ~)Ianet
Copyright 2009 by Joshua Sparrow All Rights Reserved
Key elements
bull Developmental bull Systems-theory bull Preventive bull Culturally bull Relational informed
bull Strengthsshy bull Reflective -based ~ractice
(empow~ermentl bull Evidence-based self-advocacy
Para enarmorarse de un nino los padres necesitan
bull Un sentido de competencia(somos expertos pero los paldres tambien)
bull Hacerlos sfsntir que tienen el poder para obtener 10 Imejor para sus ninos
bull Comunidaej y conexiones - una red de relaciones
bull Conexion con el pasado e identidad cultural bull Esperanza para el futuro- la capacidad para
proyectars43 a si mismo al nino y la familia con esperalnza para un futuro mejolr
To ffall in love with a child parents need emotional availability
bull A sense of competence (we are experts but parents are too
bull EmpowermE~nt bull Connectionst - a web of relationships to
community to cultural identity bull Hope - the capacity to envision ones self child
family with hope
WE CAN USE OUR RELATIONSHIPS WITH PARENTS 1-0 SUPPORT
THEIR RELATIONSHIPS WITH THEIR CHILDREN
Enhancing Parent Potential
bull Parental sene of competence efficacy self-agency iinternalized locus of control
bull Parental conl1ectedness to family friends social supports community
bull Parental opp~Drtunities for self-determination and empowerment
bull Hope
_ _____________~____J _ _____ bull1__
What parents need to be the kind of parents they want to be
for their children bull To perceife themselves as competent
bull To feel enlpowered to make a difference in their childrens lives
bull To feel connected to a web of supportive relationshiips - the village
bull To feel connected to their pasts to be emotionailly available in the present and to dare to hope for their childrens future
Nuestro papel en el desarrollo integral del nino
apoyar a toda la familia
bull Mas alia de ser expertos debemc)s estar emocionalmente presentes con los padres para apoyar la disponibilidad emocional de los padres en el desarrollo emocional de sus ninos
Reflective Practice Not enough 1time or Using the tinle we have differently
taking car~ of ourselves to take care of others
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
Touchpoints Relational Model of Development
Learnng and Growing in Relationships
bull Attachment
bull State regulation
bull Mutual regullation
bull Social referE~ncingCommunication
bull Shared subjectivity (understanding each other)
bull Self-esteem
Key elements
bull Developmental
bull Preventiive
bull Relationlal
bull Strengthsshybased empowermentl self-advocacy
L ___ _ ____________________ ~~~__________J_____________________I L__
bull Systems-theory
bull Culturally informed
bull Reflective practice
bull Evidence-based
n~G)_ raquo
I w IO -- I 0)3 0 m
-c J ~ -c n CD lt ~ CD T - -cbull I (Q 3 -- c -shy o CDD1 n ~ T __ JC) I
How do louchpoints Principles and Assumptions Help with Gatekeeping
bull An attitudinal framework to support the paradigm shift
bull A set of mantras to turn to in times of uncertainty conflict and challenge
_~__~______ - __~ _ _ ____ L L - - ___bull___bullbullbull__ 1 L~
Not just information Touchpoints Strategies for Learning in relationships
~Use the chilltjs behavior as your language to make your r~9lationship with the family shared observation and discovery
bull Meaning malking meaning of attachment behaviors to parents
bull Recognize vvhat you bring to the interaction
-u I
0Q) (J)CD C I U Q) -c
0 -s
Q) CJ) I
CD lt
r 0 0 =
I 0 0 -c -c 0 - C J
bull I bull
CD CJ)
enr-+CD J CC--lr-+o shy-en C
I C) CJJ 0)-0en 0CD - shyo~oCJl =-=-0J -shy-- J () ()0) __ --0 en-r-+CD bull bull 0)r-+CD
CC lt
shy-
i
_1 __ __ _ _ __ _~_________ ___J _ ____ bullL ___ _
Touch oSelected I-d
Smiddot
Artist Juli age 6Parent Assumptions Cit
bull The parent (extended family community) is the expert on hishertheir child
bull All parents (extended family community) want to do well by their child
bull Parenting is a process built on trial and error
bull bull
C1 Iru I CD
p
Q)-CJ Q) C1 c rC1CD bull
Q) I
lt CD I J0 I
Threats to )~ttachment bull Physical separation bull Threats to survival (baby parent other family
members) - including inadequate resources
bull Parental challenges eg postpartum depression PTSD
bull Child challenges eg small fc)r gestational dates
autism spectrum disorders poor hE~althmalnutrition impairing attachnnent behaviors
Key elements
bull Developmental bull Systems-theory bull Preventiive bull Culturall~ bull Relationlal informed
bull Strengthsshy bull Reflective based practice (em~owermentl bull Evidence-based self-advocac~l
--I T CD Q) ICD J CD 0shy
~ --I TT CDCD J -u
CD(J) shyC --1
lt CJ)
0lt - I 1
Q)
raquo-CJ) II
Q) 0 T 3 CD J I
0 CD Q) I
T
lt ~
I shyT 0 C I
~ CD CD
-C-shyJ co
shy
Attachment bull Who have you been attached to
bull What are yo~ur attachment behaviors with these people
bull Who is atta~~hed to you
bull What are th1eir attachment behaviors with you
Attachrnent and Temperament Goodness of Fit
bull Think abolut your temperament Think about the other persons temperament
bull What asp1ects of your temperament support y()ur attachment What aspects of your tem~~erament challenge it
__cl ________ ~___________c_L__ ~~c- bullbull___ l _JL __~_
Attachment
bull Think of all the children in your care one at a time
bull Who did you think of first Second Third bull Next to last Last
bull Describe wlhat the first three children you thought of ~lo to endear themselves to you
bull Describe wlhat the last three children do that makes thenn less endearing
bull Which of these attributes are ones you can help with IHow
a (J) en CD J lt -- CD Jl J
~lt a CJ c 1
a en
aCDC)en J Ol J~-C -- OlJI )1 CJa shyen~c
- Ol c c c c CD CD
r i
~
L
TOUCHpIOINTS A RELATIONAL MODEL OF DEVELOPMENT shy
Growing and learning in relationships
bull Attachment
bull State regulation
bull Mutual regulation
bull Social referE~ncing
bull Shared subjectivity (understanding each other)
bull Self-esteem
States - estados de consciencia
bull Deep sleE~p - sueno profundo
bull Light sleep - sueno ligero bull Drowsine~ss - somnoliento bull Alert - allerta bull Fussy - incomodo
bull Crying - lIanto
(de la escala Brazelton y Prechtl)
State Regulation regulacion de los estc3dos de consciencia
bull Cada estaldo de consciencia tiene sus costos y sus ben~eficios que deben ser equilibrados
bull Diferentes~ estados de consciencia permiten un equilibrio entre las necesidades del nino y las demarldas del medio ambiente
bull Estado de alerta Ie permite al nino comunicarse con las personas que 10 cuidan mientras (~ue los estados de sueno 10 protegen (~ontra la sobre estimulaciorl
__-__shy
State Regulation
bull Each state c)f consciousness has costs and benefits to be balanced
bull States of cOlnsciousness allow for different balances between the infants needs and the environments demands
bull Alert states ~allow the infant to commlunicate with caretakers while sleep states protect against over-stimulation
en -I raquo-I m c m C) c rshyraquo --I o z
--
raquo-CD + en Q)-+
b CD en bull bull
llCD 0 03 CD enco C Q)- Q) CD
0 0 J CD
co C-Q)
o J
() Q) -c Q)
Q en r-+- r-+shylt Q) r-+-r-+shyo CD 00 CD CD
CCCC _ c ~Q)CD ~ -s 0 -UJ -s o r-+shyCD CIJ r-+shy
--
--
(I) n AJ3 D) (I) o-ccc
os
D)n iIIIII -- Dr0 n
D) D) - shy-cO D) -c s Q1D)o __ (I) -D)
~-c 0__ en =0 II
lt (I) en en os-~ D)= (I)
3 o o s en
0 I en
- shy
III III
lor I tat t tenci
Infants Selnses
bull are affected by her state
bull especially receptive to human in~)ut
bull even more receptive to mothers input
bull lead to e)(periences even before birth which cain be remembered and rE3ferred to later
bull bull -- --
--
I
r CD -shy3 0 W
bull
3
I
0 CD J
co Ol
co CD J
Z CD ~ cshy0 J
J OCD o CD CD 1 Ol CshyOl W J omiddot ru I ---cJ I
c-wCDCD r r -- CD OlOco lt ~ c o Ol I
o -shy
J
State Regulation and Sensory Functioning
bull Sensory slensitivity bull Sensory p~rocessing bull Sensory tl1resholds bull Multimodcll sensory processing bull Supramoejal sensorimotor functions bull Habituatictn - neural filtering bull Soothing self-soothing
Copyright 2009 by Joshua Sparrow All Rights Reserved
bull bull
~ T 0 T - ~I)
-c CJ)
C CJ)
CJ)
0 0 I
T CD-v
CD Q) I
bull 0
~ CJ) T
bull -c CJ)
()CD Q)cc c CD
ccQ) bull I ~
~
0 bull
CDJ CJ)
0 I J CDCD CDJ ccc
Q) CJ)
cc IQ)CD I
bull CD J
-u Q) CD J I
en Q) J c 0 IT CD
Meaning of childs behavior to parents and other caregivers
bull Observation bull Shared [)iscovery bull Co-construction of meaning Pre-requisites bull Emotional availability - in order to
observe bull Relationship - in order to share
observations construct meaning
--____ __j _____~_ Jgt _______ __________-1_____ l_J~middot_ __
Supports for Parents and Other Caregivers State Regulation
bull Social c~onnectedness bull Sense of competence efficacy
confidence
bull Experiences of empowerment
bull Caregiving that brings moments of pleasure and joy
bull Enduring hope
State Regulation
bull Think of tile last time you were in a fussy state What triggered the fussing
bull Made it worse Better bull What were you thinking while fussy bull New thoughts as you started feeling less
fussy bull In what ways did the quality of your
thinking change as you started fe~3ling less fussy
bull__________ J-__----_
State Regulation bull Think of a chil~d and what he or she did while in a
fussy state bull How could YOlJ tell - what did you observe- that the
child was in a fussy state bull What triggere(j the fussing bull Did anything nnake it worse Better bull Does the childl know what made it worse Better bull What do you think the child was thinking while feeling
fussy bull How did the Cllilds thoughts change as he or she
started feeling less fussy bull How did the q1uality of thinking change as he or she
felt less fussy
bull 1______ ______ ____~ --~-
All Behavior is State Dependent for ~-Iumans of All Ages
bull Behavior ~dependent on cognition is altered by
bull states of consciousness (eg drowsy alert) and by
bull emotional states (eg anxious angry serene slJspicious open etc)
bull Neurobiological correlates activity of areas of l~rain responsible for arousal emotion c3nd cognition are wired together and can support or overwhelm each other
____-1 _________ bull __ ____~
BUILDINGi BLOCKS of EMOTIONAL [)EVELOPMENT
LEARNIIlG IN RELATIONSHIPSmiddot
bull Attachment
bull State regulation
bull Mutual regulation
bull Social referencing
bull Shared subjectivity (understanding each other)
bull Self-esteem
~~ __ ~~~___ __~ __~~~~~~___~~~___~__~ ____J~~_~_____~
Emotional availability - to learn from ITlistakes
Cross-cultural variations in mutual regulation
Variaciones trc3nsculturales en regulacion mutua
Demandas del media ambiente y regulacion mutuc
Environmental Demands and Mutual Regulation
Mutual Regulation throughout the lifespan
bull In all of OLlr actions everyday with family friends cc)lIeagues and clients
bull Shaped by our states - of consciousness and emotion
bull Shaped by our cultures and cultural differences
Mutual regulation is how way get and feel conrlected
_____________________ ____ _________J __L _________ L-___L _____
Connections staying in touch bull Resnick et al laquo Protecting Adolescents From Harm shy
findings from the National Adolescent Longitudinal Health Study raquo JAMJ~ Sept 10 97-Vol 278 No 10) - 93000 adolescents in NC Minn
bull Parent-ch i Id closeness assessed laquo Most of 1the time your parent is warm
and lovillg to you raquo laquo You are satisfied with the way your
parent alnd you communicate with each othler raquo
laquo Overall you are satisfied with your relationship with your parent raquo
bull ____1____ bullbullbull bullbull_L_ bullbull _
Connections
Crucial metlsure of childs closeness to parent
bull 5 out of 7 meals as a family in past week
Connections Importance oif Parental Involvement
Smoking 42~o of 15 - 16 yo who dont feel close to parents smoke 26 smoke who do 34 who dc)nt eat dinner regularly with parents smc)ke 25 smoke who do
Drinking 2 x higher prevalence in 15 - 16 yo who dont f_~el close or do not have meals together as compared with those who do
________________________________________________
----
____________~ 1 ___bull ________________________L _____
Connections bull Drug us~ 50 of 15- 16 yo who
arent close to parents used MJ as opposed to 24 of those who are
bull Violenc_~ 40 involved in serious fights who arent close to parents 30 wh~o are
bull Suicide thoughts 3x more likely in teens wlho arent close attempts 2x more likely
bull
Reconocimiento de la expresion facial y referencia social
Facial Expression Recognition and Social Referencing
What you trying to tell me
--
--
--
3 I Q) I
o J Q) J 0
0 eo J I
--I () Q) bull I
o -shy
J
--
0 CD Q)-~
-c 0-Q)
lt-shyJ cc
en lt 3 tT 0-n -c-Q)
lt
bull bull
----
en CD
I I I
CD (1) I
CD CD 3
c c I
3 lt(J) CD
I Ishy
Shared subjectivity
bull Putting tog~9ther attachment state regulation self regulation mutual regulation and social referencing creates the possibility for the process in which two people meet experience connection~ work to make meaning together toward mutual understanding
bull This also rE~quires what is sometimes called laquo theory of mind raquo
bull This is the foundation for empathy cornpassion nonviolent ~cooperation on a peaceful ~)Ianet
Copyright 2009 by Joshua Sparrow All Rights Reserved
Key elements
bull Developmental bull Systems-theory bull Preventive bull Culturally bull Relational informed
bull Strengthsshy bull Reflective -based ~ractice
(empow~ermentl bull Evidence-based self-advocacy
Para enarmorarse de un nino los padres necesitan
bull Un sentido de competencia(somos expertos pero los paldres tambien)
bull Hacerlos sfsntir que tienen el poder para obtener 10 Imejor para sus ninos
bull Comunidaej y conexiones - una red de relaciones
bull Conexion con el pasado e identidad cultural bull Esperanza para el futuro- la capacidad para
proyectars43 a si mismo al nino y la familia con esperalnza para un futuro mejolr
To ffall in love with a child parents need emotional availability
bull A sense of competence (we are experts but parents are too
bull EmpowermE~nt bull Connectionst - a web of relationships to
community to cultural identity bull Hope - the capacity to envision ones self child
family with hope
WE CAN USE OUR RELATIONSHIPS WITH PARENTS 1-0 SUPPORT
THEIR RELATIONSHIPS WITH THEIR CHILDREN
Enhancing Parent Potential
bull Parental sene of competence efficacy self-agency iinternalized locus of control
bull Parental conl1ectedness to family friends social supports community
bull Parental opp~Drtunities for self-determination and empowerment
bull Hope
_ _____________~____J _ _____ bull1__
What parents need to be the kind of parents they want to be
for their children bull To perceife themselves as competent
bull To feel enlpowered to make a difference in their childrens lives
bull To feel connected to a web of supportive relationshiips - the village
bull To feel connected to their pasts to be emotionailly available in the present and to dare to hope for their childrens future
Nuestro papel en el desarrollo integral del nino
apoyar a toda la familia
bull Mas alia de ser expertos debemc)s estar emocionalmente presentes con los padres para apoyar la disponibilidad emocional de los padres en el desarrollo emocional de sus ninos
Reflective Practice Not enough 1time or Using the tinle we have differently
taking car~ of ourselves to take care of others
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
Key elements
bull Developmental
bull Preventiive
bull Relationlal
bull Strengthsshybased empowermentl self-advocacy
L ___ _ ____________________ ~~~__________J_____________________I L__
bull Systems-theory
bull Culturally informed
bull Reflective practice
bull Evidence-based
n~G)_ raquo
I w IO -- I 0)3 0 m
-c J ~ -c n CD lt ~ CD T - -cbull I (Q 3 -- c -shy o CDD1 n ~ T __ JC) I
How do louchpoints Principles and Assumptions Help with Gatekeeping
bull An attitudinal framework to support the paradigm shift
bull A set of mantras to turn to in times of uncertainty conflict and challenge
_~__~______ - __~ _ _ ____ L L - - ___bull___bullbullbull__ 1 L~
Not just information Touchpoints Strategies for Learning in relationships
~Use the chilltjs behavior as your language to make your r~9lationship with the family shared observation and discovery
bull Meaning malking meaning of attachment behaviors to parents
bull Recognize vvhat you bring to the interaction
-u I
0Q) (J)CD C I U Q) -c
0 -s
Q) CJ) I
CD lt
r 0 0 =
I 0 0 -c -c 0 - C J
bull I bull
CD CJ)
enr-+CD J CC--lr-+o shy-en C
I C) CJJ 0)-0en 0CD - shyo~oCJl =-=-0J -shy-- J () ()0) __ --0 en-r-+CD bull bull 0)r-+CD
CC lt
shy-
i
_1 __ __ _ _ __ _~_________ ___J _ ____ bullL ___ _
Touch oSelected I-d
Smiddot
Artist Juli age 6Parent Assumptions Cit
bull The parent (extended family community) is the expert on hishertheir child
bull All parents (extended family community) want to do well by their child
bull Parenting is a process built on trial and error
bull bull
C1 Iru I CD
p
Q)-CJ Q) C1 c rC1CD bull
Q) I
lt CD I J0 I
Threats to )~ttachment bull Physical separation bull Threats to survival (baby parent other family
members) - including inadequate resources
bull Parental challenges eg postpartum depression PTSD
bull Child challenges eg small fc)r gestational dates
autism spectrum disorders poor hE~althmalnutrition impairing attachnnent behaviors
Key elements
bull Developmental bull Systems-theory bull Preventiive bull Culturall~ bull Relationlal informed
bull Strengthsshy bull Reflective based practice (em~owermentl bull Evidence-based self-advocac~l
--I T CD Q) ICD J CD 0shy
~ --I TT CDCD J -u
CD(J) shyC --1
lt CJ)
0lt - I 1
Q)
raquo-CJ) II
Q) 0 T 3 CD J I
0 CD Q) I
T
lt ~
I shyT 0 C I
~ CD CD
-C-shyJ co
shy
Attachment bull Who have you been attached to
bull What are yo~ur attachment behaviors with these people
bull Who is atta~~hed to you
bull What are th1eir attachment behaviors with you
Attachrnent and Temperament Goodness of Fit
bull Think abolut your temperament Think about the other persons temperament
bull What asp1ects of your temperament support y()ur attachment What aspects of your tem~~erament challenge it
__cl ________ ~___________c_L__ ~~c- bullbull___ l _JL __~_
Attachment
bull Think of all the children in your care one at a time
bull Who did you think of first Second Third bull Next to last Last
bull Describe wlhat the first three children you thought of ~lo to endear themselves to you
bull Describe wlhat the last three children do that makes thenn less endearing
bull Which of these attributes are ones you can help with IHow
a (J) en CD J lt -- CD Jl J
~lt a CJ c 1
a en
aCDC)en J Ol J~-C -- OlJI )1 CJa shyen~c
- Ol c c c c CD CD
r i
~
L
TOUCHpIOINTS A RELATIONAL MODEL OF DEVELOPMENT shy
Growing and learning in relationships
bull Attachment
bull State regulation
bull Mutual regulation
bull Social referE~ncing
bull Shared subjectivity (understanding each other)
bull Self-esteem
States - estados de consciencia
bull Deep sleE~p - sueno profundo
bull Light sleep - sueno ligero bull Drowsine~ss - somnoliento bull Alert - allerta bull Fussy - incomodo
bull Crying - lIanto
(de la escala Brazelton y Prechtl)
State Regulation regulacion de los estc3dos de consciencia
bull Cada estaldo de consciencia tiene sus costos y sus ben~eficios que deben ser equilibrados
bull Diferentes~ estados de consciencia permiten un equilibrio entre las necesidades del nino y las demarldas del medio ambiente
bull Estado de alerta Ie permite al nino comunicarse con las personas que 10 cuidan mientras (~ue los estados de sueno 10 protegen (~ontra la sobre estimulaciorl
__-__shy
State Regulation
bull Each state c)f consciousness has costs and benefits to be balanced
bull States of cOlnsciousness allow for different balances between the infants needs and the environments demands
bull Alert states ~allow the infant to commlunicate with caretakers while sleep states protect against over-stimulation
en -I raquo-I m c m C) c rshyraquo --I o z
--
raquo-CD + en Q)-+
b CD en bull bull
llCD 0 03 CD enco C Q)- Q) CD
0 0 J CD
co C-Q)
o J
() Q) -c Q)
Q en r-+- r-+shylt Q) r-+-r-+shyo CD 00 CD CD
CCCC _ c ~Q)CD ~ -s 0 -UJ -s o r-+shyCD CIJ r-+shy
--
--
(I) n AJ3 D) (I) o-ccc
os
D)n iIIIII -- Dr0 n
D) D) - shy-cO D) -c s Q1D)o __ (I) -D)
~-c 0__ en =0 II
lt (I) en en os-~ D)= (I)
3 o o s en
0 I en
- shy
III III
lor I tat t tenci
Infants Selnses
bull are affected by her state
bull especially receptive to human in~)ut
bull even more receptive to mothers input
bull lead to e)(periences even before birth which cain be remembered and rE3ferred to later
bull bull -- --
--
I
r CD -shy3 0 W
bull
3
I
0 CD J
co Ol
co CD J
Z CD ~ cshy0 J
J OCD o CD CD 1 Ol CshyOl W J omiddot ru I ---cJ I
c-wCDCD r r -- CD OlOco lt ~ c o Ol I
o -shy
J
State Regulation and Sensory Functioning
bull Sensory slensitivity bull Sensory p~rocessing bull Sensory tl1resholds bull Multimodcll sensory processing bull Supramoejal sensorimotor functions bull Habituatictn - neural filtering bull Soothing self-soothing
Copyright 2009 by Joshua Sparrow All Rights Reserved
bull bull
~ T 0 T - ~I)
-c CJ)
C CJ)
CJ)
0 0 I
T CD-v
CD Q) I
bull 0
~ CJ) T
bull -c CJ)
()CD Q)cc c CD
ccQ) bull I ~
~
0 bull
CDJ CJ)
0 I J CDCD CDJ ccc
Q) CJ)
cc IQ)CD I
bull CD J
-u Q) CD J I
en Q) J c 0 IT CD
Meaning of childs behavior to parents and other caregivers
bull Observation bull Shared [)iscovery bull Co-construction of meaning Pre-requisites bull Emotional availability - in order to
observe bull Relationship - in order to share
observations construct meaning
--____ __j _____~_ Jgt _______ __________-1_____ l_J~middot_ __
Supports for Parents and Other Caregivers State Regulation
bull Social c~onnectedness bull Sense of competence efficacy
confidence
bull Experiences of empowerment
bull Caregiving that brings moments of pleasure and joy
bull Enduring hope
State Regulation
bull Think of tile last time you were in a fussy state What triggered the fussing
bull Made it worse Better bull What were you thinking while fussy bull New thoughts as you started feeling less
fussy bull In what ways did the quality of your
thinking change as you started fe~3ling less fussy
bull__________ J-__----_
State Regulation bull Think of a chil~d and what he or she did while in a
fussy state bull How could YOlJ tell - what did you observe- that the
child was in a fussy state bull What triggere(j the fussing bull Did anything nnake it worse Better bull Does the childl know what made it worse Better bull What do you think the child was thinking while feeling
fussy bull How did the Cllilds thoughts change as he or she
started feeling less fussy bull How did the q1uality of thinking change as he or she
felt less fussy
bull 1______ ______ ____~ --~-
All Behavior is State Dependent for ~-Iumans of All Ages
bull Behavior ~dependent on cognition is altered by
bull states of consciousness (eg drowsy alert) and by
bull emotional states (eg anxious angry serene slJspicious open etc)
bull Neurobiological correlates activity of areas of l~rain responsible for arousal emotion c3nd cognition are wired together and can support or overwhelm each other
____-1 _________ bull __ ____~
BUILDINGi BLOCKS of EMOTIONAL [)EVELOPMENT
LEARNIIlG IN RELATIONSHIPSmiddot
bull Attachment
bull State regulation
bull Mutual regulation
bull Social referencing
bull Shared subjectivity (understanding each other)
bull Self-esteem
~~ __ ~~~___ __~ __~~~~~~___~~~___~__~ ____J~~_~_____~
Emotional availability - to learn from ITlistakes
Cross-cultural variations in mutual regulation
Variaciones trc3nsculturales en regulacion mutua
Demandas del media ambiente y regulacion mutuc
Environmental Demands and Mutual Regulation
Mutual Regulation throughout the lifespan
bull In all of OLlr actions everyday with family friends cc)lIeagues and clients
bull Shaped by our states - of consciousness and emotion
bull Shaped by our cultures and cultural differences
Mutual regulation is how way get and feel conrlected
_____________________ ____ _________J __L _________ L-___L _____
Connections staying in touch bull Resnick et al laquo Protecting Adolescents From Harm shy
findings from the National Adolescent Longitudinal Health Study raquo JAMJ~ Sept 10 97-Vol 278 No 10) - 93000 adolescents in NC Minn
bull Parent-ch i Id closeness assessed laquo Most of 1the time your parent is warm
and lovillg to you raquo laquo You are satisfied with the way your
parent alnd you communicate with each othler raquo
laquo Overall you are satisfied with your relationship with your parent raquo
bull ____1____ bullbullbull bullbull_L_ bullbull _
Connections
Crucial metlsure of childs closeness to parent
bull 5 out of 7 meals as a family in past week
Connections Importance oif Parental Involvement
Smoking 42~o of 15 - 16 yo who dont feel close to parents smoke 26 smoke who do 34 who dc)nt eat dinner regularly with parents smc)ke 25 smoke who do
Drinking 2 x higher prevalence in 15 - 16 yo who dont f_~el close or do not have meals together as compared with those who do
________________________________________________
----
____________~ 1 ___bull ________________________L _____
Connections bull Drug us~ 50 of 15- 16 yo who
arent close to parents used MJ as opposed to 24 of those who are
bull Violenc_~ 40 involved in serious fights who arent close to parents 30 wh~o are
bull Suicide thoughts 3x more likely in teens wlho arent close attempts 2x more likely
bull
Reconocimiento de la expresion facial y referencia social
Facial Expression Recognition and Social Referencing
What you trying to tell me
--
--
--
3 I Q) I
o J Q) J 0
0 eo J I
--I () Q) bull I
o -shy
J
--
0 CD Q)-~
-c 0-Q)
lt-shyJ cc
en lt 3 tT 0-n -c-Q)
lt
bull bull
----
en CD
I I I
CD (1) I
CD CD 3
c c I
3 lt(J) CD
I Ishy
Shared subjectivity
bull Putting tog~9ther attachment state regulation self regulation mutual regulation and social referencing creates the possibility for the process in which two people meet experience connection~ work to make meaning together toward mutual understanding
bull This also rE~quires what is sometimes called laquo theory of mind raquo
bull This is the foundation for empathy cornpassion nonviolent ~cooperation on a peaceful ~)Ianet
Copyright 2009 by Joshua Sparrow All Rights Reserved
Key elements
bull Developmental bull Systems-theory bull Preventive bull Culturally bull Relational informed
bull Strengthsshy bull Reflective -based ~ractice
(empow~ermentl bull Evidence-based self-advocacy
Para enarmorarse de un nino los padres necesitan
bull Un sentido de competencia(somos expertos pero los paldres tambien)
bull Hacerlos sfsntir que tienen el poder para obtener 10 Imejor para sus ninos
bull Comunidaej y conexiones - una red de relaciones
bull Conexion con el pasado e identidad cultural bull Esperanza para el futuro- la capacidad para
proyectars43 a si mismo al nino y la familia con esperalnza para un futuro mejolr
To ffall in love with a child parents need emotional availability
bull A sense of competence (we are experts but parents are too
bull EmpowermE~nt bull Connectionst - a web of relationships to
community to cultural identity bull Hope - the capacity to envision ones self child
family with hope
WE CAN USE OUR RELATIONSHIPS WITH PARENTS 1-0 SUPPORT
THEIR RELATIONSHIPS WITH THEIR CHILDREN
Enhancing Parent Potential
bull Parental sene of competence efficacy self-agency iinternalized locus of control
bull Parental conl1ectedness to family friends social supports community
bull Parental opp~Drtunities for self-determination and empowerment
bull Hope
_ _____________~____J _ _____ bull1__
What parents need to be the kind of parents they want to be
for their children bull To perceife themselves as competent
bull To feel enlpowered to make a difference in their childrens lives
bull To feel connected to a web of supportive relationshiips - the village
bull To feel connected to their pasts to be emotionailly available in the present and to dare to hope for their childrens future
Nuestro papel en el desarrollo integral del nino
apoyar a toda la familia
bull Mas alia de ser expertos debemc)s estar emocionalmente presentes con los padres para apoyar la disponibilidad emocional de los padres en el desarrollo emocional de sus ninos
Reflective Practice Not enough 1time or Using the tinle we have differently
taking car~ of ourselves to take care of others
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
n~G)_ raquo
I w IO -- I 0)3 0 m
-c J ~ -c n CD lt ~ CD T - -cbull I (Q 3 -- c -shy o CDD1 n ~ T __ JC) I
How do louchpoints Principles and Assumptions Help with Gatekeeping
bull An attitudinal framework to support the paradigm shift
bull A set of mantras to turn to in times of uncertainty conflict and challenge
_~__~______ - __~ _ _ ____ L L - - ___bull___bullbullbull__ 1 L~
Not just information Touchpoints Strategies for Learning in relationships
~Use the chilltjs behavior as your language to make your r~9lationship with the family shared observation and discovery
bull Meaning malking meaning of attachment behaviors to parents
bull Recognize vvhat you bring to the interaction
-u I
0Q) (J)CD C I U Q) -c
0 -s
Q) CJ) I
CD lt
r 0 0 =
I 0 0 -c -c 0 - C J
bull I bull
CD CJ)
enr-+CD J CC--lr-+o shy-en C
I C) CJJ 0)-0en 0CD - shyo~oCJl =-=-0J -shy-- J () ()0) __ --0 en-r-+CD bull bull 0)r-+CD
CC lt
shy-
i
_1 __ __ _ _ __ _~_________ ___J _ ____ bullL ___ _
Touch oSelected I-d
Smiddot
Artist Juli age 6Parent Assumptions Cit
bull The parent (extended family community) is the expert on hishertheir child
bull All parents (extended family community) want to do well by their child
bull Parenting is a process built on trial and error
bull bull
C1 Iru I CD
p
Q)-CJ Q) C1 c rC1CD bull
Q) I
lt CD I J0 I
Threats to )~ttachment bull Physical separation bull Threats to survival (baby parent other family
members) - including inadequate resources
bull Parental challenges eg postpartum depression PTSD
bull Child challenges eg small fc)r gestational dates
autism spectrum disorders poor hE~althmalnutrition impairing attachnnent behaviors
Key elements
bull Developmental bull Systems-theory bull Preventiive bull Culturall~ bull Relationlal informed
bull Strengthsshy bull Reflective based practice (em~owermentl bull Evidence-based self-advocac~l
--I T CD Q) ICD J CD 0shy
~ --I TT CDCD J -u
CD(J) shyC --1
lt CJ)
0lt - I 1
Q)
raquo-CJ) II
Q) 0 T 3 CD J I
0 CD Q) I
T
lt ~
I shyT 0 C I
~ CD CD
-C-shyJ co
shy
Attachment bull Who have you been attached to
bull What are yo~ur attachment behaviors with these people
bull Who is atta~~hed to you
bull What are th1eir attachment behaviors with you
Attachrnent and Temperament Goodness of Fit
bull Think abolut your temperament Think about the other persons temperament
bull What asp1ects of your temperament support y()ur attachment What aspects of your tem~~erament challenge it
__cl ________ ~___________c_L__ ~~c- bullbull___ l _JL __~_
Attachment
bull Think of all the children in your care one at a time
bull Who did you think of first Second Third bull Next to last Last
bull Describe wlhat the first three children you thought of ~lo to endear themselves to you
bull Describe wlhat the last three children do that makes thenn less endearing
bull Which of these attributes are ones you can help with IHow
a (J) en CD J lt -- CD Jl J
~lt a CJ c 1
a en
aCDC)en J Ol J~-C -- OlJI )1 CJa shyen~c
- Ol c c c c CD CD
r i
~
L
TOUCHpIOINTS A RELATIONAL MODEL OF DEVELOPMENT shy
Growing and learning in relationships
bull Attachment
bull State regulation
bull Mutual regulation
bull Social referE~ncing
bull Shared subjectivity (understanding each other)
bull Self-esteem
States - estados de consciencia
bull Deep sleE~p - sueno profundo
bull Light sleep - sueno ligero bull Drowsine~ss - somnoliento bull Alert - allerta bull Fussy - incomodo
bull Crying - lIanto
(de la escala Brazelton y Prechtl)
State Regulation regulacion de los estc3dos de consciencia
bull Cada estaldo de consciencia tiene sus costos y sus ben~eficios que deben ser equilibrados
bull Diferentes~ estados de consciencia permiten un equilibrio entre las necesidades del nino y las demarldas del medio ambiente
bull Estado de alerta Ie permite al nino comunicarse con las personas que 10 cuidan mientras (~ue los estados de sueno 10 protegen (~ontra la sobre estimulaciorl
__-__shy
State Regulation
bull Each state c)f consciousness has costs and benefits to be balanced
bull States of cOlnsciousness allow for different balances between the infants needs and the environments demands
bull Alert states ~allow the infant to commlunicate with caretakers while sleep states protect against over-stimulation
en -I raquo-I m c m C) c rshyraquo --I o z
--
raquo-CD + en Q)-+
b CD en bull bull
llCD 0 03 CD enco C Q)- Q) CD
0 0 J CD
co C-Q)
o J
() Q) -c Q)
Q en r-+- r-+shylt Q) r-+-r-+shyo CD 00 CD CD
CCCC _ c ~Q)CD ~ -s 0 -UJ -s o r-+shyCD CIJ r-+shy
--
--
(I) n AJ3 D) (I) o-ccc
os
D)n iIIIII -- Dr0 n
D) D) - shy-cO D) -c s Q1D)o __ (I) -D)
~-c 0__ en =0 II
lt (I) en en os-~ D)= (I)
3 o o s en
0 I en
- shy
III III
lor I tat t tenci
Infants Selnses
bull are affected by her state
bull especially receptive to human in~)ut
bull even more receptive to mothers input
bull lead to e)(periences even before birth which cain be remembered and rE3ferred to later
bull bull -- --
--
I
r CD -shy3 0 W
bull
3
I
0 CD J
co Ol
co CD J
Z CD ~ cshy0 J
J OCD o CD CD 1 Ol CshyOl W J omiddot ru I ---cJ I
c-wCDCD r r -- CD OlOco lt ~ c o Ol I
o -shy
J
State Regulation and Sensory Functioning
bull Sensory slensitivity bull Sensory p~rocessing bull Sensory tl1resholds bull Multimodcll sensory processing bull Supramoejal sensorimotor functions bull Habituatictn - neural filtering bull Soothing self-soothing
Copyright 2009 by Joshua Sparrow All Rights Reserved
bull bull
~ T 0 T - ~I)
-c CJ)
C CJ)
CJ)
0 0 I
T CD-v
CD Q) I
bull 0
~ CJ) T
bull -c CJ)
()CD Q)cc c CD
ccQ) bull I ~
~
0 bull
CDJ CJ)
0 I J CDCD CDJ ccc
Q) CJ)
cc IQ)CD I
bull CD J
-u Q) CD J I
en Q) J c 0 IT CD
Meaning of childs behavior to parents and other caregivers
bull Observation bull Shared [)iscovery bull Co-construction of meaning Pre-requisites bull Emotional availability - in order to
observe bull Relationship - in order to share
observations construct meaning
--____ __j _____~_ Jgt _______ __________-1_____ l_J~middot_ __
Supports for Parents and Other Caregivers State Regulation
bull Social c~onnectedness bull Sense of competence efficacy
confidence
bull Experiences of empowerment
bull Caregiving that brings moments of pleasure and joy
bull Enduring hope
State Regulation
bull Think of tile last time you were in a fussy state What triggered the fussing
bull Made it worse Better bull What were you thinking while fussy bull New thoughts as you started feeling less
fussy bull In what ways did the quality of your
thinking change as you started fe~3ling less fussy
bull__________ J-__----_
State Regulation bull Think of a chil~d and what he or she did while in a
fussy state bull How could YOlJ tell - what did you observe- that the
child was in a fussy state bull What triggere(j the fussing bull Did anything nnake it worse Better bull Does the childl know what made it worse Better bull What do you think the child was thinking while feeling
fussy bull How did the Cllilds thoughts change as he or she
started feeling less fussy bull How did the q1uality of thinking change as he or she
felt less fussy
bull 1______ ______ ____~ --~-
All Behavior is State Dependent for ~-Iumans of All Ages
bull Behavior ~dependent on cognition is altered by
bull states of consciousness (eg drowsy alert) and by
bull emotional states (eg anxious angry serene slJspicious open etc)
bull Neurobiological correlates activity of areas of l~rain responsible for arousal emotion c3nd cognition are wired together and can support or overwhelm each other
____-1 _________ bull __ ____~
BUILDINGi BLOCKS of EMOTIONAL [)EVELOPMENT
LEARNIIlG IN RELATIONSHIPSmiddot
bull Attachment
bull State regulation
bull Mutual regulation
bull Social referencing
bull Shared subjectivity (understanding each other)
bull Self-esteem
~~ __ ~~~___ __~ __~~~~~~___~~~___~__~ ____J~~_~_____~
Emotional availability - to learn from ITlistakes
Cross-cultural variations in mutual regulation
Variaciones trc3nsculturales en regulacion mutua
Demandas del media ambiente y regulacion mutuc
Environmental Demands and Mutual Regulation
Mutual Regulation throughout the lifespan
bull In all of OLlr actions everyday with family friends cc)lIeagues and clients
bull Shaped by our states - of consciousness and emotion
bull Shaped by our cultures and cultural differences
Mutual regulation is how way get and feel conrlected
_____________________ ____ _________J __L _________ L-___L _____
Connections staying in touch bull Resnick et al laquo Protecting Adolescents From Harm shy
findings from the National Adolescent Longitudinal Health Study raquo JAMJ~ Sept 10 97-Vol 278 No 10) - 93000 adolescents in NC Minn
bull Parent-ch i Id closeness assessed laquo Most of 1the time your parent is warm
and lovillg to you raquo laquo You are satisfied with the way your
parent alnd you communicate with each othler raquo
laquo Overall you are satisfied with your relationship with your parent raquo
bull ____1____ bullbullbull bullbull_L_ bullbull _
Connections
Crucial metlsure of childs closeness to parent
bull 5 out of 7 meals as a family in past week
Connections Importance oif Parental Involvement
Smoking 42~o of 15 - 16 yo who dont feel close to parents smoke 26 smoke who do 34 who dc)nt eat dinner regularly with parents smc)ke 25 smoke who do
Drinking 2 x higher prevalence in 15 - 16 yo who dont f_~el close or do not have meals together as compared with those who do
________________________________________________
----
____________~ 1 ___bull ________________________L _____
Connections bull Drug us~ 50 of 15- 16 yo who
arent close to parents used MJ as opposed to 24 of those who are
bull Violenc_~ 40 involved in serious fights who arent close to parents 30 wh~o are
bull Suicide thoughts 3x more likely in teens wlho arent close attempts 2x more likely
bull
Reconocimiento de la expresion facial y referencia social
Facial Expression Recognition and Social Referencing
What you trying to tell me
--
--
--
3 I Q) I
o J Q) J 0
0 eo J I
--I () Q) bull I
o -shy
J
--
0 CD Q)-~
-c 0-Q)
lt-shyJ cc
en lt 3 tT 0-n -c-Q)
lt
bull bull
----
en CD
I I I
CD (1) I
CD CD 3
c c I
3 lt(J) CD
I Ishy
Shared subjectivity
bull Putting tog~9ther attachment state regulation self regulation mutual regulation and social referencing creates the possibility for the process in which two people meet experience connection~ work to make meaning together toward mutual understanding
bull This also rE~quires what is sometimes called laquo theory of mind raquo
bull This is the foundation for empathy cornpassion nonviolent ~cooperation on a peaceful ~)Ianet
Copyright 2009 by Joshua Sparrow All Rights Reserved
Key elements
bull Developmental bull Systems-theory bull Preventive bull Culturally bull Relational informed
bull Strengthsshy bull Reflective -based ~ractice
(empow~ermentl bull Evidence-based self-advocacy
Para enarmorarse de un nino los padres necesitan
bull Un sentido de competencia(somos expertos pero los paldres tambien)
bull Hacerlos sfsntir que tienen el poder para obtener 10 Imejor para sus ninos
bull Comunidaej y conexiones - una red de relaciones
bull Conexion con el pasado e identidad cultural bull Esperanza para el futuro- la capacidad para
proyectars43 a si mismo al nino y la familia con esperalnza para un futuro mejolr
To ffall in love with a child parents need emotional availability
bull A sense of competence (we are experts but parents are too
bull EmpowermE~nt bull Connectionst - a web of relationships to
community to cultural identity bull Hope - the capacity to envision ones self child
family with hope
WE CAN USE OUR RELATIONSHIPS WITH PARENTS 1-0 SUPPORT
THEIR RELATIONSHIPS WITH THEIR CHILDREN
Enhancing Parent Potential
bull Parental sene of competence efficacy self-agency iinternalized locus of control
bull Parental conl1ectedness to family friends social supports community
bull Parental opp~Drtunities for self-determination and empowerment
bull Hope
_ _____________~____J _ _____ bull1__
What parents need to be the kind of parents they want to be
for their children bull To perceife themselves as competent
bull To feel enlpowered to make a difference in their childrens lives
bull To feel connected to a web of supportive relationshiips - the village
bull To feel connected to their pasts to be emotionailly available in the present and to dare to hope for their childrens future
Nuestro papel en el desarrollo integral del nino
apoyar a toda la familia
bull Mas alia de ser expertos debemc)s estar emocionalmente presentes con los padres para apoyar la disponibilidad emocional de los padres en el desarrollo emocional de sus ninos
Reflective Practice Not enough 1time or Using the tinle we have differently
taking car~ of ourselves to take care of others
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
How do louchpoints Principles and Assumptions Help with Gatekeeping
bull An attitudinal framework to support the paradigm shift
bull A set of mantras to turn to in times of uncertainty conflict and challenge
_~__~______ - __~ _ _ ____ L L - - ___bull___bullbullbull__ 1 L~
Not just information Touchpoints Strategies for Learning in relationships
~Use the chilltjs behavior as your language to make your r~9lationship with the family shared observation and discovery
bull Meaning malking meaning of attachment behaviors to parents
bull Recognize vvhat you bring to the interaction
-u I
0Q) (J)CD C I U Q) -c
0 -s
Q) CJ) I
CD lt
r 0 0 =
I 0 0 -c -c 0 - C J
bull I bull
CD CJ)
enr-+CD J CC--lr-+o shy-en C
I C) CJJ 0)-0en 0CD - shyo~oCJl =-=-0J -shy-- J () ()0) __ --0 en-r-+CD bull bull 0)r-+CD
CC lt
shy-
i
_1 __ __ _ _ __ _~_________ ___J _ ____ bullL ___ _
Touch oSelected I-d
Smiddot
Artist Juli age 6Parent Assumptions Cit
bull The parent (extended family community) is the expert on hishertheir child
bull All parents (extended family community) want to do well by their child
bull Parenting is a process built on trial and error
bull bull
C1 Iru I CD
p
Q)-CJ Q) C1 c rC1CD bull
Q) I
lt CD I J0 I
Threats to )~ttachment bull Physical separation bull Threats to survival (baby parent other family
members) - including inadequate resources
bull Parental challenges eg postpartum depression PTSD
bull Child challenges eg small fc)r gestational dates
autism spectrum disorders poor hE~althmalnutrition impairing attachnnent behaviors
Key elements
bull Developmental bull Systems-theory bull Preventiive bull Culturall~ bull Relationlal informed
bull Strengthsshy bull Reflective based practice (em~owermentl bull Evidence-based self-advocac~l
--I T CD Q) ICD J CD 0shy
~ --I TT CDCD J -u
CD(J) shyC --1
lt CJ)
0lt - I 1
Q)
raquo-CJ) II
Q) 0 T 3 CD J I
0 CD Q) I
T
lt ~
I shyT 0 C I
~ CD CD
-C-shyJ co
shy
Attachment bull Who have you been attached to
bull What are yo~ur attachment behaviors with these people
bull Who is atta~~hed to you
bull What are th1eir attachment behaviors with you
Attachrnent and Temperament Goodness of Fit
bull Think abolut your temperament Think about the other persons temperament
bull What asp1ects of your temperament support y()ur attachment What aspects of your tem~~erament challenge it
__cl ________ ~___________c_L__ ~~c- bullbull___ l _JL __~_
Attachment
bull Think of all the children in your care one at a time
bull Who did you think of first Second Third bull Next to last Last
bull Describe wlhat the first three children you thought of ~lo to endear themselves to you
bull Describe wlhat the last three children do that makes thenn less endearing
bull Which of these attributes are ones you can help with IHow
a (J) en CD J lt -- CD Jl J
~lt a CJ c 1
a en
aCDC)en J Ol J~-C -- OlJI )1 CJa shyen~c
- Ol c c c c CD CD
r i
~
L
TOUCHpIOINTS A RELATIONAL MODEL OF DEVELOPMENT shy
Growing and learning in relationships
bull Attachment
bull State regulation
bull Mutual regulation
bull Social referE~ncing
bull Shared subjectivity (understanding each other)
bull Self-esteem
States - estados de consciencia
bull Deep sleE~p - sueno profundo
bull Light sleep - sueno ligero bull Drowsine~ss - somnoliento bull Alert - allerta bull Fussy - incomodo
bull Crying - lIanto
(de la escala Brazelton y Prechtl)
State Regulation regulacion de los estc3dos de consciencia
bull Cada estaldo de consciencia tiene sus costos y sus ben~eficios que deben ser equilibrados
bull Diferentes~ estados de consciencia permiten un equilibrio entre las necesidades del nino y las demarldas del medio ambiente
bull Estado de alerta Ie permite al nino comunicarse con las personas que 10 cuidan mientras (~ue los estados de sueno 10 protegen (~ontra la sobre estimulaciorl
__-__shy
State Regulation
bull Each state c)f consciousness has costs and benefits to be balanced
bull States of cOlnsciousness allow for different balances between the infants needs and the environments demands
bull Alert states ~allow the infant to commlunicate with caretakers while sleep states protect against over-stimulation
en -I raquo-I m c m C) c rshyraquo --I o z
--
raquo-CD + en Q)-+
b CD en bull bull
llCD 0 03 CD enco C Q)- Q) CD
0 0 J CD
co C-Q)
o J
() Q) -c Q)
Q en r-+- r-+shylt Q) r-+-r-+shyo CD 00 CD CD
CCCC _ c ~Q)CD ~ -s 0 -UJ -s o r-+shyCD CIJ r-+shy
--
--
(I) n AJ3 D) (I) o-ccc
os
D)n iIIIII -- Dr0 n
D) D) - shy-cO D) -c s Q1D)o __ (I) -D)
~-c 0__ en =0 II
lt (I) en en os-~ D)= (I)
3 o o s en
0 I en
- shy
III III
lor I tat t tenci
Infants Selnses
bull are affected by her state
bull especially receptive to human in~)ut
bull even more receptive to mothers input
bull lead to e)(periences even before birth which cain be remembered and rE3ferred to later
bull bull -- --
--
I
r CD -shy3 0 W
bull
3
I
0 CD J
co Ol
co CD J
Z CD ~ cshy0 J
J OCD o CD CD 1 Ol CshyOl W J omiddot ru I ---cJ I
c-wCDCD r r -- CD OlOco lt ~ c o Ol I
o -shy
J
State Regulation and Sensory Functioning
bull Sensory slensitivity bull Sensory p~rocessing bull Sensory tl1resholds bull Multimodcll sensory processing bull Supramoejal sensorimotor functions bull Habituatictn - neural filtering bull Soothing self-soothing
Copyright 2009 by Joshua Sparrow All Rights Reserved
bull bull
~ T 0 T - ~I)
-c CJ)
C CJ)
CJ)
0 0 I
T CD-v
CD Q) I
bull 0
~ CJ) T
bull -c CJ)
()CD Q)cc c CD
ccQ) bull I ~
~
0 bull
CDJ CJ)
0 I J CDCD CDJ ccc
Q) CJ)
cc IQ)CD I
bull CD J
-u Q) CD J I
en Q) J c 0 IT CD
Meaning of childs behavior to parents and other caregivers
bull Observation bull Shared [)iscovery bull Co-construction of meaning Pre-requisites bull Emotional availability - in order to
observe bull Relationship - in order to share
observations construct meaning
--____ __j _____~_ Jgt _______ __________-1_____ l_J~middot_ __
Supports for Parents and Other Caregivers State Regulation
bull Social c~onnectedness bull Sense of competence efficacy
confidence
bull Experiences of empowerment
bull Caregiving that brings moments of pleasure and joy
bull Enduring hope
State Regulation
bull Think of tile last time you were in a fussy state What triggered the fussing
bull Made it worse Better bull What were you thinking while fussy bull New thoughts as you started feeling less
fussy bull In what ways did the quality of your
thinking change as you started fe~3ling less fussy
bull__________ J-__----_
State Regulation bull Think of a chil~d and what he or she did while in a
fussy state bull How could YOlJ tell - what did you observe- that the
child was in a fussy state bull What triggere(j the fussing bull Did anything nnake it worse Better bull Does the childl know what made it worse Better bull What do you think the child was thinking while feeling
fussy bull How did the Cllilds thoughts change as he or she
started feeling less fussy bull How did the q1uality of thinking change as he or she
felt less fussy
bull 1______ ______ ____~ --~-
All Behavior is State Dependent for ~-Iumans of All Ages
bull Behavior ~dependent on cognition is altered by
bull states of consciousness (eg drowsy alert) and by
bull emotional states (eg anxious angry serene slJspicious open etc)
bull Neurobiological correlates activity of areas of l~rain responsible for arousal emotion c3nd cognition are wired together and can support or overwhelm each other
____-1 _________ bull __ ____~
BUILDINGi BLOCKS of EMOTIONAL [)EVELOPMENT
LEARNIIlG IN RELATIONSHIPSmiddot
bull Attachment
bull State regulation
bull Mutual regulation
bull Social referencing
bull Shared subjectivity (understanding each other)
bull Self-esteem
~~ __ ~~~___ __~ __~~~~~~___~~~___~__~ ____J~~_~_____~
Emotional availability - to learn from ITlistakes
Cross-cultural variations in mutual regulation
Variaciones trc3nsculturales en regulacion mutua
Demandas del media ambiente y regulacion mutuc
Environmental Demands and Mutual Regulation
Mutual Regulation throughout the lifespan
bull In all of OLlr actions everyday with family friends cc)lIeagues and clients
bull Shaped by our states - of consciousness and emotion
bull Shaped by our cultures and cultural differences
Mutual regulation is how way get and feel conrlected
_____________________ ____ _________J __L _________ L-___L _____
Connections staying in touch bull Resnick et al laquo Protecting Adolescents From Harm shy
findings from the National Adolescent Longitudinal Health Study raquo JAMJ~ Sept 10 97-Vol 278 No 10) - 93000 adolescents in NC Minn
bull Parent-ch i Id closeness assessed laquo Most of 1the time your parent is warm
and lovillg to you raquo laquo You are satisfied with the way your
parent alnd you communicate with each othler raquo
laquo Overall you are satisfied with your relationship with your parent raquo
bull ____1____ bullbullbull bullbull_L_ bullbull _
Connections
Crucial metlsure of childs closeness to parent
bull 5 out of 7 meals as a family in past week
Connections Importance oif Parental Involvement
Smoking 42~o of 15 - 16 yo who dont feel close to parents smoke 26 smoke who do 34 who dc)nt eat dinner regularly with parents smc)ke 25 smoke who do
Drinking 2 x higher prevalence in 15 - 16 yo who dont f_~el close or do not have meals together as compared with those who do
________________________________________________
----
____________~ 1 ___bull ________________________L _____
Connections bull Drug us~ 50 of 15- 16 yo who
arent close to parents used MJ as opposed to 24 of those who are
bull Violenc_~ 40 involved in serious fights who arent close to parents 30 wh~o are
bull Suicide thoughts 3x more likely in teens wlho arent close attempts 2x more likely
bull
Reconocimiento de la expresion facial y referencia social
Facial Expression Recognition and Social Referencing
What you trying to tell me
--
--
--
3 I Q) I
o J Q) J 0
0 eo J I
--I () Q) bull I
o -shy
J
--
0 CD Q)-~
-c 0-Q)
lt-shyJ cc
en lt 3 tT 0-n -c-Q)
lt
bull bull
----
en CD
I I I
CD (1) I
CD CD 3
c c I
3 lt(J) CD
I Ishy
Shared subjectivity
bull Putting tog~9ther attachment state regulation self regulation mutual regulation and social referencing creates the possibility for the process in which two people meet experience connection~ work to make meaning together toward mutual understanding
bull This also rE~quires what is sometimes called laquo theory of mind raquo
bull This is the foundation for empathy cornpassion nonviolent ~cooperation on a peaceful ~)Ianet
Copyright 2009 by Joshua Sparrow All Rights Reserved
Key elements
bull Developmental bull Systems-theory bull Preventive bull Culturally bull Relational informed
bull Strengthsshy bull Reflective -based ~ractice
(empow~ermentl bull Evidence-based self-advocacy
Para enarmorarse de un nino los padres necesitan
bull Un sentido de competencia(somos expertos pero los paldres tambien)
bull Hacerlos sfsntir que tienen el poder para obtener 10 Imejor para sus ninos
bull Comunidaej y conexiones - una red de relaciones
bull Conexion con el pasado e identidad cultural bull Esperanza para el futuro- la capacidad para
proyectars43 a si mismo al nino y la familia con esperalnza para un futuro mejolr
To ffall in love with a child parents need emotional availability
bull A sense of competence (we are experts but parents are too
bull EmpowermE~nt bull Connectionst - a web of relationships to
community to cultural identity bull Hope - the capacity to envision ones self child
family with hope
WE CAN USE OUR RELATIONSHIPS WITH PARENTS 1-0 SUPPORT
THEIR RELATIONSHIPS WITH THEIR CHILDREN
Enhancing Parent Potential
bull Parental sene of competence efficacy self-agency iinternalized locus of control
bull Parental conl1ectedness to family friends social supports community
bull Parental opp~Drtunities for self-determination and empowerment
bull Hope
_ _____________~____J _ _____ bull1__
What parents need to be the kind of parents they want to be
for their children bull To perceife themselves as competent
bull To feel enlpowered to make a difference in their childrens lives
bull To feel connected to a web of supportive relationshiips - the village
bull To feel connected to their pasts to be emotionailly available in the present and to dare to hope for their childrens future
Nuestro papel en el desarrollo integral del nino
apoyar a toda la familia
bull Mas alia de ser expertos debemc)s estar emocionalmente presentes con los padres para apoyar la disponibilidad emocional de los padres en el desarrollo emocional de sus ninos
Reflective Practice Not enough 1time or Using the tinle we have differently
taking car~ of ourselves to take care of others
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
_~__~______ - __~ _ _ ____ L L - - ___bull___bullbullbull__ 1 L~
Not just information Touchpoints Strategies for Learning in relationships
~Use the chilltjs behavior as your language to make your r~9lationship with the family shared observation and discovery
bull Meaning malking meaning of attachment behaviors to parents
bull Recognize vvhat you bring to the interaction
-u I
0Q) (J)CD C I U Q) -c
0 -s
Q) CJ) I
CD lt
r 0 0 =
I 0 0 -c -c 0 - C J
bull I bull
CD CJ)
enr-+CD J CC--lr-+o shy-en C
I C) CJJ 0)-0en 0CD - shyo~oCJl =-=-0J -shy-- J () ()0) __ --0 en-r-+CD bull bull 0)r-+CD
CC lt
shy-
i
_1 __ __ _ _ __ _~_________ ___J _ ____ bullL ___ _
Touch oSelected I-d
Smiddot
Artist Juli age 6Parent Assumptions Cit
bull The parent (extended family community) is the expert on hishertheir child
bull All parents (extended family community) want to do well by their child
bull Parenting is a process built on trial and error
bull bull
C1 Iru I CD
p
Q)-CJ Q) C1 c rC1CD bull
Q) I
lt CD I J0 I
Threats to )~ttachment bull Physical separation bull Threats to survival (baby parent other family
members) - including inadequate resources
bull Parental challenges eg postpartum depression PTSD
bull Child challenges eg small fc)r gestational dates
autism spectrum disorders poor hE~althmalnutrition impairing attachnnent behaviors
Key elements
bull Developmental bull Systems-theory bull Preventiive bull Culturall~ bull Relationlal informed
bull Strengthsshy bull Reflective based practice (em~owermentl bull Evidence-based self-advocac~l
--I T CD Q) ICD J CD 0shy
~ --I TT CDCD J -u
CD(J) shyC --1
lt CJ)
0lt - I 1
Q)
raquo-CJ) II
Q) 0 T 3 CD J I
0 CD Q) I
T
lt ~
I shyT 0 C I
~ CD CD
-C-shyJ co
shy
Attachment bull Who have you been attached to
bull What are yo~ur attachment behaviors with these people
bull Who is atta~~hed to you
bull What are th1eir attachment behaviors with you
Attachrnent and Temperament Goodness of Fit
bull Think abolut your temperament Think about the other persons temperament
bull What asp1ects of your temperament support y()ur attachment What aspects of your tem~~erament challenge it
__cl ________ ~___________c_L__ ~~c- bullbull___ l _JL __~_
Attachment
bull Think of all the children in your care one at a time
bull Who did you think of first Second Third bull Next to last Last
bull Describe wlhat the first three children you thought of ~lo to endear themselves to you
bull Describe wlhat the last three children do that makes thenn less endearing
bull Which of these attributes are ones you can help with IHow
a (J) en CD J lt -- CD Jl J
~lt a CJ c 1
a en
aCDC)en J Ol J~-C -- OlJI )1 CJa shyen~c
- Ol c c c c CD CD
r i
~
L
TOUCHpIOINTS A RELATIONAL MODEL OF DEVELOPMENT shy
Growing and learning in relationships
bull Attachment
bull State regulation
bull Mutual regulation
bull Social referE~ncing
bull Shared subjectivity (understanding each other)
bull Self-esteem
States - estados de consciencia
bull Deep sleE~p - sueno profundo
bull Light sleep - sueno ligero bull Drowsine~ss - somnoliento bull Alert - allerta bull Fussy - incomodo
bull Crying - lIanto
(de la escala Brazelton y Prechtl)
State Regulation regulacion de los estc3dos de consciencia
bull Cada estaldo de consciencia tiene sus costos y sus ben~eficios que deben ser equilibrados
bull Diferentes~ estados de consciencia permiten un equilibrio entre las necesidades del nino y las demarldas del medio ambiente
bull Estado de alerta Ie permite al nino comunicarse con las personas que 10 cuidan mientras (~ue los estados de sueno 10 protegen (~ontra la sobre estimulaciorl
__-__shy
State Regulation
bull Each state c)f consciousness has costs and benefits to be balanced
bull States of cOlnsciousness allow for different balances between the infants needs and the environments demands
bull Alert states ~allow the infant to commlunicate with caretakers while sleep states protect against over-stimulation
en -I raquo-I m c m C) c rshyraquo --I o z
--
raquo-CD + en Q)-+
b CD en bull bull
llCD 0 03 CD enco C Q)- Q) CD
0 0 J CD
co C-Q)
o J
() Q) -c Q)
Q en r-+- r-+shylt Q) r-+-r-+shyo CD 00 CD CD
CCCC _ c ~Q)CD ~ -s 0 -UJ -s o r-+shyCD CIJ r-+shy
--
--
(I) n AJ3 D) (I) o-ccc
os
D)n iIIIII -- Dr0 n
D) D) - shy-cO D) -c s Q1D)o __ (I) -D)
~-c 0__ en =0 II
lt (I) en en os-~ D)= (I)
3 o o s en
0 I en
- shy
III III
lor I tat t tenci
Infants Selnses
bull are affected by her state
bull especially receptive to human in~)ut
bull even more receptive to mothers input
bull lead to e)(periences even before birth which cain be remembered and rE3ferred to later
bull bull -- --
--
I
r CD -shy3 0 W
bull
3
I
0 CD J
co Ol
co CD J
Z CD ~ cshy0 J
J OCD o CD CD 1 Ol CshyOl W J omiddot ru I ---cJ I
c-wCDCD r r -- CD OlOco lt ~ c o Ol I
o -shy
J
State Regulation and Sensory Functioning
bull Sensory slensitivity bull Sensory p~rocessing bull Sensory tl1resholds bull Multimodcll sensory processing bull Supramoejal sensorimotor functions bull Habituatictn - neural filtering bull Soothing self-soothing
Copyright 2009 by Joshua Sparrow All Rights Reserved
bull bull
~ T 0 T - ~I)
-c CJ)
C CJ)
CJ)
0 0 I
T CD-v
CD Q) I
bull 0
~ CJ) T
bull -c CJ)
()CD Q)cc c CD
ccQ) bull I ~
~
0 bull
CDJ CJ)
0 I J CDCD CDJ ccc
Q) CJ)
cc IQ)CD I
bull CD J
-u Q) CD J I
en Q) J c 0 IT CD
Meaning of childs behavior to parents and other caregivers
bull Observation bull Shared [)iscovery bull Co-construction of meaning Pre-requisites bull Emotional availability - in order to
observe bull Relationship - in order to share
observations construct meaning
--____ __j _____~_ Jgt _______ __________-1_____ l_J~middot_ __
Supports for Parents and Other Caregivers State Regulation
bull Social c~onnectedness bull Sense of competence efficacy
confidence
bull Experiences of empowerment
bull Caregiving that brings moments of pleasure and joy
bull Enduring hope
State Regulation
bull Think of tile last time you were in a fussy state What triggered the fussing
bull Made it worse Better bull What were you thinking while fussy bull New thoughts as you started feeling less
fussy bull In what ways did the quality of your
thinking change as you started fe~3ling less fussy
bull__________ J-__----_
State Regulation bull Think of a chil~d and what he or she did while in a
fussy state bull How could YOlJ tell - what did you observe- that the
child was in a fussy state bull What triggere(j the fussing bull Did anything nnake it worse Better bull Does the childl know what made it worse Better bull What do you think the child was thinking while feeling
fussy bull How did the Cllilds thoughts change as he or she
started feeling less fussy bull How did the q1uality of thinking change as he or she
felt less fussy
bull 1______ ______ ____~ --~-
All Behavior is State Dependent for ~-Iumans of All Ages
bull Behavior ~dependent on cognition is altered by
bull states of consciousness (eg drowsy alert) and by
bull emotional states (eg anxious angry serene slJspicious open etc)
bull Neurobiological correlates activity of areas of l~rain responsible for arousal emotion c3nd cognition are wired together and can support or overwhelm each other
____-1 _________ bull __ ____~
BUILDINGi BLOCKS of EMOTIONAL [)EVELOPMENT
LEARNIIlG IN RELATIONSHIPSmiddot
bull Attachment
bull State regulation
bull Mutual regulation
bull Social referencing
bull Shared subjectivity (understanding each other)
bull Self-esteem
~~ __ ~~~___ __~ __~~~~~~___~~~___~__~ ____J~~_~_____~
Emotional availability - to learn from ITlistakes
Cross-cultural variations in mutual regulation
Variaciones trc3nsculturales en regulacion mutua
Demandas del media ambiente y regulacion mutuc
Environmental Demands and Mutual Regulation
Mutual Regulation throughout the lifespan
bull In all of OLlr actions everyday with family friends cc)lIeagues and clients
bull Shaped by our states - of consciousness and emotion
bull Shaped by our cultures and cultural differences
Mutual regulation is how way get and feel conrlected
_____________________ ____ _________J __L _________ L-___L _____
Connections staying in touch bull Resnick et al laquo Protecting Adolescents From Harm shy
findings from the National Adolescent Longitudinal Health Study raquo JAMJ~ Sept 10 97-Vol 278 No 10) - 93000 adolescents in NC Minn
bull Parent-ch i Id closeness assessed laquo Most of 1the time your parent is warm
and lovillg to you raquo laquo You are satisfied with the way your
parent alnd you communicate with each othler raquo
laquo Overall you are satisfied with your relationship with your parent raquo
bull ____1____ bullbullbull bullbull_L_ bullbull _
Connections
Crucial metlsure of childs closeness to parent
bull 5 out of 7 meals as a family in past week
Connections Importance oif Parental Involvement
Smoking 42~o of 15 - 16 yo who dont feel close to parents smoke 26 smoke who do 34 who dc)nt eat dinner regularly with parents smc)ke 25 smoke who do
Drinking 2 x higher prevalence in 15 - 16 yo who dont f_~el close or do not have meals together as compared with those who do
________________________________________________
----
____________~ 1 ___bull ________________________L _____
Connections bull Drug us~ 50 of 15- 16 yo who
arent close to parents used MJ as opposed to 24 of those who are
bull Violenc_~ 40 involved in serious fights who arent close to parents 30 wh~o are
bull Suicide thoughts 3x more likely in teens wlho arent close attempts 2x more likely
bull
Reconocimiento de la expresion facial y referencia social
Facial Expression Recognition and Social Referencing
What you trying to tell me
--
--
--
3 I Q) I
o J Q) J 0
0 eo J I
--I () Q) bull I
o -shy
J
--
0 CD Q)-~
-c 0-Q)
lt-shyJ cc
en lt 3 tT 0-n -c-Q)
lt
bull bull
----
en CD
I I I
CD (1) I
CD CD 3
c c I
3 lt(J) CD
I Ishy
Shared subjectivity
bull Putting tog~9ther attachment state regulation self regulation mutual regulation and social referencing creates the possibility for the process in which two people meet experience connection~ work to make meaning together toward mutual understanding
bull This also rE~quires what is sometimes called laquo theory of mind raquo
bull This is the foundation for empathy cornpassion nonviolent ~cooperation on a peaceful ~)Ianet
Copyright 2009 by Joshua Sparrow All Rights Reserved
Key elements
bull Developmental bull Systems-theory bull Preventive bull Culturally bull Relational informed
bull Strengthsshy bull Reflective -based ~ractice
(empow~ermentl bull Evidence-based self-advocacy
Para enarmorarse de un nino los padres necesitan
bull Un sentido de competencia(somos expertos pero los paldres tambien)
bull Hacerlos sfsntir que tienen el poder para obtener 10 Imejor para sus ninos
bull Comunidaej y conexiones - una red de relaciones
bull Conexion con el pasado e identidad cultural bull Esperanza para el futuro- la capacidad para
proyectars43 a si mismo al nino y la familia con esperalnza para un futuro mejolr
To ffall in love with a child parents need emotional availability
bull A sense of competence (we are experts but parents are too
bull EmpowermE~nt bull Connectionst - a web of relationships to
community to cultural identity bull Hope - the capacity to envision ones self child
family with hope
WE CAN USE OUR RELATIONSHIPS WITH PARENTS 1-0 SUPPORT
THEIR RELATIONSHIPS WITH THEIR CHILDREN
Enhancing Parent Potential
bull Parental sene of competence efficacy self-agency iinternalized locus of control
bull Parental conl1ectedness to family friends social supports community
bull Parental opp~Drtunities for self-determination and empowerment
bull Hope
_ _____________~____J _ _____ bull1__
What parents need to be the kind of parents they want to be
for their children bull To perceife themselves as competent
bull To feel enlpowered to make a difference in their childrens lives
bull To feel connected to a web of supportive relationshiips - the village
bull To feel connected to their pasts to be emotionailly available in the present and to dare to hope for their childrens future
Nuestro papel en el desarrollo integral del nino
apoyar a toda la familia
bull Mas alia de ser expertos debemc)s estar emocionalmente presentes con los padres para apoyar la disponibilidad emocional de los padres en el desarrollo emocional de sus ninos
Reflective Practice Not enough 1time or Using the tinle we have differently
taking car~ of ourselves to take care of others
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
-u I
0Q) (J)CD C I U Q) -c
0 -s
Q) CJ) I
CD lt
r 0 0 =
I 0 0 -c -c 0 - C J
bull I bull
CD CJ)
enr-+CD J CC--lr-+o shy-en C
I C) CJJ 0)-0en 0CD - shyo~oCJl =-=-0J -shy-- J () ()0) __ --0 en-r-+CD bull bull 0)r-+CD
CC lt
shy-
i
_1 __ __ _ _ __ _~_________ ___J _ ____ bullL ___ _
Touch oSelected I-d
Smiddot
Artist Juli age 6Parent Assumptions Cit
bull The parent (extended family community) is the expert on hishertheir child
bull All parents (extended family community) want to do well by their child
bull Parenting is a process built on trial and error
bull bull
C1 Iru I CD
p
Q)-CJ Q) C1 c rC1CD bull
Q) I
lt CD I J0 I
Threats to )~ttachment bull Physical separation bull Threats to survival (baby parent other family
members) - including inadequate resources
bull Parental challenges eg postpartum depression PTSD
bull Child challenges eg small fc)r gestational dates
autism spectrum disorders poor hE~althmalnutrition impairing attachnnent behaviors
Key elements
bull Developmental bull Systems-theory bull Preventiive bull Culturall~ bull Relationlal informed
bull Strengthsshy bull Reflective based practice (em~owermentl bull Evidence-based self-advocac~l
--I T CD Q) ICD J CD 0shy
~ --I TT CDCD J -u
CD(J) shyC --1
lt CJ)
0lt - I 1
Q)
raquo-CJ) II
Q) 0 T 3 CD J I
0 CD Q) I
T
lt ~
I shyT 0 C I
~ CD CD
-C-shyJ co
shy
Attachment bull Who have you been attached to
bull What are yo~ur attachment behaviors with these people
bull Who is atta~~hed to you
bull What are th1eir attachment behaviors with you
Attachrnent and Temperament Goodness of Fit
bull Think abolut your temperament Think about the other persons temperament
bull What asp1ects of your temperament support y()ur attachment What aspects of your tem~~erament challenge it
__cl ________ ~___________c_L__ ~~c- bullbull___ l _JL __~_
Attachment
bull Think of all the children in your care one at a time
bull Who did you think of first Second Third bull Next to last Last
bull Describe wlhat the first three children you thought of ~lo to endear themselves to you
bull Describe wlhat the last three children do that makes thenn less endearing
bull Which of these attributes are ones you can help with IHow
a (J) en CD J lt -- CD Jl J
~lt a CJ c 1
a en
aCDC)en J Ol J~-C -- OlJI )1 CJa shyen~c
- Ol c c c c CD CD
r i
~
L
TOUCHpIOINTS A RELATIONAL MODEL OF DEVELOPMENT shy
Growing and learning in relationships
bull Attachment
bull State regulation
bull Mutual regulation
bull Social referE~ncing
bull Shared subjectivity (understanding each other)
bull Self-esteem
States - estados de consciencia
bull Deep sleE~p - sueno profundo
bull Light sleep - sueno ligero bull Drowsine~ss - somnoliento bull Alert - allerta bull Fussy - incomodo
bull Crying - lIanto
(de la escala Brazelton y Prechtl)
State Regulation regulacion de los estc3dos de consciencia
bull Cada estaldo de consciencia tiene sus costos y sus ben~eficios que deben ser equilibrados
bull Diferentes~ estados de consciencia permiten un equilibrio entre las necesidades del nino y las demarldas del medio ambiente
bull Estado de alerta Ie permite al nino comunicarse con las personas que 10 cuidan mientras (~ue los estados de sueno 10 protegen (~ontra la sobre estimulaciorl
__-__shy
State Regulation
bull Each state c)f consciousness has costs and benefits to be balanced
bull States of cOlnsciousness allow for different balances between the infants needs and the environments demands
bull Alert states ~allow the infant to commlunicate with caretakers while sleep states protect against over-stimulation
en -I raquo-I m c m C) c rshyraquo --I o z
--
raquo-CD + en Q)-+
b CD en bull bull
llCD 0 03 CD enco C Q)- Q) CD
0 0 J CD
co C-Q)
o J
() Q) -c Q)
Q en r-+- r-+shylt Q) r-+-r-+shyo CD 00 CD CD
CCCC _ c ~Q)CD ~ -s 0 -UJ -s o r-+shyCD CIJ r-+shy
--
--
(I) n AJ3 D) (I) o-ccc
os
D)n iIIIII -- Dr0 n
D) D) - shy-cO D) -c s Q1D)o __ (I) -D)
~-c 0__ en =0 II
lt (I) en en os-~ D)= (I)
3 o o s en
0 I en
- shy
III III
lor I tat t tenci
Infants Selnses
bull are affected by her state
bull especially receptive to human in~)ut
bull even more receptive to mothers input
bull lead to e)(periences even before birth which cain be remembered and rE3ferred to later
bull bull -- --
--
I
r CD -shy3 0 W
bull
3
I
0 CD J
co Ol
co CD J
Z CD ~ cshy0 J
J OCD o CD CD 1 Ol CshyOl W J omiddot ru I ---cJ I
c-wCDCD r r -- CD OlOco lt ~ c o Ol I
o -shy
J
State Regulation and Sensory Functioning
bull Sensory slensitivity bull Sensory p~rocessing bull Sensory tl1resholds bull Multimodcll sensory processing bull Supramoejal sensorimotor functions bull Habituatictn - neural filtering bull Soothing self-soothing
Copyright 2009 by Joshua Sparrow All Rights Reserved
bull bull
~ T 0 T - ~I)
-c CJ)
C CJ)
CJ)
0 0 I
T CD-v
CD Q) I
bull 0
~ CJ) T
bull -c CJ)
()CD Q)cc c CD
ccQ) bull I ~
~
0 bull
CDJ CJ)
0 I J CDCD CDJ ccc
Q) CJ)
cc IQ)CD I
bull CD J
-u Q) CD J I
en Q) J c 0 IT CD
Meaning of childs behavior to parents and other caregivers
bull Observation bull Shared [)iscovery bull Co-construction of meaning Pre-requisites bull Emotional availability - in order to
observe bull Relationship - in order to share
observations construct meaning
--____ __j _____~_ Jgt _______ __________-1_____ l_J~middot_ __
Supports for Parents and Other Caregivers State Regulation
bull Social c~onnectedness bull Sense of competence efficacy
confidence
bull Experiences of empowerment
bull Caregiving that brings moments of pleasure and joy
bull Enduring hope
State Regulation
bull Think of tile last time you were in a fussy state What triggered the fussing
bull Made it worse Better bull What were you thinking while fussy bull New thoughts as you started feeling less
fussy bull In what ways did the quality of your
thinking change as you started fe~3ling less fussy
bull__________ J-__----_
State Regulation bull Think of a chil~d and what he or she did while in a
fussy state bull How could YOlJ tell - what did you observe- that the
child was in a fussy state bull What triggere(j the fussing bull Did anything nnake it worse Better bull Does the childl know what made it worse Better bull What do you think the child was thinking while feeling
fussy bull How did the Cllilds thoughts change as he or she
started feeling less fussy bull How did the q1uality of thinking change as he or she
felt less fussy
bull 1______ ______ ____~ --~-
All Behavior is State Dependent for ~-Iumans of All Ages
bull Behavior ~dependent on cognition is altered by
bull states of consciousness (eg drowsy alert) and by
bull emotional states (eg anxious angry serene slJspicious open etc)
bull Neurobiological correlates activity of areas of l~rain responsible for arousal emotion c3nd cognition are wired together and can support or overwhelm each other
____-1 _________ bull __ ____~
BUILDINGi BLOCKS of EMOTIONAL [)EVELOPMENT
LEARNIIlG IN RELATIONSHIPSmiddot
bull Attachment
bull State regulation
bull Mutual regulation
bull Social referencing
bull Shared subjectivity (understanding each other)
bull Self-esteem
~~ __ ~~~___ __~ __~~~~~~___~~~___~__~ ____J~~_~_____~
Emotional availability - to learn from ITlistakes
Cross-cultural variations in mutual regulation
Variaciones trc3nsculturales en regulacion mutua
Demandas del media ambiente y regulacion mutuc
Environmental Demands and Mutual Regulation
Mutual Regulation throughout the lifespan
bull In all of OLlr actions everyday with family friends cc)lIeagues and clients
bull Shaped by our states - of consciousness and emotion
bull Shaped by our cultures and cultural differences
Mutual regulation is how way get and feel conrlected
_____________________ ____ _________J __L _________ L-___L _____
Connections staying in touch bull Resnick et al laquo Protecting Adolescents From Harm shy
findings from the National Adolescent Longitudinal Health Study raquo JAMJ~ Sept 10 97-Vol 278 No 10) - 93000 adolescents in NC Minn
bull Parent-ch i Id closeness assessed laquo Most of 1the time your parent is warm
and lovillg to you raquo laquo You are satisfied with the way your
parent alnd you communicate with each othler raquo
laquo Overall you are satisfied with your relationship with your parent raquo
bull ____1____ bullbullbull bullbull_L_ bullbull _
Connections
Crucial metlsure of childs closeness to parent
bull 5 out of 7 meals as a family in past week
Connections Importance oif Parental Involvement
Smoking 42~o of 15 - 16 yo who dont feel close to parents smoke 26 smoke who do 34 who dc)nt eat dinner regularly with parents smc)ke 25 smoke who do
Drinking 2 x higher prevalence in 15 - 16 yo who dont f_~el close or do not have meals together as compared with those who do
________________________________________________
----
____________~ 1 ___bull ________________________L _____
Connections bull Drug us~ 50 of 15- 16 yo who
arent close to parents used MJ as opposed to 24 of those who are
bull Violenc_~ 40 involved in serious fights who arent close to parents 30 wh~o are
bull Suicide thoughts 3x more likely in teens wlho arent close attempts 2x more likely
bull
Reconocimiento de la expresion facial y referencia social
Facial Expression Recognition and Social Referencing
What you trying to tell me
--
--
--
3 I Q) I
o J Q) J 0
0 eo J I
--I () Q) bull I
o -shy
J
--
0 CD Q)-~
-c 0-Q)
lt-shyJ cc
en lt 3 tT 0-n -c-Q)
lt
bull bull
----
en CD
I I I
CD (1) I
CD CD 3
c c I
3 lt(J) CD
I Ishy
Shared subjectivity
bull Putting tog~9ther attachment state regulation self regulation mutual regulation and social referencing creates the possibility for the process in which two people meet experience connection~ work to make meaning together toward mutual understanding
bull This also rE~quires what is sometimes called laquo theory of mind raquo
bull This is the foundation for empathy cornpassion nonviolent ~cooperation on a peaceful ~)Ianet
Copyright 2009 by Joshua Sparrow All Rights Reserved
Key elements
bull Developmental bull Systems-theory bull Preventive bull Culturally bull Relational informed
bull Strengthsshy bull Reflective -based ~ractice
(empow~ermentl bull Evidence-based self-advocacy
Para enarmorarse de un nino los padres necesitan
bull Un sentido de competencia(somos expertos pero los paldres tambien)
bull Hacerlos sfsntir que tienen el poder para obtener 10 Imejor para sus ninos
bull Comunidaej y conexiones - una red de relaciones
bull Conexion con el pasado e identidad cultural bull Esperanza para el futuro- la capacidad para
proyectars43 a si mismo al nino y la familia con esperalnza para un futuro mejolr
To ffall in love with a child parents need emotional availability
bull A sense of competence (we are experts but parents are too
bull EmpowermE~nt bull Connectionst - a web of relationships to
community to cultural identity bull Hope - the capacity to envision ones self child
family with hope
WE CAN USE OUR RELATIONSHIPS WITH PARENTS 1-0 SUPPORT
THEIR RELATIONSHIPS WITH THEIR CHILDREN
Enhancing Parent Potential
bull Parental sene of competence efficacy self-agency iinternalized locus of control
bull Parental conl1ectedness to family friends social supports community
bull Parental opp~Drtunities for self-determination and empowerment
bull Hope
_ _____________~____J _ _____ bull1__
What parents need to be the kind of parents they want to be
for their children bull To perceife themselves as competent
bull To feel enlpowered to make a difference in their childrens lives
bull To feel connected to a web of supportive relationshiips - the village
bull To feel connected to their pasts to be emotionailly available in the present and to dare to hope for their childrens future
Nuestro papel en el desarrollo integral del nino
apoyar a toda la familia
bull Mas alia de ser expertos debemc)s estar emocionalmente presentes con los padres para apoyar la disponibilidad emocional de los padres en el desarrollo emocional de sus ninos
Reflective Practice Not enough 1time or Using the tinle we have differently
taking car~ of ourselves to take care of others
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
_1 __ __ _ _ __ _~_________ ___J _ ____ bullL ___ _
Touch oSelected I-d
Smiddot
Artist Juli age 6Parent Assumptions Cit
bull The parent (extended family community) is the expert on hishertheir child
bull All parents (extended family community) want to do well by their child
bull Parenting is a process built on trial and error
bull bull
C1 Iru I CD
p
Q)-CJ Q) C1 c rC1CD bull
Q) I
lt CD I J0 I
Threats to )~ttachment bull Physical separation bull Threats to survival (baby parent other family
members) - including inadequate resources
bull Parental challenges eg postpartum depression PTSD
bull Child challenges eg small fc)r gestational dates
autism spectrum disorders poor hE~althmalnutrition impairing attachnnent behaviors
Key elements
bull Developmental bull Systems-theory bull Preventiive bull Culturall~ bull Relationlal informed
bull Strengthsshy bull Reflective based practice (em~owermentl bull Evidence-based self-advocac~l
--I T CD Q) ICD J CD 0shy
~ --I TT CDCD J -u
CD(J) shyC --1
lt CJ)
0lt - I 1
Q)
raquo-CJ) II
Q) 0 T 3 CD J I
0 CD Q) I
T
lt ~
I shyT 0 C I
~ CD CD
-C-shyJ co
shy
Attachment bull Who have you been attached to
bull What are yo~ur attachment behaviors with these people
bull Who is atta~~hed to you
bull What are th1eir attachment behaviors with you
Attachrnent and Temperament Goodness of Fit
bull Think abolut your temperament Think about the other persons temperament
bull What asp1ects of your temperament support y()ur attachment What aspects of your tem~~erament challenge it
__cl ________ ~___________c_L__ ~~c- bullbull___ l _JL __~_
Attachment
bull Think of all the children in your care one at a time
bull Who did you think of first Second Third bull Next to last Last
bull Describe wlhat the first three children you thought of ~lo to endear themselves to you
bull Describe wlhat the last three children do that makes thenn less endearing
bull Which of these attributes are ones you can help with IHow
a (J) en CD J lt -- CD Jl J
~lt a CJ c 1
a en
aCDC)en J Ol J~-C -- OlJI )1 CJa shyen~c
- Ol c c c c CD CD
r i
~
L
TOUCHpIOINTS A RELATIONAL MODEL OF DEVELOPMENT shy
Growing and learning in relationships
bull Attachment
bull State regulation
bull Mutual regulation
bull Social referE~ncing
bull Shared subjectivity (understanding each other)
bull Self-esteem
States - estados de consciencia
bull Deep sleE~p - sueno profundo
bull Light sleep - sueno ligero bull Drowsine~ss - somnoliento bull Alert - allerta bull Fussy - incomodo
bull Crying - lIanto
(de la escala Brazelton y Prechtl)
State Regulation regulacion de los estc3dos de consciencia
bull Cada estaldo de consciencia tiene sus costos y sus ben~eficios que deben ser equilibrados
bull Diferentes~ estados de consciencia permiten un equilibrio entre las necesidades del nino y las demarldas del medio ambiente
bull Estado de alerta Ie permite al nino comunicarse con las personas que 10 cuidan mientras (~ue los estados de sueno 10 protegen (~ontra la sobre estimulaciorl
__-__shy
State Regulation
bull Each state c)f consciousness has costs and benefits to be balanced
bull States of cOlnsciousness allow for different balances between the infants needs and the environments demands
bull Alert states ~allow the infant to commlunicate with caretakers while sleep states protect against over-stimulation
en -I raquo-I m c m C) c rshyraquo --I o z
--
raquo-CD + en Q)-+
b CD en bull bull
llCD 0 03 CD enco C Q)- Q) CD
0 0 J CD
co C-Q)
o J
() Q) -c Q)
Q en r-+- r-+shylt Q) r-+-r-+shyo CD 00 CD CD
CCCC _ c ~Q)CD ~ -s 0 -UJ -s o r-+shyCD CIJ r-+shy
--
--
(I) n AJ3 D) (I) o-ccc
os
D)n iIIIII -- Dr0 n
D) D) - shy-cO D) -c s Q1D)o __ (I) -D)
~-c 0__ en =0 II
lt (I) en en os-~ D)= (I)
3 o o s en
0 I en
- shy
III III
lor I tat t tenci
Infants Selnses
bull are affected by her state
bull especially receptive to human in~)ut
bull even more receptive to mothers input
bull lead to e)(periences even before birth which cain be remembered and rE3ferred to later
bull bull -- --
--
I
r CD -shy3 0 W
bull
3
I
0 CD J
co Ol
co CD J
Z CD ~ cshy0 J
J OCD o CD CD 1 Ol CshyOl W J omiddot ru I ---cJ I
c-wCDCD r r -- CD OlOco lt ~ c o Ol I
o -shy
J
State Regulation and Sensory Functioning
bull Sensory slensitivity bull Sensory p~rocessing bull Sensory tl1resholds bull Multimodcll sensory processing bull Supramoejal sensorimotor functions bull Habituatictn - neural filtering bull Soothing self-soothing
Copyright 2009 by Joshua Sparrow All Rights Reserved
bull bull
~ T 0 T - ~I)
-c CJ)
C CJ)
CJ)
0 0 I
T CD-v
CD Q) I
bull 0
~ CJ) T
bull -c CJ)
()CD Q)cc c CD
ccQ) bull I ~
~
0 bull
CDJ CJ)
0 I J CDCD CDJ ccc
Q) CJ)
cc IQ)CD I
bull CD J
-u Q) CD J I
en Q) J c 0 IT CD
Meaning of childs behavior to parents and other caregivers
bull Observation bull Shared [)iscovery bull Co-construction of meaning Pre-requisites bull Emotional availability - in order to
observe bull Relationship - in order to share
observations construct meaning
--____ __j _____~_ Jgt _______ __________-1_____ l_J~middot_ __
Supports for Parents and Other Caregivers State Regulation
bull Social c~onnectedness bull Sense of competence efficacy
confidence
bull Experiences of empowerment
bull Caregiving that brings moments of pleasure and joy
bull Enduring hope
State Regulation
bull Think of tile last time you were in a fussy state What triggered the fussing
bull Made it worse Better bull What were you thinking while fussy bull New thoughts as you started feeling less
fussy bull In what ways did the quality of your
thinking change as you started fe~3ling less fussy
bull__________ J-__----_
State Regulation bull Think of a chil~d and what he or she did while in a
fussy state bull How could YOlJ tell - what did you observe- that the
child was in a fussy state bull What triggere(j the fussing bull Did anything nnake it worse Better bull Does the childl know what made it worse Better bull What do you think the child was thinking while feeling
fussy bull How did the Cllilds thoughts change as he or she
started feeling less fussy bull How did the q1uality of thinking change as he or she
felt less fussy
bull 1______ ______ ____~ --~-
All Behavior is State Dependent for ~-Iumans of All Ages
bull Behavior ~dependent on cognition is altered by
bull states of consciousness (eg drowsy alert) and by
bull emotional states (eg anxious angry serene slJspicious open etc)
bull Neurobiological correlates activity of areas of l~rain responsible for arousal emotion c3nd cognition are wired together and can support or overwhelm each other
____-1 _________ bull __ ____~
BUILDINGi BLOCKS of EMOTIONAL [)EVELOPMENT
LEARNIIlG IN RELATIONSHIPSmiddot
bull Attachment
bull State regulation
bull Mutual regulation
bull Social referencing
bull Shared subjectivity (understanding each other)
bull Self-esteem
~~ __ ~~~___ __~ __~~~~~~___~~~___~__~ ____J~~_~_____~
Emotional availability - to learn from ITlistakes
Cross-cultural variations in mutual regulation
Variaciones trc3nsculturales en regulacion mutua
Demandas del media ambiente y regulacion mutuc
Environmental Demands and Mutual Regulation
Mutual Regulation throughout the lifespan
bull In all of OLlr actions everyday with family friends cc)lIeagues and clients
bull Shaped by our states - of consciousness and emotion
bull Shaped by our cultures and cultural differences
Mutual regulation is how way get and feel conrlected
_____________________ ____ _________J __L _________ L-___L _____
Connections staying in touch bull Resnick et al laquo Protecting Adolescents From Harm shy
findings from the National Adolescent Longitudinal Health Study raquo JAMJ~ Sept 10 97-Vol 278 No 10) - 93000 adolescents in NC Minn
bull Parent-ch i Id closeness assessed laquo Most of 1the time your parent is warm
and lovillg to you raquo laquo You are satisfied with the way your
parent alnd you communicate with each othler raquo
laquo Overall you are satisfied with your relationship with your parent raquo
bull ____1____ bullbullbull bullbull_L_ bullbull _
Connections
Crucial metlsure of childs closeness to parent
bull 5 out of 7 meals as a family in past week
Connections Importance oif Parental Involvement
Smoking 42~o of 15 - 16 yo who dont feel close to parents smoke 26 smoke who do 34 who dc)nt eat dinner regularly with parents smc)ke 25 smoke who do
Drinking 2 x higher prevalence in 15 - 16 yo who dont f_~el close or do not have meals together as compared with those who do
________________________________________________
----
____________~ 1 ___bull ________________________L _____
Connections bull Drug us~ 50 of 15- 16 yo who
arent close to parents used MJ as opposed to 24 of those who are
bull Violenc_~ 40 involved in serious fights who arent close to parents 30 wh~o are
bull Suicide thoughts 3x more likely in teens wlho arent close attempts 2x more likely
bull
Reconocimiento de la expresion facial y referencia social
Facial Expression Recognition and Social Referencing
What you trying to tell me
--
--
--
3 I Q) I
o J Q) J 0
0 eo J I
--I () Q) bull I
o -shy
J
--
0 CD Q)-~
-c 0-Q)
lt-shyJ cc
en lt 3 tT 0-n -c-Q)
lt
bull bull
----
en CD
I I I
CD (1) I
CD CD 3
c c I
3 lt(J) CD
I Ishy
Shared subjectivity
bull Putting tog~9ther attachment state regulation self regulation mutual regulation and social referencing creates the possibility for the process in which two people meet experience connection~ work to make meaning together toward mutual understanding
bull This also rE~quires what is sometimes called laquo theory of mind raquo
bull This is the foundation for empathy cornpassion nonviolent ~cooperation on a peaceful ~)Ianet
Copyright 2009 by Joshua Sparrow All Rights Reserved
Key elements
bull Developmental bull Systems-theory bull Preventive bull Culturally bull Relational informed
bull Strengthsshy bull Reflective -based ~ractice
(empow~ermentl bull Evidence-based self-advocacy
Para enarmorarse de un nino los padres necesitan
bull Un sentido de competencia(somos expertos pero los paldres tambien)
bull Hacerlos sfsntir que tienen el poder para obtener 10 Imejor para sus ninos
bull Comunidaej y conexiones - una red de relaciones
bull Conexion con el pasado e identidad cultural bull Esperanza para el futuro- la capacidad para
proyectars43 a si mismo al nino y la familia con esperalnza para un futuro mejolr
To ffall in love with a child parents need emotional availability
bull A sense of competence (we are experts but parents are too
bull EmpowermE~nt bull Connectionst - a web of relationships to
community to cultural identity bull Hope - the capacity to envision ones self child
family with hope
WE CAN USE OUR RELATIONSHIPS WITH PARENTS 1-0 SUPPORT
THEIR RELATIONSHIPS WITH THEIR CHILDREN
Enhancing Parent Potential
bull Parental sene of competence efficacy self-agency iinternalized locus of control
bull Parental conl1ectedness to family friends social supports community
bull Parental opp~Drtunities for self-determination and empowerment
bull Hope
_ _____________~____J _ _____ bull1__
What parents need to be the kind of parents they want to be
for their children bull To perceife themselves as competent
bull To feel enlpowered to make a difference in their childrens lives
bull To feel connected to a web of supportive relationshiips - the village
bull To feel connected to their pasts to be emotionailly available in the present and to dare to hope for their childrens future
Nuestro papel en el desarrollo integral del nino
apoyar a toda la familia
bull Mas alia de ser expertos debemc)s estar emocionalmente presentes con los padres para apoyar la disponibilidad emocional de los padres en el desarrollo emocional de sus ninos
Reflective Practice Not enough 1time or Using the tinle we have differently
taking car~ of ourselves to take care of others
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
bull bull
C1 Iru I CD
p
Q)-CJ Q) C1 c rC1CD bull
Q) I
lt CD I J0 I
Threats to )~ttachment bull Physical separation bull Threats to survival (baby parent other family
members) - including inadequate resources
bull Parental challenges eg postpartum depression PTSD
bull Child challenges eg small fc)r gestational dates
autism spectrum disorders poor hE~althmalnutrition impairing attachnnent behaviors
Key elements
bull Developmental bull Systems-theory bull Preventiive bull Culturall~ bull Relationlal informed
bull Strengthsshy bull Reflective based practice (em~owermentl bull Evidence-based self-advocac~l
--I T CD Q) ICD J CD 0shy
~ --I TT CDCD J -u
CD(J) shyC --1
lt CJ)
0lt - I 1
Q)
raquo-CJ) II
Q) 0 T 3 CD J I
0 CD Q) I
T
lt ~
I shyT 0 C I
~ CD CD
-C-shyJ co
shy
Attachment bull Who have you been attached to
bull What are yo~ur attachment behaviors with these people
bull Who is atta~~hed to you
bull What are th1eir attachment behaviors with you
Attachrnent and Temperament Goodness of Fit
bull Think abolut your temperament Think about the other persons temperament
bull What asp1ects of your temperament support y()ur attachment What aspects of your tem~~erament challenge it
__cl ________ ~___________c_L__ ~~c- bullbull___ l _JL __~_
Attachment
bull Think of all the children in your care one at a time
bull Who did you think of first Second Third bull Next to last Last
bull Describe wlhat the first three children you thought of ~lo to endear themselves to you
bull Describe wlhat the last three children do that makes thenn less endearing
bull Which of these attributes are ones you can help with IHow
a (J) en CD J lt -- CD Jl J
~lt a CJ c 1
a en
aCDC)en J Ol J~-C -- OlJI )1 CJa shyen~c
- Ol c c c c CD CD
r i
~
L
TOUCHpIOINTS A RELATIONAL MODEL OF DEVELOPMENT shy
Growing and learning in relationships
bull Attachment
bull State regulation
bull Mutual regulation
bull Social referE~ncing
bull Shared subjectivity (understanding each other)
bull Self-esteem
States - estados de consciencia
bull Deep sleE~p - sueno profundo
bull Light sleep - sueno ligero bull Drowsine~ss - somnoliento bull Alert - allerta bull Fussy - incomodo
bull Crying - lIanto
(de la escala Brazelton y Prechtl)
State Regulation regulacion de los estc3dos de consciencia
bull Cada estaldo de consciencia tiene sus costos y sus ben~eficios que deben ser equilibrados
bull Diferentes~ estados de consciencia permiten un equilibrio entre las necesidades del nino y las demarldas del medio ambiente
bull Estado de alerta Ie permite al nino comunicarse con las personas que 10 cuidan mientras (~ue los estados de sueno 10 protegen (~ontra la sobre estimulaciorl
__-__shy
State Regulation
bull Each state c)f consciousness has costs and benefits to be balanced
bull States of cOlnsciousness allow for different balances between the infants needs and the environments demands
bull Alert states ~allow the infant to commlunicate with caretakers while sleep states protect against over-stimulation
en -I raquo-I m c m C) c rshyraquo --I o z
--
raquo-CD + en Q)-+
b CD en bull bull
llCD 0 03 CD enco C Q)- Q) CD
0 0 J CD
co C-Q)
o J
() Q) -c Q)
Q en r-+- r-+shylt Q) r-+-r-+shyo CD 00 CD CD
CCCC _ c ~Q)CD ~ -s 0 -UJ -s o r-+shyCD CIJ r-+shy
--
--
(I) n AJ3 D) (I) o-ccc
os
D)n iIIIII -- Dr0 n
D) D) - shy-cO D) -c s Q1D)o __ (I) -D)
~-c 0__ en =0 II
lt (I) en en os-~ D)= (I)
3 o o s en
0 I en
- shy
III III
lor I tat t tenci
Infants Selnses
bull are affected by her state
bull especially receptive to human in~)ut
bull even more receptive to mothers input
bull lead to e)(periences even before birth which cain be remembered and rE3ferred to later
bull bull -- --
--
I
r CD -shy3 0 W
bull
3
I
0 CD J
co Ol
co CD J
Z CD ~ cshy0 J
J OCD o CD CD 1 Ol CshyOl W J omiddot ru I ---cJ I
c-wCDCD r r -- CD OlOco lt ~ c o Ol I
o -shy
J
State Regulation and Sensory Functioning
bull Sensory slensitivity bull Sensory p~rocessing bull Sensory tl1resholds bull Multimodcll sensory processing bull Supramoejal sensorimotor functions bull Habituatictn - neural filtering bull Soothing self-soothing
Copyright 2009 by Joshua Sparrow All Rights Reserved
bull bull
~ T 0 T - ~I)
-c CJ)
C CJ)
CJ)
0 0 I
T CD-v
CD Q) I
bull 0
~ CJ) T
bull -c CJ)
()CD Q)cc c CD
ccQ) bull I ~
~
0 bull
CDJ CJ)
0 I J CDCD CDJ ccc
Q) CJ)
cc IQ)CD I
bull CD J
-u Q) CD J I
en Q) J c 0 IT CD
Meaning of childs behavior to parents and other caregivers
bull Observation bull Shared [)iscovery bull Co-construction of meaning Pre-requisites bull Emotional availability - in order to
observe bull Relationship - in order to share
observations construct meaning
--____ __j _____~_ Jgt _______ __________-1_____ l_J~middot_ __
Supports for Parents and Other Caregivers State Regulation
bull Social c~onnectedness bull Sense of competence efficacy
confidence
bull Experiences of empowerment
bull Caregiving that brings moments of pleasure and joy
bull Enduring hope
State Regulation
bull Think of tile last time you were in a fussy state What triggered the fussing
bull Made it worse Better bull What were you thinking while fussy bull New thoughts as you started feeling less
fussy bull In what ways did the quality of your
thinking change as you started fe~3ling less fussy
bull__________ J-__----_
State Regulation bull Think of a chil~d and what he or she did while in a
fussy state bull How could YOlJ tell - what did you observe- that the
child was in a fussy state bull What triggere(j the fussing bull Did anything nnake it worse Better bull Does the childl know what made it worse Better bull What do you think the child was thinking while feeling
fussy bull How did the Cllilds thoughts change as he or she
started feeling less fussy bull How did the q1uality of thinking change as he or she
felt less fussy
bull 1______ ______ ____~ --~-
All Behavior is State Dependent for ~-Iumans of All Ages
bull Behavior ~dependent on cognition is altered by
bull states of consciousness (eg drowsy alert) and by
bull emotional states (eg anxious angry serene slJspicious open etc)
bull Neurobiological correlates activity of areas of l~rain responsible for arousal emotion c3nd cognition are wired together and can support or overwhelm each other
____-1 _________ bull __ ____~
BUILDINGi BLOCKS of EMOTIONAL [)EVELOPMENT
LEARNIIlG IN RELATIONSHIPSmiddot
bull Attachment
bull State regulation
bull Mutual regulation
bull Social referencing
bull Shared subjectivity (understanding each other)
bull Self-esteem
~~ __ ~~~___ __~ __~~~~~~___~~~___~__~ ____J~~_~_____~
Emotional availability - to learn from ITlistakes
Cross-cultural variations in mutual regulation
Variaciones trc3nsculturales en regulacion mutua
Demandas del media ambiente y regulacion mutuc
Environmental Demands and Mutual Regulation
Mutual Regulation throughout the lifespan
bull In all of OLlr actions everyday with family friends cc)lIeagues and clients
bull Shaped by our states - of consciousness and emotion
bull Shaped by our cultures and cultural differences
Mutual regulation is how way get and feel conrlected
_____________________ ____ _________J __L _________ L-___L _____
Connections staying in touch bull Resnick et al laquo Protecting Adolescents From Harm shy
findings from the National Adolescent Longitudinal Health Study raquo JAMJ~ Sept 10 97-Vol 278 No 10) - 93000 adolescents in NC Minn
bull Parent-ch i Id closeness assessed laquo Most of 1the time your parent is warm
and lovillg to you raquo laquo You are satisfied with the way your
parent alnd you communicate with each othler raquo
laquo Overall you are satisfied with your relationship with your parent raquo
bull ____1____ bullbullbull bullbull_L_ bullbull _
Connections
Crucial metlsure of childs closeness to parent
bull 5 out of 7 meals as a family in past week
Connections Importance oif Parental Involvement
Smoking 42~o of 15 - 16 yo who dont feel close to parents smoke 26 smoke who do 34 who dc)nt eat dinner regularly with parents smc)ke 25 smoke who do
Drinking 2 x higher prevalence in 15 - 16 yo who dont f_~el close or do not have meals together as compared with those who do
________________________________________________
----
____________~ 1 ___bull ________________________L _____
Connections bull Drug us~ 50 of 15- 16 yo who
arent close to parents used MJ as opposed to 24 of those who are
bull Violenc_~ 40 involved in serious fights who arent close to parents 30 wh~o are
bull Suicide thoughts 3x more likely in teens wlho arent close attempts 2x more likely
bull
Reconocimiento de la expresion facial y referencia social
Facial Expression Recognition and Social Referencing
What you trying to tell me
--
--
--
3 I Q) I
o J Q) J 0
0 eo J I
--I () Q) bull I
o -shy
J
--
0 CD Q)-~
-c 0-Q)
lt-shyJ cc
en lt 3 tT 0-n -c-Q)
lt
bull bull
----
en CD
I I I
CD (1) I
CD CD 3
c c I
3 lt(J) CD
I Ishy
Shared subjectivity
bull Putting tog~9ther attachment state regulation self regulation mutual regulation and social referencing creates the possibility for the process in which two people meet experience connection~ work to make meaning together toward mutual understanding
bull This also rE~quires what is sometimes called laquo theory of mind raquo
bull This is the foundation for empathy cornpassion nonviolent ~cooperation on a peaceful ~)Ianet
Copyright 2009 by Joshua Sparrow All Rights Reserved
Key elements
bull Developmental bull Systems-theory bull Preventive bull Culturally bull Relational informed
bull Strengthsshy bull Reflective -based ~ractice
(empow~ermentl bull Evidence-based self-advocacy
Para enarmorarse de un nino los padres necesitan
bull Un sentido de competencia(somos expertos pero los paldres tambien)
bull Hacerlos sfsntir que tienen el poder para obtener 10 Imejor para sus ninos
bull Comunidaej y conexiones - una red de relaciones
bull Conexion con el pasado e identidad cultural bull Esperanza para el futuro- la capacidad para
proyectars43 a si mismo al nino y la familia con esperalnza para un futuro mejolr
To ffall in love with a child parents need emotional availability
bull A sense of competence (we are experts but parents are too
bull EmpowermE~nt bull Connectionst - a web of relationships to
community to cultural identity bull Hope - the capacity to envision ones self child
family with hope
WE CAN USE OUR RELATIONSHIPS WITH PARENTS 1-0 SUPPORT
THEIR RELATIONSHIPS WITH THEIR CHILDREN
Enhancing Parent Potential
bull Parental sene of competence efficacy self-agency iinternalized locus of control
bull Parental conl1ectedness to family friends social supports community
bull Parental opp~Drtunities for self-determination and empowerment
bull Hope
_ _____________~____J _ _____ bull1__
What parents need to be the kind of parents they want to be
for their children bull To perceife themselves as competent
bull To feel enlpowered to make a difference in their childrens lives
bull To feel connected to a web of supportive relationshiips - the village
bull To feel connected to their pasts to be emotionailly available in the present and to dare to hope for their childrens future
Nuestro papel en el desarrollo integral del nino
apoyar a toda la familia
bull Mas alia de ser expertos debemc)s estar emocionalmente presentes con los padres para apoyar la disponibilidad emocional de los padres en el desarrollo emocional de sus ninos
Reflective Practice Not enough 1time or Using the tinle we have differently
taking car~ of ourselves to take care of others
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
Threats to )~ttachment bull Physical separation bull Threats to survival (baby parent other family
members) - including inadequate resources
bull Parental challenges eg postpartum depression PTSD
bull Child challenges eg small fc)r gestational dates
autism spectrum disorders poor hE~althmalnutrition impairing attachnnent behaviors
Key elements
bull Developmental bull Systems-theory bull Preventiive bull Culturall~ bull Relationlal informed
bull Strengthsshy bull Reflective based practice (em~owermentl bull Evidence-based self-advocac~l
--I T CD Q) ICD J CD 0shy
~ --I TT CDCD J -u
CD(J) shyC --1
lt CJ)
0lt - I 1
Q)
raquo-CJ) II
Q) 0 T 3 CD J I
0 CD Q) I
T
lt ~
I shyT 0 C I
~ CD CD
-C-shyJ co
shy
Attachment bull Who have you been attached to
bull What are yo~ur attachment behaviors with these people
bull Who is atta~~hed to you
bull What are th1eir attachment behaviors with you
Attachrnent and Temperament Goodness of Fit
bull Think abolut your temperament Think about the other persons temperament
bull What asp1ects of your temperament support y()ur attachment What aspects of your tem~~erament challenge it
__cl ________ ~___________c_L__ ~~c- bullbull___ l _JL __~_
Attachment
bull Think of all the children in your care one at a time
bull Who did you think of first Second Third bull Next to last Last
bull Describe wlhat the first three children you thought of ~lo to endear themselves to you
bull Describe wlhat the last three children do that makes thenn less endearing
bull Which of these attributes are ones you can help with IHow
a (J) en CD J lt -- CD Jl J
~lt a CJ c 1
a en
aCDC)en J Ol J~-C -- OlJI )1 CJa shyen~c
- Ol c c c c CD CD
r i
~
L
TOUCHpIOINTS A RELATIONAL MODEL OF DEVELOPMENT shy
Growing and learning in relationships
bull Attachment
bull State regulation
bull Mutual regulation
bull Social referE~ncing
bull Shared subjectivity (understanding each other)
bull Self-esteem
States - estados de consciencia
bull Deep sleE~p - sueno profundo
bull Light sleep - sueno ligero bull Drowsine~ss - somnoliento bull Alert - allerta bull Fussy - incomodo
bull Crying - lIanto
(de la escala Brazelton y Prechtl)
State Regulation regulacion de los estc3dos de consciencia
bull Cada estaldo de consciencia tiene sus costos y sus ben~eficios que deben ser equilibrados
bull Diferentes~ estados de consciencia permiten un equilibrio entre las necesidades del nino y las demarldas del medio ambiente
bull Estado de alerta Ie permite al nino comunicarse con las personas que 10 cuidan mientras (~ue los estados de sueno 10 protegen (~ontra la sobre estimulaciorl
__-__shy
State Regulation
bull Each state c)f consciousness has costs and benefits to be balanced
bull States of cOlnsciousness allow for different balances between the infants needs and the environments demands
bull Alert states ~allow the infant to commlunicate with caretakers while sleep states protect against over-stimulation
en -I raquo-I m c m C) c rshyraquo --I o z
--
raquo-CD + en Q)-+
b CD en bull bull
llCD 0 03 CD enco C Q)- Q) CD
0 0 J CD
co C-Q)
o J
() Q) -c Q)
Q en r-+- r-+shylt Q) r-+-r-+shyo CD 00 CD CD
CCCC _ c ~Q)CD ~ -s 0 -UJ -s o r-+shyCD CIJ r-+shy
--
--
(I) n AJ3 D) (I) o-ccc
os
D)n iIIIII -- Dr0 n
D) D) - shy-cO D) -c s Q1D)o __ (I) -D)
~-c 0__ en =0 II
lt (I) en en os-~ D)= (I)
3 o o s en
0 I en
- shy
III III
lor I tat t tenci
Infants Selnses
bull are affected by her state
bull especially receptive to human in~)ut
bull even more receptive to mothers input
bull lead to e)(periences even before birth which cain be remembered and rE3ferred to later
bull bull -- --
--
I
r CD -shy3 0 W
bull
3
I
0 CD J
co Ol
co CD J
Z CD ~ cshy0 J
J OCD o CD CD 1 Ol CshyOl W J omiddot ru I ---cJ I
c-wCDCD r r -- CD OlOco lt ~ c o Ol I
o -shy
J
State Regulation and Sensory Functioning
bull Sensory slensitivity bull Sensory p~rocessing bull Sensory tl1resholds bull Multimodcll sensory processing bull Supramoejal sensorimotor functions bull Habituatictn - neural filtering bull Soothing self-soothing
Copyright 2009 by Joshua Sparrow All Rights Reserved
bull bull
~ T 0 T - ~I)
-c CJ)
C CJ)
CJ)
0 0 I
T CD-v
CD Q) I
bull 0
~ CJ) T
bull -c CJ)
()CD Q)cc c CD
ccQ) bull I ~
~
0 bull
CDJ CJ)
0 I J CDCD CDJ ccc
Q) CJ)
cc IQ)CD I
bull CD J
-u Q) CD J I
en Q) J c 0 IT CD
Meaning of childs behavior to parents and other caregivers
bull Observation bull Shared [)iscovery bull Co-construction of meaning Pre-requisites bull Emotional availability - in order to
observe bull Relationship - in order to share
observations construct meaning
--____ __j _____~_ Jgt _______ __________-1_____ l_J~middot_ __
Supports for Parents and Other Caregivers State Regulation
bull Social c~onnectedness bull Sense of competence efficacy
confidence
bull Experiences of empowerment
bull Caregiving that brings moments of pleasure and joy
bull Enduring hope
State Regulation
bull Think of tile last time you were in a fussy state What triggered the fussing
bull Made it worse Better bull What were you thinking while fussy bull New thoughts as you started feeling less
fussy bull In what ways did the quality of your
thinking change as you started fe~3ling less fussy
bull__________ J-__----_
State Regulation bull Think of a chil~d and what he or she did while in a
fussy state bull How could YOlJ tell - what did you observe- that the
child was in a fussy state bull What triggere(j the fussing bull Did anything nnake it worse Better bull Does the childl know what made it worse Better bull What do you think the child was thinking while feeling
fussy bull How did the Cllilds thoughts change as he or she
started feeling less fussy bull How did the q1uality of thinking change as he or she
felt less fussy
bull 1______ ______ ____~ --~-
All Behavior is State Dependent for ~-Iumans of All Ages
bull Behavior ~dependent on cognition is altered by
bull states of consciousness (eg drowsy alert) and by
bull emotional states (eg anxious angry serene slJspicious open etc)
bull Neurobiological correlates activity of areas of l~rain responsible for arousal emotion c3nd cognition are wired together and can support or overwhelm each other
____-1 _________ bull __ ____~
BUILDINGi BLOCKS of EMOTIONAL [)EVELOPMENT
LEARNIIlG IN RELATIONSHIPSmiddot
bull Attachment
bull State regulation
bull Mutual regulation
bull Social referencing
bull Shared subjectivity (understanding each other)
bull Self-esteem
~~ __ ~~~___ __~ __~~~~~~___~~~___~__~ ____J~~_~_____~
Emotional availability - to learn from ITlistakes
Cross-cultural variations in mutual regulation
Variaciones trc3nsculturales en regulacion mutua
Demandas del media ambiente y regulacion mutuc
Environmental Demands and Mutual Regulation
Mutual Regulation throughout the lifespan
bull In all of OLlr actions everyday with family friends cc)lIeagues and clients
bull Shaped by our states - of consciousness and emotion
bull Shaped by our cultures and cultural differences
Mutual regulation is how way get and feel conrlected
_____________________ ____ _________J __L _________ L-___L _____
Connections staying in touch bull Resnick et al laquo Protecting Adolescents From Harm shy
findings from the National Adolescent Longitudinal Health Study raquo JAMJ~ Sept 10 97-Vol 278 No 10) - 93000 adolescents in NC Minn
bull Parent-ch i Id closeness assessed laquo Most of 1the time your parent is warm
and lovillg to you raquo laquo You are satisfied with the way your
parent alnd you communicate with each othler raquo
laquo Overall you are satisfied with your relationship with your parent raquo
bull ____1____ bullbullbull bullbull_L_ bullbull _
Connections
Crucial metlsure of childs closeness to parent
bull 5 out of 7 meals as a family in past week
Connections Importance oif Parental Involvement
Smoking 42~o of 15 - 16 yo who dont feel close to parents smoke 26 smoke who do 34 who dc)nt eat dinner regularly with parents smc)ke 25 smoke who do
Drinking 2 x higher prevalence in 15 - 16 yo who dont f_~el close or do not have meals together as compared with those who do
________________________________________________
----
____________~ 1 ___bull ________________________L _____
Connections bull Drug us~ 50 of 15- 16 yo who
arent close to parents used MJ as opposed to 24 of those who are
bull Violenc_~ 40 involved in serious fights who arent close to parents 30 wh~o are
bull Suicide thoughts 3x more likely in teens wlho arent close attempts 2x more likely
bull
Reconocimiento de la expresion facial y referencia social
Facial Expression Recognition and Social Referencing
What you trying to tell me
--
--
--
3 I Q) I
o J Q) J 0
0 eo J I
--I () Q) bull I
o -shy
J
--
0 CD Q)-~
-c 0-Q)
lt-shyJ cc
en lt 3 tT 0-n -c-Q)
lt
bull bull
----
en CD
I I I
CD (1) I
CD CD 3
c c I
3 lt(J) CD
I Ishy
Shared subjectivity
bull Putting tog~9ther attachment state regulation self regulation mutual regulation and social referencing creates the possibility for the process in which two people meet experience connection~ work to make meaning together toward mutual understanding
bull This also rE~quires what is sometimes called laquo theory of mind raquo
bull This is the foundation for empathy cornpassion nonviolent ~cooperation on a peaceful ~)Ianet
Copyright 2009 by Joshua Sparrow All Rights Reserved
Key elements
bull Developmental bull Systems-theory bull Preventive bull Culturally bull Relational informed
bull Strengthsshy bull Reflective -based ~ractice
(empow~ermentl bull Evidence-based self-advocacy
Para enarmorarse de un nino los padres necesitan
bull Un sentido de competencia(somos expertos pero los paldres tambien)
bull Hacerlos sfsntir que tienen el poder para obtener 10 Imejor para sus ninos
bull Comunidaej y conexiones - una red de relaciones
bull Conexion con el pasado e identidad cultural bull Esperanza para el futuro- la capacidad para
proyectars43 a si mismo al nino y la familia con esperalnza para un futuro mejolr
To ffall in love with a child parents need emotional availability
bull A sense of competence (we are experts but parents are too
bull EmpowermE~nt bull Connectionst - a web of relationships to
community to cultural identity bull Hope - the capacity to envision ones self child
family with hope
WE CAN USE OUR RELATIONSHIPS WITH PARENTS 1-0 SUPPORT
THEIR RELATIONSHIPS WITH THEIR CHILDREN
Enhancing Parent Potential
bull Parental sene of competence efficacy self-agency iinternalized locus of control
bull Parental conl1ectedness to family friends social supports community
bull Parental opp~Drtunities for self-determination and empowerment
bull Hope
_ _____________~____J _ _____ bull1__
What parents need to be the kind of parents they want to be
for their children bull To perceife themselves as competent
bull To feel enlpowered to make a difference in their childrens lives
bull To feel connected to a web of supportive relationshiips - the village
bull To feel connected to their pasts to be emotionailly available in the present and to dare to hope for their childrens future
Nuestro papel en el desarrollo integral del nino
apoyar a toda la familia
bull Mas alia de ser expertos debemc)s estar emocionalmente presentes con los padres para apoyar la disponibilidad emocional de los padres en el desarrollo emocional de sus ninos
Reflective Practice Not enough 1time or Using the tinle we have differently
taking car~ of ourselves to take care of others
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
Key elements
bull Developmental bull Systems-theory bull Preventiive bull Culturall~ bull Relationlal informed
bull Strengthsshy bull Reflective based practice (em~owermentl bull Evidence-based self-advocac~l
--I T CD Q) ICD J CD 0shy
~ --I TT CDCD J -u
CD(J) shyC --1
lt CJ)
0lt - I 1
Q)
raquo-CJ) II
Q) 0 T 3 CD J I
0 CD Q) I
T
lt ~
I shyT 0 C I
~ CD CD
-C-shyJ co
shy
Attachment bull Who have you been attached to
bull What are yo~ur attachment behaviors with these people
bull Who is atta~~hed to you
bull What are th1eir attachment behaviors with you
Attachrnent and Temperament Goodness of Fit
bull Think abolut your temperament Think about the other persons temperament
bull What asp1ects of your temperament support y()ur attachment What aspects of your tem~~erament challenge it
__cl ________ ~___________c_L__ ~~c- bullbull___ l _JL __~_
Attachment
bull Think of all the children in your care one at a time
bull Who did you think of first Second Third bull Next to last Last
bull Describe wlhat the first three children you thought of ~lo to endear themselves to you
bull Describe wlhat the last three children do that makes thenn less endearing
bull Which of these attributes are ones you can help with IHow
a (J) en CD J lt -- CD Jl J
~lt a CJ c 1
a en
aCDC)en J Ol J~-C -- OlJI )1 CJa shyen~c
- Ol c c c c CD CD
r i
~
L
TOUCHpIOINTS A RELATIONAL MODEL OF DEVELOPMENT shy
Growing and learning in relationships
bull Attachment
bull State regulation
bull Mutual regulation
bull Social referE~ncing
bull Shared subjectivity (understanding each other)
bull Self-esteem
States - estados de consciencia
bull Deep sleE~p - sueno profundo
bull Light sleep - sueno ligero bull Drowsine~ss - somnoliento bull Alert - allerta bull Fussy - incomodo
bull Crying - lIanto
(de la escala Brazelton y Prechtl)
State Regulation regulacion de los estc3dos de consciencia
bull Cada estaldo de consciencia tiene sus costos y sus ben~eficios que deben ser equilibrados
bull Diferentes~ estados de consciencia permiten un equilibrio entre las necesidades del nino y las demarldas del medio ambiente
bull Estado de alerta Ie permite al nino comunicarse con las personas que 10 cuidan mientras (~ue los estados de sueno 10 protegen (~ontra la sobre estimulaciorl
__-__shy
State Regulation
bull Each state c)f consciousness has costs and benefits to be balanced
bull States of cOlnsciousness allow for different balances between the infants needs and the environments demands
bull Alert states ~allow the infant to commlunicate with caretakers while sleep states protect against over-stimulation
en -I raquo-I m c m C) c rshyraquo --I o z
--
raquo-CD + en Q)-+
b CD en bull bull
llCD 0 03 CD enco C Q)- Q) CD
0 0 J CD
co C-Q)
o J
() Q) -c Q)
Q en r-+- r-+shylt Q) r-+-r-+shyo CD 00 CD CD
CCCC _ c ~Q)CD ~ -s 0 -UJ -s o r-+shyCD CIJ r-+shy
--
--
(I) n AJ3 D) (I) o-ccc
os
D)n iIIIII -- Dr0 n
D) D) - shy-cO D) -c s Q1D)o __ (I) -D)
~-c 0__ en =0 II
lt (I) en en os-~ D)= (I)
3 o o s en
0 I en
- shy
III III
lor I tat t tenci
Infants Selnses
bull are affected by her state
bull especially receptive to human in~)ut
bull even more receptive to mothers input
bull lead to e)(periences even before birth which cain be remembered and rE3ferred to later
bull bull -- --
--
I
r CD -shy3 0 W
bull
3
I
0 CD J
co Ol
co CD J
Z CD ~ cshy0 J
J OCD o CD CD 1 Ol CshyOl W J omiddot ru I ---cJ I
c-wCDCD r r -- CD OlOco lt ~ c o Ol I
o -shy
J
State Regulation and Sensory Functioning
bull Sensory slensitivity bull Sensory p~rocessing bull Sensory tl1resholds bull Multimodcll sensory processing bull Supramoejal sensorimotor functions bull Habituatictn - neural filtering bull Soothing self-soothing
Copyright 2009 by Joshua Sparrow All Rights Reserved
bull bull
~ T 0 T - ~I)
-c CJ)
C CJ)
CJ)
0 0 I
T CD-v
CD Q) I
bull 0
~ CJ) T
bull -c CJ)
()CD Q)cc c CD
ccQ) bull I ~
~
0 bull
CDJ CJ)
0 I J CDCD CDJ ccc
Q) CJ)
cc IQ)CD I
bull CD J
-u Q) CD J I
en Q) J c 0 IT CD
Meaning of childs behavior to parents and other caregivers
bull Observation bull Shared [)iscovery bull Co-construction of meaning Pre-requisites bull Emotional availability - in order to
observe bull Relationship - in order to share
observations construct meaning
--____ __j _____~_ Jgt _______ __________-1_____ l_J~middot_ __
Supports for Parents and Other Caregivers State Regulation
bull Social c~onnectedness bull Sense of competence efficacy
confidence
bull Experiences of empowerment
bull Caregiving that brings moments of pleasure and joy
bull Enduring hope
State Regulation
bull Think of tile last time you were in a fussy state What triggered the fussing
bull Made it worse Better bull What were you thinking while fussy bull New thoughts as you started feeling less
fussy bull In what ways did the quality of your
thinking change as you started fe~3ling less fussy
bull__________ J-__----_
State Regulation bull Think of a chil~d and what he or she did while in a
fussy state bull How could YOlJ tell - what did you observe- that the
child was in a fussy state bull What triggere(j the fussing bull Did anything nnake it worse Better bull Does the childl know what made it worse Better bull What do you think the child was thinking while feeling
fussy bull How did the Cllilds thoughts change as he or she
started feeling less fussy bull How did the q1uality of thinking change as he or she
felt less fussy
bull 1______ ______ ____~ --~-
All Behavior is State Dependent for ~-Iumans of All Ages
bull Behavior ~dependent on cognition is altered by
bull states of consciousness (eg drowsy alert) and by
bull emotional states (eg anxious angry serene slJspicious open etc)
bull Neurobiological correlates activity of areas of l~rain responsible for arousal emotion c3nd cognition are wired together and can support or overwhelm each other
____-1 _________ bull __ ____~
BUILDINGi BLOCKS of EMOTIONAL [)EVELOPMENT
LEARNIIlG IN RELATIONSHIPSmiddot
bull Attachment
bull State regulation
bull Mutual regulation
bull Social referencing
bull Shared subjectivity (understanding each other)
bull Self-esteem
~~ __ ~~~___ __~ __~~~~~~___~~~___~__~ ____J~~_~_____~
Emotional availability - to learn from ITlistakes
Cross-cultural variations in mutual regulation
Variaciones trc3nsculturales en regulacion mutua
Demandas del media ambiente y regulacion mutuc
Environmental Demands and Mutual Regulation
Mutual Regulation throughout the lifespan
bull In all of OLlr actions everyday with family friends cc)lIeagues and clients
bull Shaped by our states - of consciousness and emotion
bull Shaped by our cultures and cultural differences
Mutual regulation is how way get and feel conrlected
_____________________ ____ _________J __L _________ L-___L _____
Connections staying in touch bull Resnick et al laquo Protecting Adolescents From Harm shy
findings from the National Adolescent Longitudinal Health Study raquo JAMJ~ Sept 10 97-Vol 278 No 10) - 93000 adolescents in NC Minn
bull Parent-ch i Id closeness assessed laquo Most of 1the time your parent is warm
and lovillg to you raquo laquo You are satisfied with the way your
parent alnd you communicate with each othler raquo
laquo Overall you are satisfied with your relationship with your parent raquo
bull ____1____ bullbullbull bullbull_L_ bullbull _
Connections
Crucial metlsure of childs closeness to parent
bull 5 out of 7 meals as a family in past week
Connections Importance oif Parental Involvement
Smoking 42~o of 15 - 16 yo who dont feel close to parents smoke 26 smoke who do 34 who dc)nt eat dinner regularly with parents smc)ke 25 smoke who do
Drinking 2 x higher prevalence in 15 - 16 yo who dont f_~el close or do not have meals together as compared with those who do
________________________________________________
----
____________~ 1 ___bull ________________________L _____
Connections bull Drug us~ 50 of 15- 16 yo who
arent close to parents used MJ as opposed to 24 of those who are
bull Violenc_~ 40 involved in serious fights who arent close to parents 30 wh~o are
bull Suicide thoughts 3x more likely in teens wlho arent close attempts 2x more likely
bull
Reconocimiento de la expresion facial y referencia social
Facial Expression Recognition and Social Referencing
What you trying to tell me
--
--
--
3 I Q) I
o J Q) J 0
0 eo J I
--I () Q) bull I
o -shy
J
--
0 CD Q)-~
-c 0-Q)
lt-shyJ cc
en lt 3 tT 0-n -c-Q)
lt
bull bull
----
en CD
I I I
CD (1) I
CD CD 3
c c I
3 lt(J) CD
I Ishy
Shared subjectivity
bull Putting tog~9ther attachment state regulation self regulation mutual regulation and social referencing creates the possibility for the process in which two people meet experience connection~ work to make meaning together toward mutual understanding
bull This also rE~quires what is sometimes called laquo theory of mind raquo
bull This is the foundation for empathy cornpassion nonviolent ~cooperation on a peaceful ~)Ianet
Copyright 2009 by Joshua Sparrow All Rights Reserved
Key elements
bull Developmental bull Systems-theory bull Preventive bull Culturally bull Relational informed
bull Strengthsshy bull Reflective -based ~ractice
(empow~ermentl bull Evidence-based self-advocacy
Para enarmorarse de un nino los padres necesitan
bull Un sentido de competencia(somos expertos pero los paldres tambien)
bull Hacerlos sfsntir que tienen el poder para obtener 10 Imejor para sus ninos
bull Comunidaej y conexiones - una red de relaciones
bull Conexion con el pasado e identidad cultural bull Esperanza para el futuro- la capacidad para
proyectars43 a si mismo al nino y la familia con esperalnza para un futuro mejolr
To ffall in love with a child parents need emotional availability
bull A sense of competence (we are experts but parents are too
bull EmpowermE~nt bull Connectionst - a web of relationships to
community to cultural identity bull Hope - the capacity to envision ones self child
family with hope
WE CAN USE OUR RELATIONSHIPS WITH PARENTS 1-0 SUPPORT
THEIR RELATIONSHIPS WITH THEIR CHILDREN
Enhancing Parent Potential
bull Parental sene of competence efficacy self-agency iinternalized locus of control
bull Parental conl1ectedness to family friends social supports community
bull Parental opp~Drtunities for self-determination and empowerment
bull Hope
_ _____________~____J _ _____ bull1__
What parents need to be the kind of parents they want to be
for their children bull To perceife themselves as competent
bull To feel enlpowered to make a difference in their childrens lives
bull To feel connected to a web of supportive relationshiips - the village
bull To feel connected to their pasts to be emotionailly available in the present and to dare to hope for their childrens future
Nuestro papel en el desarrollo integral del nino
apoyar a toda la familia
bull Mas alia de ser expertos debemc)s estar emocionalmente presentes con los padres para apoyar la disponibilidad emocional de los padres en el desarrollo emocional de sus ninos
Reflective Practice Not enough 1time or Using the tinle we have differently
taking car~ of ourselves to take care of others
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
--I T CD Q) ICD J CD 0shy
~ --I TT CDCD J -u
CD(J) shyC --1
lt CJ)
0lt - I 1
Q)
raquo-CJ) II
Q) 0 T 3 CD J I
0 CD Q) I
T
lt ~
I shyT 0 C I
~ CD CD
-C-shyJ co
shy
Attachment bull Who have you been attached to
bull What are yo~ur attachment behaviors with these people
bull Who is atta~~hed to you
bull What are th1eir attachment behaviors with you
Attachrnent and Temperament Goodness of Fit
bull Think abolut your temperament Think about the other persons temperament
bull What asp1ects of your temperament support y()ur attachment What aspects of your tem~~erament challenge it
__cl ________ ~___________c_L__ ~~c- bullbull___ l _JL __~_
Attachment
bull Think of all the children in your care one at a time
bull Who did you think of first Second Third bull Next to last Last
bull Describe wlhat the first three children you thought of ~lo to endear themselves to you
bull Describe wlhat the last three children do that makes thenn less endearing
bull Which of these attributes are ones you can help with IHow
a (J) en CD J lt -- CD Jl J
~lt a CJ c 1
a en
aCDC)en J Ol J~-C -- OlJI )1 CJa shyen~c
- Ol c c c c CD CD
r i
~
L
TOUCHpIOINTS A RELATIONAL MODEL OF DEVELOPMENT shy
Growing and learning in relationships
bull Attachment
bull State regulation
bull Mutual regulation
bull Social referE~ncing
bull Shared subjectivity (understanding each other)
bull Self-esteem
States - estados de consciencia
bull Deep sleE~p - sueno profundo
bull Light sleep - sueno ligero bull Drowsine~ss - somnoliento bull Alert - allerta bull Fussy - incomodo
bull Crying - lIanto
(de la escala Brazelton y Prechtl)
State Regulation regulacion de los estc3dos de consciencia
bull Cada estaldo de consciencia tiene sus costos y sus ben~eficios que deben ser equilibrados
bull Diferentes~ estados de consciencia permiten un equilibrio entre las necesidades del nino y las demarldas del medio ambiente
bull Estado de alerta Ie permite al nino comunicarse con las personas que 10 cuidan mientras (~ue los estados de sueno 10 protegen (~ontra la sobre estimulaciorl
__-__shy
State Regulation
bull Each state c)f consciousness has costs and benefits to be balanced
bull States of cOlnsciousness allow for different balances between the infants needs and the environments demands
bull Alert states ~allow the infant to commlunicate with caretakers while sleep states protect against over-stimulation
en -I raquo-I m c m C) c rshyraquo --I o z
--
raquo-CD + en Q)-+
b CD en bull bull
llCD 0 03 CD enco C Q)- Q) CD
0 0 J CD
co C-Q)
o J
() Q) -c Q)
Q en r-+- r-+shylt Q) r-+-r-+shyo CD 00 CD CD
CCCC _ c ~Q)CD ~ -s 0 -UJ -s o r-+shyCD CIJ r-+shy
--
--
(I) n AJ3 D) (I) o-ccc
os
D)n iIIIII -- Dr0 n
D) D) - shy-cO D) -c s Q1D)o __ (I) -D)
~-c 0__ en =0 II
lt (I) en en os-~ D)= (I)
3 o o s en
0 I en
- shy
III III
lor I tat t tenci
Infants Selnses
bull are affected by her state
bull especially receptive to human in~)ut
bull even more receptive to mothers input
bull lead to e)(periences even before birth which cain be remembered and rE3ferred to later
bull bull -- --
--
I
r CD -shy3 0 W
bull
3
I
0 CD J
co Ol
co CD J
Z CD ~ cshy0 J
J OCD o CD CD 1 Ol CshyOl W J omiddot ru I ---cJ I
c-wCDCD r r -- CD OlOco lt ~ c o Ol I
o -shy
J
State Regulation and Sensory Functioning
bull Sensory slensitivity bull Sensory p~rocessing bull Sensory tl1resholds bull Multimodcll sensory processing bull Supramoejal sensorimotor functions bull Habituatictn - neural filtering bull Soothing self-soothing
Copyright 2009 by Joshua Sparrow All Rights Reserved
bull bull
~ T 0 T - ~I)
-c CJ)
C CJ)
CJ)
0 0 I
T CD-v
CD Q) I
bull 0
~ CJ) T
bull -c CJ)
()CD Q)cc c CD
ccQ) bull I ~
~
0 bull
CDJ CJ)
0 I J CDCD CDJ ccc
Q) CJ)
cc IQ)CD I
bull CD J
-u Q) CD J I
en Q) J c 0 IT CD
Meaning of childs behavior to parents and other caregivers
bull Observation bull Shared [)iscovery bull Co-construction of meaning Pre-requisites bull Emotional availability - in order to
observe bull Relationship - in order to share
observations construct meaning
--____ __j _____~_ Jgt _______ __________-1_____ l_J~middot_ __
Supports for Parents and Other Caregivers State Regulation
bull Social c~onnectedness bull Sense of competence efficacy
confidence
bull Experiences of empowerment
bull Caregiving that brings moments of pleasure and joy
bull Enduring hope
State Regulation
bull Think of tile last time you were in a fussy state What triggered the fussing
bull Made it worse Better bull What were you thinking while fussy bull New thoughts as you started feeling less
fussy bull In what ways did the quality of your
thinking change as you started fe~3ling less fussy
bull__________ J-__----_
State Regulation bull Think of a chil~d and what he or she did while in a
fussy state bull How could YOlJ tell - what did you observe- that the
child was in a fussy state bull What triggere(j the fussing bull Did anything nnake it worse Better bull Does the childl know what made it worse Better bull What do you think the child was thinking while feeling
fussy bull How did the Cllilds thoughts change as he or she
started feeling less fussy bull How did the q1uality of thinking change as he or she
felt less fussy
bull 1______ ______ ____~ --~-
All Behavior is State Dependent for ~-Iumans of All Ages
bull Behavior ~dependent on cognition is altered by
bull states of consciousness (eg drowsy alert) and by
bull emotional states (eg anxious angry serene slJspicious open etc)
bull Neurobiological correlates activity of areas of l~rain responsible for arousal emotion c3nd cognition are wired together and can support or overwhelm each other
____-1 _________ bull __ ____~
BUILDINGi BLOCKS of EMOTIONAL [)EVELOPMENT
LEARNIIlG IN RELATIONSHIPSmiddot
bull Attachment
bull State regulation
bull Mutual regulation
bull Social referencing
bull Shared subjectivity (understanding each other)
bull Self-esteem
~~ __ ~~~___ __~ __~~~~~~___~~~___~__~ ____J~~_~_____~
Emotional availability - to learn from ITlistakes
Cross-cultural variations in mutual regulation
Variaciones trc3nsculturales en regulacion mutua
Demandas del media ambiente y regulacion mutuc
Environmental Demands and Mutual Regulation
Mutual Regulation throughout the lifespan
bull In all of OLlr actions everyday with family friends cc)lIeagues and clients
bull Shaped by our states - of consciousness and emotion
bull Shaped by our cultures and cultural differences
Mutual regulation is how way get and feel conrlected
_____________________ ____ _________J __L _________ L-___L _____
Connections staying in touch bull Resnick et al laquo Protecting Adolescents From Harm shy
findings from the National Adolescent Longitudinal Health Study raquo JAMJ~ Sept 10 97-Vol 278 No 10) - 93000 adolescents in NC Minn
bull Parent-ch i Id closeness assessed laquo Most of 1the time your parent is warm
and lovillg to you raquo laquo You are satisfied with the way your
parent alnd you communicate with each othler raquo
laquo Overall you are satisfied with your relationship with your parent raquo
bull ____1____ bullbullbull bullbull_L_ bullbull _
Connections
Crucial metlsure of childs closeness to parent
bull 5 out of 7 meals as a family in past week
Connections Importance oif Parental Involvement
Smoking 42~o of 15 - 16 yo who dont feel close to parents smoke 26 smoke who do 34 who dc)nt eat dinner regularly with parents smc)ke 25 smoke who do
Drinking 2 x higher prevalence in 15 - 16 yo who dont f_~el close or do not have meals together as compared with those who do
________________________________________________
----
____________~ 1 ___bull ________________________L _____
Connections bull Drug us~ 50 of 15- 16 yo who
arent close to parents used MJ as opposed to 24 of those who are
bull Violenc_~ 40 involved in serious fights who arent close to parents 30 wh~o are
bull Suicide thoughts 3x more likely in teens wlho arent close attempts 2x more likely
bull
Reconocimiento de la expresion facial y referencia social
Facial Expression Recognition and Social Referencing
What you trying to tell me
--
--
--
3 I Q) I
o J Q) J 0
0 eo J I
--I () Q) bull I
o -shy
J
--
0 CD Q)-~
-c 0-Q)
lt-shyJ cc
en lt 3 tT 0-n -c-Q)
lt
bull bull
----
en CD
I I I
CD (1) I
CD CD 3
c c I
3 lt(J) CD
I Ishy
Shared subjectivity
bull Putting tog~9ther attachment state regulation self regulation mutual regulation and social referencing creates the possibility for the process in which two people meet experience connection~ work to make meaning together toward mutual understanding
bull This also rE~quires what is sometimes called laquo theory of mind raquo
bull This is the foundation for empathy cornpassion nonviolent ~cooperation on a peaceful ~)Ianet
Copyright 2009 by Joshua Sparrow All Rights Reserved
Key elements
bull Developmental bull Systems-theory bull Preventive bull Culturally bull Relational informed
bull Strengthsshy bull Reflective -based ~ractice
(empow~ermentl bull Evidence-based self-advocacy
Para enarmorarse de un nino los padres necesitan
bull Un sentido de competencia(somos expertos pero los paldres tambien)
bull Hacerlos sfsntir que tienen el poder para obtener 10 Imejor para sus ninos
bull Comunidaej y conexiones - una red de relaciones
bull Conexion con el pasado e identidad cultural bull Esperanza para el futuro- la capacidad para
proyectars43 a si mismo al nino y la familia con esperalnza para un futuro mejolr
To ffall in love with a child parents need emotional availability
bull A sense of competence (we are experts but parents are too
bull EmpowermE~nt bull Connectionst - a web of relationships to
community to cultural identity bull Hope - the capacity to envision ones self child
family with hope
WE CAN USE OUR RELATIONSHIPS WITH PARENTS 1-0 SUPPORT
THEIR RELATIONSHIPS WITH THEIR CHILDREN
Enhancing Parent Potential
bull Parental sene of competence efficacy self-agency iinternalized locus of control
bull Parental conl1ectedness to family friends social supports community
bull Parental opp~Drtunities for self-determination and empowerment
bull Hope
_ _____________~____J _ _____ bull1__
What parents need to be the kind of parents they want to be
for their children bull To perceife themselves as competent
bull To feel enlpowered to make a difference in their childrens lives
bull To feel connected to a web of supportive relationshiips - the village
bull To feel connected to their pasts to be emotionailly available in the present and to dare to hope for their childrens future
Nuestro papel en el desarrollo integral del nino
apoyar a toda la familia
bull Mas alia de ser expertos debemc)s estar emocionalmente presentes con los padres para apoyar la disponibilidad emocional de los padres en el desarrollo emocional de sus ninos
Reflective Practice Not enough 1time or Using the tinle we have differently
taking car~ of ourselves to take care of others
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
Attachment bull Who have you been attached to
bull What are yo~ur attachment behaviors with these people
bull Who is atta~~hed to you
bull What are th1eir attachment behaviors with you
Attachrnent and Temperament Goodness of Fit
bull Think abolut your temperament Think about the other persons temperament
bull What asp1ects of your temperament support y()ur attachment What aspects of your tem~~erament challenge it
__cl ________ ~___________c_L__ ~~c- bullbull___ l _JL __~_
Attachment
bull Think of all the children in your care one at a time
bull Who did you think of first Second Third bull Next to last Last
bull Describe wlhat the first three children you thought of ~lo to endear themselves to you
bull Describe wlhat the last three children do that makes thenn less endearing
bull Which of these attributes are ones you can help with IHow
a (J) en CD J lt -- CD Jl J
~lt a CJ c 1
a en
aCDC)en J Ol J~-C -- OlJI )1 CJa shyen~c
- Ol c c c c CD CD
r i
~
L
TOUCHpIOINTS A RELATIONAL MODEL OF DEVELOPMENT shy
Growing and learning in relationships
bull Attachment
bull State regulation
bull Mutual regulation
bull Social referE~ncing
bull Shared subjectivity (understanding each other)
bull Self-esteem
States - estados de consciencia
bull Deep sleE~p - sueno profundo
bull Light sleep - sueno ligero bull Drowsine~ss - somnoliento bull Alert - allerta bull Fussy - incomodo
bull Crying - lIanto
(de la escala Brazelton y Prechtl)
State Regulation regulacion de los estc3dos de consciencia
bull Cada estaldo de consciencia tiene sus costos y sus ben~eficios que deben ser equilibrados
bull Diferentes~ estados de consciencia permiten un equilibrio entre las necesidades del nino y las demarldas del medio ambiente
bull Estado de alerta Ie permite al nino comunicarse con las personas que 10 cuidan mientras (~ue los estados de sueno 10 protegen (~ontra la sobre estimulaciorl
__-__shy
State Regulation
bull Each state c)f consciousness has costs and benefits to be balanced
bull States of cOlnsciousness allow for different balances between the infants needs and the environments demands
bull Alert states ~allow the infant to commlunicate with caretakers while sleep states protect against over-stimulation
en -I raquo-I m c m C) c rshyraquo --I o z
--
raquo-CD + en Q)-+
b CD en bull bull
llCD 0 03 CD enco C Q)- Q) CD
0 0 J CD
co C-Q)
o J
() Q) -c Q)
Q en r-+- r-+shylt Q) r-+-r-+shyo CD 00 CD CD
CCCC _ c ~Q)CD ~ -s 0 -UJ -s o r-+shyCD CIJ r-+shy
--
--
(I) n AJ3 D) (I) o-ccc
os
D)n iIIIII -- Dr0 n
D) D) - shy-cO D) -c s Q1D)o __ (I) -D)
~-c 0__ en =0 II
lt (I) en en os-~ D)= (I)
3 o o s en
0 I en
- shy
III III
lor I tat t tenci
Infants Selnses
bull are affected by her state
bull especially receptive to human in~)ut
bull even more receptive to mothers input
bull lead to e)(periences even before birth which cain be remembered and rE3ferred to later
bull bull -- --
--
I
r CD -shy3 0 W
bull
3
I
0 CD J
co Ol
co CD J
Z CD ~ cshy0 J
J OCD o CD CD 1 Ol CshyOl W J omiddot ru I ---cJ I
c-wCDCD r r -- CD OlOco lt ~ c o Ol I
o -shy
J
State Regulation and Sensory Functioning
bull Sensory slensitivity bull Sensory p~rocessing bull Sensory tl1resholds bull Multimodcll sensory processing bull Supramoejal sensorimotor functions bull Habituatictn - neural filtering bull Soothing self-soothing
Copyright 2009 by Joshua Sparrow All Rights Reserved
bull bull
~ T 0 T - ~I)
-c CJ)
C CJ)
CJ)
0 0 I
T CD-v
CD Q) I
bull 0
~ CJ) T
bull -c CJ)
()CD Q)cc c CD
ccQ) bull I ~
~
0 bull
CDJ CJ)
0 I J CDCD CDJ ccc
Q) CJ)
cc IQ)CD I
bull CD J
-u Q) CD J I
en Q) J c 0 IT CD
Meaning of childs behavior to parents and other caregivers
bull Observation bull Shared [)iscovery bull Co-construction of meaning Pre-requisites bull Emotional availability - in order to
observe bull Relationship - in order to share
observations construct meaning
--____ __j _____~_ Jgt _______ __________-1_____ l_J~middot_ __
Supports for Parents and Other Caregivers State Regulation
bull Social c~onnectedness bull Sense of competence efficacy
confidence
bull Experiences of empowerment
bull Caregiving that brings moments of pleasure and joy
bull Enduring hope
State Regulation
bull Think of tile last time you were in a fussy state What triggered the fussing
bull Made it worse Better bull What were you thinking while fussy bull New thoughts as you started feeling less
fussy bull In what ways did the quality of your
thinking change as you started fe~3ling less fussy
bull__________ J-__----_
State Regulation bull Think of a chil~d and what he or she did while in a
fussy state bull How could YOlJ tell - what did you observe- that the
child was in a fussy state bull What triggere(j the fussing bull Did anything nnake it worse Better bull Does the childl know what made it worse Better bull What do you think the child was thinking while feeling
fussy bull How did the Cllilds thoughts change as he or she
started feeling less fussy bull How did the q1uality of thinking change as he or she
felt less fussy
bull 1______ ______ ____~ --~-
All Behavior is State Dependent for ~-Iumans of All Ages
bull Behavior ~dependent on cognition is altered by
bull states of consciousness (eg drowsy alert) and by
bull emotional states (eg anxious angry serene slJspicious open etc)
bull Neurobiological correlates activity of areas of l~rain responsible for arousal emotion c3nd cognition are wired together and can support or overwhelm each other
____-1 _________ bull __ ____~
BUILDINGi BLOCKS of EMOTIONAL [)EVELOPMENT
LEARNIIlG IN RELATIONSHIPSmiddot
bull Attachment
bull State regulation
bull Mutual regulation
bull Social referencing
bull Shared subjectivity (understanding each other)
bull Self-esteem
~~ __ ~~~___ __~ __~~~~~~___~~~___~__~ ____J~~_~_____~
Emotional availability - to learn from ITlistakes
Cross-cultural variations in mutual regulation
Variaciones trc3nsculturales en regulacion mutua
Demandas del media ambiente y regulacion mutuc
Environmental Demands and Mutual Regulation
Mutual Regulation throughout the lifespan
bull In all of OLlr actions everyday with family friends cc)lIeagues and clients
bull Shaped by our states - of consciousness and emotion
bull Shaped by our cultures and cultural differences
Mutual regulation is how way get and feel conrlected
_____________________ ____ _________J __L _________ L-___L _____
Connections staying in touch bull Resnick et al laquo Protecting Adolescents From Harm shy
findings from the National Adolescent Longitudinal Health Study raquo JAMJ~ Sept 10 97-Vol 278 No 10) - 93000 adolescents in NC Minn
bull Parent-ch i Id closeness assessed laquo Most of 1the time your parent is warm
and lovillg to you raquo laquo You are satisfied with the way your
parent alnd you communicate with each othler raquo
laquo Overall you are satisfied with your relationship with your parent raquo
bull ____1____ bullbullbull bullbull_L_ bullbull _
Connections
Crucial metlsure of childs closeness to parent
bull 5 out of 7 meals as a family in past week
Connections Importance oif Parental Involvement
Smoking 42~o of 15 - 16 yo who dont feel close to parents smoke 26 smoke who do 34 who dc)nt eat dinner regularly with parents smc)ke 25 smoke who do
Drinking 2 x higher prevalence in 15 - 16 yo who dont f_~el close or do not have meals together as compared with those who do
________________________________________________
----
____________~ 1 ___bull ________________________L _____
Connections bull Drug us~ 50 of 15- 16 yo who
arent close to parents used MJ as opposed to 24 of those who are
bull Violenc_~ 40 involved in serious fights who arent close to parents 30 wh~o are
bull Suicide thoughts 3x more likely in teens wlho arent close attempts 2x more likely
bull
Reconocimiento de la expresion facial y referencia social
Facial Expression Recognition and Social Referencing
What you trying to tell me
--
--
--
3 I Q) I
o J Q) J 0
0 eo J I
--I () Q) bull I
o -shy
J
--
0 CD Q)-~
-c 0-Q)
lt-shyJ cc
en lt 3 tT 0-n -c-Q)
lt
bull bull
----
en CD
I I I
CD (1) I
CD CD 3
c c I
3 lt(J) CD
I Ishy
Shared subjectivity
bull Putting tog~9ther attachment state regulation self regulation mutual regulation and social referencing creates the possibility for the process in which two people meet experience connection~ work to make meaning together toward mutual understanding
bull This also rE~quires what is sometimes called laquo theory of mind raquo
bull This is the foundation for empathy cornpassion nonviolent ~cooperation on a peaceful ~)Ianet
Copyright 2009 by Joshua Sparrow All Rights Reserved
Key elements
bull Developmental bull Systems-theory bull Preventive bull Culturally bull Relational informed
bull Strengthsshy bull Reflective -based ~ractice
(empow~ermentl bull Evidence-based self-advocacy
Para enarmorarse de un nino los padres necesitan
bull Un sentido de competencia(somos expertos pero los paldres tambien)
bull Hacerlos sfsntir que tienen el poder para obtener 10 Imejor para sus ninos
bull Comunidaej y conexiones - una red de relaciones
bull Conexion con el pasado e identidad cultural bull Esperanza para el futuro- la capacidad para
proyectars43 a si mismo al nino y la familia con esperalnza para un futuro mejolr
To ffall in love with a child parents need emotional availability
bull A sense of competence (we are experts but parents are too
bull EmpowermE~nt bull Connectionst - a web of relationships to
community to cultural identity bull Hope - the capacity to envision ones self child
family with hope
WE CAN USE OUR RELATIONSHIPS WITH PARENTS 1-0 SUPPORT
THEIR RELATIONSHIPS WITH THEIR CHILDREN
Enhancing Parent Potential
bull Parental sene of competence efficacy self-agency iinternalized locus of control
bull Parental conl1ectedness to family friends social supports community
bull Parental opp~Drtunities for self-determination and empowerment
bull Hope
_ _____________~____J _ _____ bull1__
What parents need to be the kind of parents they want to be
for their children bull To perceife themselves as competent
bull To feel enlpowered to make a difference in their childrens lives
bull To feel connected to a web of supportive relationshiips - the village
bull To feel connected to their pasts to be emotionailly available in the present and to dare to hope for their childrens future
Nuestro papel en el desarrollo integral del nino
apoyar a toda la familia
bull Mas alia de ser expertos debemc)s estar emocionalmente presentes con los padres para apoyar la disponibilidad emocional de los padres en el desarrollo emocional de sus ninos
Reflective Practice Not enough 1time or Using the tinle we have differently
taking car~ of ourselves to take care of others
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
Attachrnent and Temperament Goodness of Fit
bull Think abolut your temperament Think about the other persons temperament
bull What asp1ects of your temperament support y()ur attachment What aspects of your tem~~erament challenge it
__cl ________ ~___________c_L__ ~~c- bullbull___ l _JL __~_
Attachment
bull Think of all the children in your care one at a time
bull Who did you think of first Second Third bull Next to last Last
bull Describe wlhat the first three children you thought of ~lo to endear themselves to you
bull Describe wlhat the last three children do that makes thenn less endearing
bull Which of these attributes are ones you can help with IHow
a (J) en CD J lt -- CD Jl J
~lt a CJ c 1
a en
aCDC)en J Ol J~-C -- OlJI )1 CJa shyen~c
- Ol c c c c CD CD
r i
~
L
TOUCHpIOINTS A RELATIONAL MODEL OF DEVELOPMENT shy
Growing and learning in relationships
bull Attachment
bull State regulation
bull Mutual regulation
bull Social referE~ncing
bull Shared subjectivity (understanding each other)
bull Self-esteem
States - estados de consciencia
bull Deep sleE~p - sueno profundo
bull Light sleep - sueno ligero bull Drowsine~ss - somnoliento bull Alert - allerta bull Fussy - incomodo
bull Crying - lIanto
(de la escala Brazelton y Prechtl)
State Regulation regulacion de los estc3dos de consciencia
bull Cada estaldo de consciencia tiene sus costos y sus ben~eficios que deben ser equilibrados
bull Diferentes~ estados de consciencia permiten un equilibrio entre las necesidades del nino y las demarldas del medio ambiente
bull Estado de alerta Ie permite al nino comunicarse con las personas que 10 cuidan mientras (~ue los estados de sueno 10 protegen (~ontra la sobre estimulaciorl
__-__shy
State Regulation
bull Each state c)f consciousness has costs and benefits to be balanced
bull States of cOlnsciousness allow for different balances between the infants needs and the environments demands
bull Alert states ~allow the infant to commlunicate with caretakers while sleep states protect against over-stimulation
en -I raquo-I m c m C) c rshyraquo --I o z
--
raquo-CD + en Q)-+
b CD en bull bull
llCD 0 03 CD enco C Q)- Q) CD
0 0 J CD
co C-Q)
o J
() Q) -c Q)
Q en r-+- r-+shylt Q) r-+-r-+shyo CD 00 CD CD
CCCC _ c ~Q)CD ~ -s 0 -UJ -s o r-+shyCD CIJ r-+shy
--
--
(I) n AJ3 D) (I) o-ccc
os
D)n iIIIII -- Dr0 n
D) D) - shy-cO D) -c s Q1D)o __ (I) -D)
~-c 0__ en =0 II
lt (I) en en os-~ D)= (I)
3 o o s en
0 I en
- shy
III III
lor I tat t tenci
Infants Selnses
bull are affected by her state
bull especially receptive to human in~)ut
bull even more receptive to mothers input
bull lead to e)(periences even before birth which cain be remembered and rE3ferred to later
bull bull -- --
--
I
r CD -shy3 0 W
bull
3
I
0 CD J
co Ol
co CD J
Z CD ~ cshy0 J
J OCD o CD CD 1 Ol CshyOl W J omiddot ru I ---cJ I
c-wCDCD r r -- CD OlOco lt ~ c o Ol I
o -shy
J
State Regulation and Sensory Functioning
bull Sensory slensitivity bull Sensory p~rocessing bull Sensory tl1resholds bull Multimodcll sensory processing bull Supramoejal sensorimotor functions bull Habituatictn - neural filtering bull Soothing self-soothing
Copyright 2009 by Joshua Sparrow All Rights Reserved
bull bull
~ T 0 T - ~I)
-c CJ)
C CJ)
CJ)
0 0 I
T CD-v
CD Q) I
bull 0
~ CJ) T
bull -c CJ)
()CD Q)cc c CD
ccQ) bull I ~
~
0 bull
CDJ CJ)
0 I J CDCD CDJ ccc
Q) CJ)
cc IQ)CD I
bull CD J
-u Q) CD J I
en Q) J c 0 IT CD
Meaning of childs behavior to parents and other caregivers
bull Observation bull Shared [)iscovery bull Co-construction of meaning Pre-requisites bull Emotional availability - in order to
observe bull Relationship - in order to share
observations construct meaning
--____ __j _____~_ Jgt _______ __________-1_____ l_J~middot_ __
Supports for Parents and Other Caregivers State Regulation
bull Social c~onnectedness bull Sense of competence efficacy
confidence
bull Experiences of empowerment
bull Caregiving that brings moments of pleasure and joy
bull Enduring hope
State Regulation
bull Think of tile last time you were in a fussy state What triggered the fussing
bull Made it worse Better bull What were you thinking while fussy bull New thoughts as you started feeling less
fussy bull In what ways did the quality of your
thinking change as you started fe~3ling less fussy
bull__________ J-__----_
State Regulation bull Think of a chil~d and what he or she did while in a
fussy state bull How could YOlJ tell - what did you observe- that the
child was in a fussy state bull What triggere(j the fussing bull Did anything nnake it worse Better bull Does the childl know what made it worse Better bull What do you think the child was thinking while feeling
fussy bull How did the Cllilds thoughts change as he or she
started feeling less fussy bull How did the q1uality of thinking change as he or she
felt less fussy
bull 1______ ______ ____~ --~-
All Behavior is State Dependent for ~-Iumans of All Ages
bull Behavior ~dependent on cognition is altered by
bull states of consciousness (eg drowsy alert) and by
bull emotional states (eg anxious angry serene slJspicious open etc)
bull Neurobiological correlates activity of areas of l~rain responsible for arousal emotion c3nd cognition are wired together and can support or overwhelm each other
____-1 _________ bull __ ____~
BUILDINGi BLOCKS of EMOTIONAL [)EVELOPMENT
LEARNIIlG IN RELATIONSHIPSmiddot
bull Attachment
bull State regulation
bull Mutual regulation
bull Social referencing
bull Shared subjectivity (understanding each other)
bull Self-esteem
~~ __ ~~~___ __~ __~~~~~~___~~~___~__~ ____J~~_~_____~
Emotional availability - to learn from ITlistakes
Cross-cultural variations in mutual regulation
Variaciones trc3nsculturales en regulacion mutua
Demandas del media ambiente y regulacion mutuc
Environmental Demands and Mutual Regulation
Mutual Regulation throughout the lifespan
bull In all of OLlr actions everyday with family friends cc)lIeagues and clients
bull Shaped by our states - of consciousness and emotion
bull Shaped by our cultures and cultural differences
Mutual regulation is how way get and feel conrlected
_____________________ ____ _________J __L _________ L-___L _____
Connections staying in touch bull Resnick et al laquo Protecting Adolescents From Harm shy
findings from the National Adolescent Longitudinal Health Study raquo JAMJ~ Sept 10 97-Vol 278 No 10) - 93000 adolescents in NC Minn
bull Parent-ch i Id closeness assessed laquo Most of 1the time your parent is warm
and lovillg to you raquo laquo You are satisfied with the way your
parent alnd you communicate with each othler raquo
laquo Overall you are satisfied with your relationship with your parent raquo
bull ____1____ bullbullbull bullbull_L_ bullbull _
Connections
Crucial metlsure of childs closeness to parent
bull 5 out of 7 meals as a family in past week
Connections Importance oif Parental Involvement
Smoking 42~o of 15 - 16 yo who dont feel close to parents smoke 26 smoke who do 34 who dc)nt eat dinner regularly with parents smc)ke 25 smoke who do
Drinking 2 x higher prevalence in 15 - 16 yo who dont f_~el close or do not have meals together as compared with those who do
________________________________________________
----
____________~ 1 ___bull ________________________L _____
Connections bull Drug us~ 50 of 15- 16 yo who
arent close to parents used MJ as opposed to 24 of those who are
bull Violenc_~ 40 involved in serious fights who arent close to parents 30 wh~o are
bull Suicide thoughts 3x more likely in teens wlho arent close attempts 2x more likely
bull
Reconocimiento de la expresion facial y referencia social
Facial Expression Recognition and Social Referencing
What you trying to tell me
--
--
--
3 I Q) I
o J Q) J 0
0 eo J I
--I () Q) bull I
o -shy
J
--
0 CD Q)-~
-c 0-Q)
lt-shyJ cc
en lt 3 tT 0-n -c-Q)
lt
bull bull
----
en CD
I I I
CD (1) I
CD CD 3
c c I
3 lt(J) CD
I Ishy
Shared subjectivity
bull Putting tog~9ther attachment state regulation self regulation mutual regulation and social referencing creates the possibility for the process in which two people meet experience connection~ work to make meaning together toward mutual understanding
bull This also rE~quires what is sometimes called laquo theory of mind raquo
bull This is the foundation for empathy cornpassion nonviolent ~cooperation on a peaceful ~)Ianet
Copyright 2009 by Joshua Sparrow All Rights Reserved
Key elements
bull Developmental bull Systems-theory bull Preventive bull Culturally bull Relational informed
bull Strengthsshy bull Reflective -based ~ractice
(empow~ermentl bull Evidence-based self-advocacy
Para enarmorarse de un nino los padres necesitan
bull Un sentido de competencia(somos expertos pero los paldres tambien)
bull Hacerlos sfsntir que tienen el poder para obtener 10 Imejor para sus ninos
bull Comunidaej y conexiones - una red de relaciones
bull Conexion con el pasado e identidad cultural bull Esperanza para el futuro- la capacidad para
proyectars43 a si mismo al nino y la familia con esperalnza para un futuro mejolr
To ffall in love with a child parents need emotional availability
bull A sense of competence (we are experts but parents are too
bull EmpowermE~nt bull Connectionst - a web of relationships to
community to cultural identity bull Hope - the capacity to envision ones self child
family with hope
WE CAN USE OUR RELATIONSHIPS WITH PARENTS 1-0 SUPPORT
THEIR RELATIONSHIPS WITH THEIR CHILDREN
Enhancing Parent Potential
bull Parental sene of competence efficacy self-agency iinternalized locus of control
bull Parental conl1ectedness to family friends social supports community
bull Parental opp~Drtunities for self-determination and empowerment
bull Hope
_ _____________~____J _ _____ bull1__
What parents need to be the kind of parents they want to be
for their children bull To perceife themselves as competent
bull To feel enlpowered to make a difference in their childrens lives
bull To feel connected to a web of supportive relationshiips - the village
bull To feel connected to their pasts to be emotionailly available in the present and to dare to hope for their childrens future
Nuestro papel en el desarrollo integral del nino
apoyar a toda la familia
bull Mas alia de ser expertos debemc)s estar emocionalmente presentes con los padres para apoyar la disponibilidad emocional de los padres en el desarrollo emocional de sus ninos
Reflective Practice Not enough 1time or Using the tinle we have differently
taking car~ of ourselves to take care of others
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
__cl ________ ~___________c_L__ ~~c- bullbull___ l _JL __~_
Attachment
bull Think of all the children in your care one at a time
bull Who did you think of first Second Third bull Next to last Last
bull Describe wlhat the first three children you thought of ~lo to endear themselves to you
bull Describe wlhat the last three children do that makes thenn less endearing
bull Which of these attributes are ones you can help with IHow
a (J) en CD J lt -- CD Jl J
~lt a CJ c 1
a en
aCDC)en J Ol J~-C -- OlJI )1 CJa shyen~c
- Ol c c c c CD CD
r i
~
L
TOUCHpIOINTS A RELATIONAL MODEL OF DEVELOPMENT shy
Growing and learning in relationships
bull Attachment
bull State regulation
bull Mutual regulation
bull Social referE~ncing
bull Shared subjectivity (understanding each other)
bull Self-esteem
States - estados de consciencia
bull Deep sleE~p - sueno profundo
bull Light sleep - sueno ligero bull Drowsine~ss - somnoliento bull Alert - allerta bull Fussy - incomodo
bull Crying - lIanto
(de la escala Brazelton y Prechtl)
State Regulation regulacion de los estc3dos de consciencia
bull Cada estaldo de consciencia tiene sus costos y sus ben~eficios que deben ser equilibrados
bull Diferentes~ estados de consciencia permiten un equilibrio entre las necesidades del nino y las demarldas del medio ambiente
bull Estado de alerta Ie permite al nino comunicarse con las personas que 10 cuidan mientras (~ue los estados de sueno 10 protegen (~ontra la sobre estimulaciorl
__-__shy
State Regulation
bull Each state c)f consciousness has costs and benefits to be balanced
bull States of cOlnsciousness allow for different balances between the infants needs and the environments demands
bull Alert states ~allow the infant to commlunicate with caretakers while sleep states protect against over-stimulation
en -I raquo-I m c m C) c rshyraquo --I o z
--
raquo-CD + en Q)-+
b CD en bull bull
llCD 0 03 CD enco C Q)- Q) CD
0 0 J CD
co C-Q)
o J
() Q) -c Q)
Q en r-+- r-+shylt Q) r-+-r-+shyo CD 00 CD CD
CCCC _ c ~Q)CD ~ -s 0 -UJ -s o r-+shyCD CIJ r-+shy
--
--
(I) n AJ3 D) (I) o-ccc
os
D)n iIIIII -- Dr0 n
D) D) - shy-cO D) -c s Q1D)o __ (I) -D)
~-c 0__ en =0 II
lt (I) en en os-~ D)= (I)
3 o o s en
0 I en
- shy
III III
lor I tat t tenci
Infants Selnses
bull are affected by her state
bull especially receptive to human in~)ut
bull even more receptive to mothers input
bull lead to e)(periences even before birth which cain be remembered and rE3ferred to later
bull bull -- --
--
I
r CD -shy3 0 W
bull
3
I
0 CD J
co Ol
co CD J
Z CD ~ cshy0 J
J OCD o CD CD 1 Ol CshyOl W J omiddot ru I ---cJ I
c-wCDCD r r -- CD OlOco lt ~ c o Ol I
o -shy
J
State Regulation and Sensory Functioning
bull Sensory slensitivity bull Sensory p~rocessing bull Sensory tl1resholds bull Multimodcll sensory processing bull Supramoejal sensorimotor functions bull Habituatictn - neural filtering bull Soothing self-soothing
Copyright 2009 by Joshua Sparrow All Rights Reserved
bull bull
~ T 0 T - ~I)
-c CJ)
C CJ)
CJ)
0 0 I
T CD-v
CD Q) I
bull 0
~ CJ) T
bull -c CJ)
()CD Q)cc c CD
ccQ) bull I ~
~
0 bull
CDJ CJ)
0 I J CDCD CDJ ccc
Q) CJ)
cc IQ)CD I
bull CD J
-u Q) CD J I
en Q) J c 0 IT CD
Meaning of childs behavior to parents and other caregivers
bull Observation bull Shared [)iscovery bull Co-construction of meaning Pre-requisites bull Emotional availability - in order to
observe bull Relationship - in order to share
observations construct meaning
--____ __j _____~_ Jgt _______ __________-1_____ l_J~middot_ __
Supports for Parents and Other Caregivers State Regulation
bull Social c~onnectedness bull Sense of competence efficacy
confidence
bull Experiences of empowerment
bull Caregiving that brings moments of pleasure and joy
bull Enduring hope
State Regulation
bull Think of tile last time you were in a fussy state What triggered the fussing
bull Made it worse Better bull What were you thinking while fussy bull New thoughts as you started feeling less
fussy bull In what ways did the quality of your
thinking change as you started fe~3ling less fussy
bull__________ J-__----_
State Regulation bull Think of a chil~d and what he or she did while in a
fussy state bull How could YOlJ tell - what did you observe- that the
child was in a fussy state bull What triggere(j the fussing bull Did anything nnake it worse Better bull Does the childl know what made it worse Better bull What do you think the child was thinking while feeling
fussy bull How did the Cllilds thoughts change as he or she
started feeling less fussy bull How did the q1uality of thinking change as he or she
felt less fussy
bull 1______ ______ ____~ --~-
All Behavior is State Dependent for ~-Iumans of All Ages
bull Behavior ~dependent on cognition is altered by
bull states of consciousness (eg drowsy alert) and by
bull emotional states (eg anxious angry serene slJspicious open etc)
bull Neurobiological correlates activity of areas of l~rain responsible for arousal emotion c3nd cognition are wired together and can support or overwhelm each other
____-1 _________ bull __ ____~
BUILDINGi BLOCKS of EMOTIONAL [)EVELOPMENT
LEARNIIlG IN RELATIONSHIPSmiddot
bull Attachment
bull State regulation
bull Mutual regulation
bull Social referencing
bull Shared subjectivity (understanding each other)
bull Self-esteem
~~ __ ~~~___ __~ __~~~~~~___~~~___~__~ ____J~~_~_____~
Emotional availability - to learn from ITlistakes
Cross-cultural variations in mutual regulation
Variaciones trc3nsculturales en regulacion mutua
Demandas del media ambiente y regulacion mutuc
Environmental Demands and Mutual Regulation
Mutual Regulation throughout the lifespan
bull In all of OLlr actions everyday with family friends cc)lIeagues and clients
bull Shaped by our states - of consciousness and emotion
bull Shaped by our cultures and cultural differences
Mutual regulation is how way get and feel conrlected
_____________________ ____ _________J __L _________ L-___L _____
Connections staying in touch bull Resnick et al laquo Protecting Adolescents From Harm shy
findings from the National Adolescent Longitudinal Health Study raquo JAMJ~ Sept 10 97-Vol 278 No 10) - 93000 adolescents in NC Minn
bull Parent-ch i Id closeness assessed laquo Most of 1the time your parent is warm
and lovillg to you raquo laquo You are satisfied with the way your
parent alnd you communicate with each othler raquo
laquo Overall you are satisfied with your relationship with your parent raquo
bull ____1____ bullbullbull bullbull_L_ bullbull _
Connections
Crucial metlsure of childs closeness to parent
bull 5 out of 7 meals as a family in past week
Connections Importance oif Parental Involvement
Smoking 42~o of 15 - 16 yo who dont feel close to parents smoke 26 smoke who do 34 who dc)nt eat dinner regularly with parents smc)ke 25 smoke who do
Drinking 2 x higher prevalence in 15 - 16 yo who dont f_~el close or do not have meals together as compared with those who do
________________________________________________
----
____________~ 1 ___bull ________________________L _____
Connections bull Drug us~ 50 of 15- 16 yo who
arent close to parents used MJ as opposed to 24 of those who are
bull Violenc_~ 40 involved in serious fights who arent close to parents 30 wh~o are
bull Suicide thoughts 3x more likely in teens wlho arent close attempts 2x more likely
bull
Reconocimiento de la expresion facial y referencia social
Facial Expression Recognition and Social Referencing
What you trying to tell me
--
--
--
3 I Q) I
o J Q) J 0
0 eo J I
--I () Q) bull I
o -shy
J
--
0 CD Q)-~
-c 0-Q)
lt-shyJ cc
en lt 3 tT 0-n -c-Q)
lt
bull bull
----
en CD
I I I
CD (1) I
CD CD 3
c c I
3 lt(J) CD
I Ishy
Shared subjectivity
bull Putting tog~9ther attachment state regulation self regulation mutual regulation and social referencing creates the possibility for the process in which two people meet experience connection~ work to make meaning together toward mutual understanding
bull This also rE~quires what is sometimes called laquo theory of mind raquo
bull This is the foundation for empathy cornpassion nonviolent ~cooperation on a peaceful ~)Ianet
Copyright 2009 by Joshua Sparrow All Rights Reserved
Key elements
bull Developmental bull Systems-theory bull Preventive bull Culturally bull Relational informed
bull Strengthsshy bull Reflective -based ~ractice
(empow~ermentl bull Evidence-based self-advocacy
Para enarmorarse de un nino los padres necesitan
bull Un sentido de competencia(somos expertos pero los paldres tambien)
bull Hacerlos sfsntir que tienen el poder para obtener 10 Imejor para sus ninos
bull Comunidaej y conexiones - una red de relaciones
bull Conexion con el pasado e identidad cultural bull Esperanza para el futuro- la capacidad para
proyectars43 a si mismo al nino y la familia con esperalnza para un futuro mejolr
To ffall in love with a child parents need emotional availability
bull A sense of competence (we are experts but parents are too
bull EmpowermE~nt bull Connectionst - a web of relationships to
community to cultural identity bull Hope - the capacity to envision ones self child
family with hope
WE CAN USE OUR RELATIONSHIPS WITH PARENTS 1-0 SUPPORT
THEIR RELATIONSHIPS WITH THEIR CHILDREN
Enhancing Parent Potential
bull Parental sene of competence efficacy self-agency iinternalized locus of control
bull Parental conl1ectedness to family friends social supports community
bull Parental opp~Drtunities for self-determination and empowerment
bull Hope
_ _____________~____J _ _____ bull1__
What parents need to be the kind of parents they want to be
for their children bull To perceife themselves as competent
bull To feel enlpowered to make a difference in their childrens lives
bull To feel connected to a web of supportive relationshiips - the village
bull To feel connected to their pasts to be emotionailly available in the present and to dare to hope for their childrens future
Nuestro papel en el desarrollo integral del nino
apoyar a toda la familia
bull Mas alia de ser expertos debemc)s estar emocionalmente presentes con los padres para apoyar la disponibilidad emocional de los padres en el desarrollo emocional de sus ninos
Reflective Practice Not enough 1time or Using the tinle we have differently
taking car~ of ourselves to take care of others
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
a (J) en CD J lt -- CD Jl J
~lt a CJ c 1
a en
aCDC)en J Ol J~-C -- OlJI )1 CJa shyen~c
- Ol c c c c CD CD
r i
~
L
TOUCHpIOINTS A RELATIONAL MODEL OF DEVELOPMENT shy
Growing and learning in relationships
bull Attachment
bull State regulation
bull Mutual regulation
bull Social referE~ncing
bull Shared subjectivity (understanding each other)
bull Self-esteem
States - estados de consciencia
bull Deep sleE~p - sueno profundo
bull Light sleep - sueno ligero bull Drowsine~ss - somnoliento bull Alert - allerta bull Fussy - incomodo
bull Crying - lIanto
(de la escala Brazelton y Prechtl)
State Regulation regulacion de los estc3dos de consciencia
bull Cada estaldo de consciencia tiene sus costos y sus ben~eficios que deben ser equilibrados
bull Diferentes~ estados de consciencia permiten un equilibrio entre las necesidades del nino y las demarldas del medio ambiente
bull Estado de alerta Ie permite al nino comunicarse con las personas que 10 cuidan mientras (~ue los estados de sueno 10 protegen (~ontra la sobre estimulaciorl
__-__shy
State Regulation
bull Each state c)f consciousness has costs and benefits to be balanced
bull States of cOlnsciousness allow for different balances between the infants needs and the environments demands
bull Alert states ~allow the infant to commlunicate with caretakers while sleep states protect against over-stimulation
en -I raquo-I m c m C) c rshyraquo --I o z
--
raquo-CD + en Q)-+
b CD en bull bull
llCD 0 03 CD enco C Q)- Q) CD
0 0 J CD
co C-Q)
o J
() Q) -c Q)
Q en r-+- r-+shylt Q) r-+-r-+shyo CD 00 CD CD
CCCC _ c ~Q)CD ~ -s 0 -UJ -s o r-+shyCD CIJ r-+shy
--
--
(I) n AJ3 D) (I) o-ccc
os
D)n iIIIII -- Dr0 n
D) D) - shy-cO D) -c s Q1D)o __ (I) -D)
~-c 0__ en =0 II
lt (I) en en os-~ D)= (I)
3 o o s en
0 I en
- shy
III III
lor I tat t tenci
Infants Selnses
bull are affected by her state
bull especially receptive to human in~)ut
bull even more receptive to mothers input
bull lead to e)(periences even before birth which cain be remembered and rE3ferred to later
bull bull -- --
--
I
r CD -shy3 0 W
bull
3
I
0 CD J
co Ol
co CD J
Z CD ~ cshy0 J
J OCD o CD CD 1 Ol CshyOl W J omiddot ru I ---cJ I
c-wCDCD r r -- CD OlOco lt ~ c o Ol I
o -shy
J
State Regulation and Sensory Functioning
bull Sensory slensitivity bull Sensory p~rocessing bull Sensory tl1resholds bull Multimodcll sensory processing bull Supramoejal sensorimotor functions bull Habituatictn - neural filtering bull Soothing self-soothing
Copyright 2009 by Joshua Sparrow All Rights Reserved
bull bull
~ T 0 T - ~I)
-c CJ)
C CJ)
CJ)
0 0 I
T CD-v
CD Q) I
bull 0
~ CJ) T
bull -c CJ)
()CD Q)cc c CD
ccQ) bull I ~
~
0 bull
CDJ CJ)
0 I J CDCD CDJ ccc
Q) CJ)
cc IQ)CD I
bull CD J
-u Q) CD J I
en Q) J c 0 IT CD
Meaning of childs behavior to parents and other caregivers
bull Observation bull Shared [)iscovery bull Co-construction of meaning Pre-requisites bull Emotional availability - in order to
observe bull Relationship - in order to share
observations construct meaning
--____ __j _____~_ Jgt _______ __________-1_____ l_J~middot_ __
Supports for Parents and Other Caregivers State Regulation
bull Social c~onnectedness bull Sense of competence efficacy
confidence
bull Experiences of empowerment
bull Caregiving that brings moments of pleasure and joy
bull Enduring hope
State Regulation
bull Think of tile last time you were in a fussy state What triggered the fussing
bull Made it worse Better bull What were you thinking while fussy bull New thoughts as you started feeling less
fussy bull In what ways did the quality of your
thinking change as you started fe~3ling less fussy
bull__________ J-__----_
State Regulation bull Think of a chil~d and what he or she did while in a
fussy state bull How could YOlJ tell - what did you observe- that the
child was in a fussy state bull What triggere(j the fussing bull Did anything nnake it worse Better bull Does the childl know what made it worse Better bull What do you think the child was thinking while feeling
fussy bull How did the Cllilds thoughts change as he or she
started feeling less fussy bull How did the q1uality of thinking change as he or she
felt less fussy
bull 1______ ______ ____~ --~-
All Behavior is State Dependent for ~-Iumans of All Ages
bull Behavior ~dependent on cognition is altered by
bull states of consciousness (eg drowsy alert) and by
bull emotional states (eg anxious angry serene slJspicious open etc)
bull Neurobiological correlates activity of areas of l~rain responsible for arousal emotion c3nd cognition are wired together and can support or overwhelm each other
____-1 _________ bull __ ____~
BUILDINGi BLOCKS of EMOTIONAL [)EVELOPMENT
LEARNIIlG IN RELATIONSHIPSmiddot
bull Attachment
bull State regulation
bull Mutual regulation
bull Social referencing
bull Shared subjectivity (understanding each other)
bull Self-esteem
~~ __ ~~~___ __~ __~~~~~~___~~~___~__~ ____J~~_~_____~
Emotional availability - to learn from ITlistakes
Cross-cultural variations in mutual regulation
Variaciones trc3nsculturales en regulacion mutua
Demandas del media ambiente y regulacion mutuc
Environmental Demands and Mutual Regulation
Mutual Regulation throughout the lifespan
bull In all of OLlr actions everyday with family friends cc)lIeagues and clients
bull Shaped by our states - of consciousness and emotion
bull Shaped by our cultures and cultural differences
Mutual regulation is how way get and feel conrlected
_____________________ ____ _________J __L _________ L-___L _____
Connections staying in touch bull Resnick et al laquo Protecting Adolescents From Harm shy
findings from the National Adolescent Longitudinal Health Study raquo JAMJ~ Sept 10 97-Vol 278 No 10) - 93000 adolescents in NC Minn
bull Parent-ch i Id closeness assessed laquo Most of 1the time your parent is warm
and lovillg to you raquo laquo You are satisfied with the way your
parent alnd you communicate with each othler raquo
laquo Overall you are satisfied with your relationship with your parent raquo
bull ____1____ bullbullbull bullbull_L_ bullbull _
Connections
Crucial metlsure of childs closeness to parent
bull 5 out of 7 meals as a family in past week
Connections Importance oif Parental Involvement
Smoking 42~o of 15 - 16 yo who dont feel close to parents smoke 26 smoke who do 34 who dc)nt eat dinner regularly with parents smc)ke 25 smoke who do
Drinking 2 x higher prevalence in 15 - 16 yo who dont f_~el close or do not have meals together as compared with those who do
________________________________________________
----
____________~ 1 ___bull ________________________L _____
Connections bull Drug us~ 50 of 15- 16 yo who
arent close to parents used MJ as opposed to 24 of those who are
bull Violenc_~ 40 involved in serious fights who arent close to parents 30 wh~o are
bull Suicide thoughts 3x more likely in teens wlho arent close attempts 2x more likely
bull
Reconocimiento de la expresion facial y referencia social
Facial Expression Recognition and Social Referencing
What you trying to tell me
--
--
--
3 I Q) I
o J Q) J 0
0 eo J I
--I () Q) bull I
o -shy
J
--
0 CD Q)-~
-c 0-Q)
lt-shyJ cc
en lt 3 tT 0-n -c-Q)
lt
bull bull
----
en CD
I I I
CD (1) I
CD CD 3
c c I
3 lt(J) CD
I Ishy
Shared subjectivity
bull Putting tog~9ther attachment state regulation self regulation mutual regulation and social referencing creates the possibility for the process in which two people meet experience connection~ work to make meaning together toward mutual understanding
bull This also rE~quires what is sometimes called laquo theory of mind raquo
bull This is the foundation for empathy cornpassion nonviolent ~cooperation on a peaceful ~)Ianet
Copyright 2009 by Joshua Sparrow All Rights Reserved
Key elements
bull Developmental bull Systems-theory bull Preventive bull Culturally bull Relational informed
bull Strengthsshy bull Reflective -based ~ractice
(empow~ermentl bull Evidence-based self-advocacy
Para enarmorarse de un nino los padres necesitan
bull Un sentido de competencia(somos expertos pero los paldres tambien)
bull Hacerlos sfsntir que tienen el poder para obtener 10 Imejor para sus ninos
bull Comunidaej y conexiones - una red de relaciones
bull Conexion con el pasado e identidad cultural bull Esperanza para el futuro- la capacidad para
proyectars43 a si mismo al nino y la familia con esperalnza para un futuro mejolr
To ffall in love with a child parents need emotional availability
bull A sense of competence (we are experts but parents are too
bull EmpowermE~nt bull Connectionst - a web of relationships to
community to cultural identity bull Hope - the capacity to envision ones self child
family with hope
WE CAN USE OUR RELATIONSHIPS WITH PARENTS 1-0 SUPPORT
THEIR RELATIONSHIPS WITH THEIR CHILDREN
Enhancing Parent Potential
bull Parental sene of competence efficacy self-agency iinternalized locus of control
bull Parental conl1ectedness to family friends social supports community
bull Parental opp~Drtunities for self-determination and empowerment
bull Hope
_ _____________~____J _ _____ bull1__
What parents need to be the kind of parents they want to be
for their children bull To perceife themselves as competent
bull To feel enlpowered to make a difference in their childrens lives
bull To feel connected to a web of supportive relationshiips - the village
bull To feel connected to their pasts to be emotionailly available in the present and to dare to hope for their childrens future
Nuestro papel en el desarrollo integral del nino
apoyar a toda la familia
bull Mas alia de ser expertos debemc)s estar emocionalmente presentes con los padres para apoyar la disponibilidad emocional de los padres en el desarrollo emocional de sus ninos
Reflective Practice Not enough 1time or Using the tinle we have differently
taking car~ of ourselves to take care of others
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
L
TOUCHpIOINTS A RELATIONAL MODEL OF DEVELOPMENT shy
Growing and learning in relationships
bull Attachment
bull State regulation
bull Mutual regulation
bull Social referE~ncing
bull Shared subjectivity (understanding each other)
bull Self-esteem
States - estados de consciencia
bull Deep sleE~p - sueno profundo
bull Light sleep - sueno ligero bull Drowsine~ss - somnoliento bull Alert - allerta bull Fussy - incomodo
bull Crying - lIanto
(de la escala Brazelton y Prechtl)
State Regulation regulacion de los estc3dos de consciencia
bull Cada estaldo de consciencia tiene sus costos y sus ben~eficios que deben ser equilibrados
bull Diferentes~ estados de consciencia permiten un equilibrio entre las necesidades del nino y las demarldas del medio ambiente
bull Estado de alerta Ie permite al nino comunicarse con las personas que 10 cuidan mientras (~ue los estados de sueno 10 protegen (~ontra la sobre estimulaciorl
__-__shy
State Regulation
bull Each state c)f consciousness has costs and benefits to be balanced
bull States of cOlnsciousness allow for different balances between the infants needs and the environments demands
bull Alert states ~allow the infant to commlunicate with caretakers while sleep states protect against over-stimulation
en -I raquo-I m c m C) c rshyraquo --I o z
--
raquo-CD + en Q)-+
b CD en bull bull
llCD 0 03 CD enco C Q)- Q) CD
0 0 J CD
co C-Q)
o J
() Q) -c Q)
Q en r-+- r-+shylt Q) r-+-r-+shyo CD 00 CD CD
CCCC _ c ~Q)CD ~ -s 0 -UJ -s o r-+shyCD CIJ r-+shy
--
--
(I) n AJ3 D) (I) o-ccc
os
D)n iIIIII -- Dr0 n
D) D) - shy-cO D) -c s Q1D)o __ (I) -D)
~-c 0__ en =0 II
lt (I) en en os-~ D)= (I)
3 o o s en
0 I en
- shy
III III
lor I tat t tenci
Infants Selnses
bull are affected by her state
bull especially receptive to human in~)ut
bull even more receptive to mothers input
bull lead to e)(periences even before birth which cain be remembered and rE3ferred to later
bull bull -- --
--
I
r CD -shy3 0 W
bull
3
I
0 CD J
co Ol
co CD J
Z CD ~ cshy0 J
J OCD o CD CD 1 Ol CshyOl W J omiddot ru I ---cJ I
c-wCDCD r r -- CD OlOco lt ~ c o Ol I
o -shy
J
State Regulation and Sensory Functioning
bull Sensory slensitivity bull Sensory p~rocessing bull Sensory tl1resholds bull Multimodcll sensory processing bull Supramoejal sensorimotor functions bull Habituatictn - neural filtering bull Soothing self-soothing
Copyright 2009 by Joshua Sparrow All Rights Reserved
bull bull
~ T 0 T - ~I)
-c CJ)
C CJ)
CJ)
0 0 I
T CD-v
CD Q) I
bull 0
~ CJ) T
bull -c CJ)
()CD Q)cc c CD
ccQ) bull I ~
~
0 bull
CDJ CJ)
0 I J CDCD CDJ ccc
Q) CJ)
cc IQ)CD I
bull CD J
-u Q) CD J I
en Q) J c 0 IT CD
Meaning of childs behavior to parents and other caregivers
bull Observation bull Shared [)iscovery bull Co-construction of meaning Pre-requisites bull Emotional availability - in order to
observe bull Relationship - in order to share
observations construct meaning
--____ __j _____~_ Jgt _______ __________-1_____ l_J~middot_ __
Supports for Parents and Other Caregivers State Regulation
bull Social c~onnectedness bull Sense of competence efficacy
confidence
bull Experiences of empowerment
bull Caregiving that brings moments of pleasure and joy
bull Enduring hope
State Regulation
bull Think of tile last time you were in a fussy state What triggered the fussing
bull Made it worse Better bull What were you thinking while fussy bull New thoughts as you started feeling less
fussy bull In what ways did the quality of your
thinking change as you started fe~3ling less fussy
bull__________ J-__----_
State Regulation bull Think of a chil~d and what he or she did while in a
fussy state bull How could YOlJ tell - what did you observe- that the
child was in a fussy state bull What triggere(j the fussing bull Did anything nnake it worse Better bull Does the childl know what made it worse Better bull What do you think the child was thinking while feeling
fussy bull How did the Cllilds thoughts change as he or she
started feeling less fussy bull How did the q1uality of thinking change as he or she
felt less fussy
bull 1______ ______ ____~ --~-
All Behavior is State Dependent for ~-Iumans of All Ages
bull Behavior ~dependent on cognition is altered by
bull states of consciousness (eg drowsy alert) and by
bull emotional states (eg anxious angry serene slJspicious open etc)
bull Neurobiological correlates activity of areas of l~rain responsible for arousal emotion c3nd cognition are wired together and can support or overwhelm each other
____-1 _________ bull __ ____~
BUILDINGi BLOCKS of EMOTIONAL [)EVELOPMENT
LEARNIIlG IN RELATIONSHIPSmiddot
bull Attachment
bull State regulation
bull Mutual regulation
bull Social referencing
bull Shared subjectivity (understanding each other)
bull Self-esteem
~~ __ ~~~___ __~ __~~~~~~___~~~___~__~ ____J~~_~_____~
Emotional availability - to learn from ITlistakes
Cross-cultural variations in mutual regulation
Variaciones trc3nsculturales en regulacion mutua
Demandas del media ambiente y regulacion mutuc
Environmental Demands and Mutual Regulation
Mutual Regulation throughout the lifespan
bull In all of OLlr actions everyday with family friends cc)lIeagues and clients
bull Shaped by our states - of consciousness and emotion
bull Shaped by our cultures and cultural differences
Mutual regulation is how way get and feel conrlected
_____________________ ____ _________J __L _________ L-___L _____
Connections staying in touch bull Resnick et al laquo Protecting Adolescents From Harm shy
findings from the National Adolescent Longitudinal Health Study raquo JAMJ~ Sept 10 97-Vol 278 No 10) - 93000 adolescents in NC Minn
bull Parent-ch i Id closeness assessed laquo Most of 1the time your parent is warm
and lovillg to you raquo laquo You are satisfied with the way your
parent alnd you communicate with each othler raquo
laquo Overall you are satisfied with your relationship with your parent raquo
bull ____1____ bullbullbull bullbull_L_ bullbull _
Connections
Crucial metlsure of childs closeness to parent
bull 5 out of 7 meals as a family in past week
Connections Importance oif Parental Involvement
Smoking 42~o of 15 - 16 yo who dont feel close to parents smoke 26 smoke who do 34 who dc)nt eat dinner regularly with parents smc)ke 25 smoke who do
Drinking 2 x higher prevalence in 15 - 16 yo who dont f_~el close or do not have meals together as compared with those who do
________________________________________________
----
____________~ 1 ___bull ________________________L _____
Connections bull Drug us~ 50 of 15- 16 yo who
arent close to parents used MJ as opposed to 24 of those who are
bull Violenc_~ 40 involved in serious fights who arent close to parents 30 wh~o are
bull Suicide thoughts 3x more likely in teens wlho arent close attempts 2x more likely
bull
Reconocimiento de la expresion facial y referencia social
Facial Expression Recognition and Social Referencing
What you trying to tell me
--
--
--
3 I Q) I
o J Q) J 0
0 eo J I
--I () Q) bull I
o -shy
J
--
0 CD Q)-~
-c 0-Q)
lt-shyJ cc
en lt 3 tT 0-n -c-Q)
lt
bull bull
----
en CD
I I I
CD (1) I
CD CD 3
c c I
3 lt(J) CD
I Ishy
Shared subjectivity
bull Putting tog~9ther attachment state regulation self regulation mutual regulation and social referencing creates the possibility for the process in which two people meet experience connection~ work to make meaning together toward mutual understanding
bull This also rE~quires what is sometimes called laquo theory of mind raquo
bull This is the foundation for empathy cornpassion nonviolent ~cooperation on a peaceful ~)Ianet
Copyright 2009 by Joshua Sparrow All Rights Reserved
Key elements
bull Developmental bull Systems-theory bull Preventive bull Culturally bull Relational informed
bull Strengthsshy bull Reflective -based ~ractice
(empow~ermentl bull Evidence-based self-advocacy
Para enarmorarse de un nino los padres necesitan
bull Un sentido de competencia(somos expertos pero los paldres tambien)
bull Hacerlos sfsntir que tienen el poder para obtener 10 Imejor para sus ninos
bull Comunidaej y conexiones - una red de relaciones
bull Conexion con el pasado e identidad cultural bull Esperanza para el futuro- la capacidad para
proyectars43 a si mismo al nino y la familia con esperalnza para un futuro mejolr
To ffall in love with a child parents need emotional availability
bull A sense of competence (we are experts but parents are too
bull EmpowermE~nt bull Connectionst - a web of relationships to
community to cultural identity bull Hope - the capacity to envision ones self child
family with hope
WE CAN USE OUR RELATIONSHIPS WITH PARENTS 1-0 SUPPORT
THEIR RELATIONSHIPS WITH THEIR CHILDREN
Enhancing Parent Potential
bull Parental sene of competence efficacy self-agency iinternalized locus of control
bull Parental conl1ectedness to family friends social supports community
bull Parental opp~Drtunities for self-determination and empowerment
bull Hope
_ _____________~____J _ _____ bull1__
What parents need to be the kind of parents they want to be
for their children bull To perceife themselves as competent
bull To feel enlpowered to make a difference in their childrens lives
bull To feel connected to a web of supportive relationshiips - the village
bull To feel connected to their pasts to be emotionailly available in the present and to dare to hope for their childrens future
Nuestro papel en el desarrollo integral del nino
apoyar a toda la familia
bull Mas alia de ser expertos debemc)s estar emocionalmente presentes con los padres para apoyar la disponibilidad emocional de los padres en el desarrollo emocional de sus ninos
Reflective Practice Not enough 1time or Using the tinle we have differently
taking car~ of ourselves to take care of others
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
States - estados de consciencia
bull Deep sleE~p - sueno profundo
bull Light sleep - sueno ligero bull Drowsine~ss - somnoliento bull Alert - allerta bull Fussy - incomodo
bull Crying - lIanto
(de la escala Brazelton y Prechtl)
State Regulation regulacion de los estc3dos de consciencia
bull Cada estaldo de consciencia tiene sus costos y sus ben~eficios que deben ser equilibrados
bull Diferentes~ estados de consciencia permiten un equilibrio entre las necesidades del nino y las demarldas del medio ambiente
bull Estado de alerta Ie permite al nino comunicarse con las personas que 10 cuidan mientras (~ue los estados de sueno 10 protegen (~ontra la sobre estimulaciorl
__-__shy
State Regulation
bull Each state c)f consciousness has costs and benefits to be balanced
bull States of cOlnsciousness allow for different balances between the infants needs and the environments demands
bull Alert states ~allow the infant to commlunicate with caretakers while sleep states protect against over-stimulation
en -I raquo-I m c m C) c rshyraquo --I o z
--
raquo-CD + en Q)-+
b CD en bull bull
llCD 0 03 CD enco C Q)- Q) CD
0 0 J CD
co C-Q)
o J
() Q) -c Q)
Q en r-+- r-+shylt Q) r-+-r-+shyo CD 00 CD CD
CCCC _ c ~Q)CD ~ -s 0 -UJ -s o r-+shyCD CIJ r-+shy
--
--
(I) n AJ3 D) (I) o-ccc
os
D)n iIIIII -- Dr0 n
D) D) - shy-cO D) -c s Q1D)o __ (I) -D)
~-c 0__ en =0 II
lt (I) en en os-~ D)= (I)
3 o o s en
0 I en
- shy
III III
lor I tat t tenci
Infants Selnses
bull are affected by her state
bull especially receptive to human in~)ut
bull even more receptive to mothers input
bull lead to e)(periences even before birth which cain be remembered and rE3ferred to later
bull bull -- --
--
I
r CD -shy3 0 W
bull
3
I
0 CD J
co Ol
co CD J
Z CD ~ cshy0 J
J OCD o CD CD 1 Ol CshyOl W J omiddot ru I ---cJ I
c-wCDCD r r -- CD OlOco lt ~ c o Ol I
o -shy
J
State Regulation and Sensory Functioning
bull Sensory slensitivity bull Sensory p~rocessing bull Sensory tl1resholds bull Multimodcll sensory processing bull Supramoejal sensorimotor functions bull Habituatictn - neural filtering bull Soothing self-soothing
Copyright 2009 by Joshua Sparrow All Rights Reserved
bull bull
~ T 0 T - ~I)
-c CJ)
C CJ)
CJ)
0 0 I
T CD-v
CD Q) I
bull 0
~ CJ) T
bull -c CJ)
()CD Q)cc c CD
ccQ) bull I ~
~
0 bull
CDJ CJ)
0 I J CDCD CDJ ccc
Q) CJ)
cc IQ)CD I
bull CD J
-u Q) CD J I
en Q) J c 0 IT CD
Meaning of childs behavior to parents and other caregivers
bull Observation bull Shared [)iscovery bull Co-construction of meaning Pre-requisites bull Emotional availability - in order to
observe bull Relationship - in order to share
observations construct meaning
--____ __j _____~_ Jgt _______ __________-1_____ l_J~middot_ __
Supports for Parents and Other Caregivers State Regulation
bull Social c~onnectedness bull Sense of competence efficacy
confidence
bull Experiences of empowerment
bull Caregiving that brings moments of pleasure and joy
bull Enduring hope
State Regulation
bull Think of tile last time you were in a fussy state What triggered the fussing
bull Made it worse Better bull What were you thinking while fussy bull New thoughts as you started feeling less
fussy bull In what ways did the quality of your
thinking change as you started fe~3ling less fussy
bull__________ J-__----_
State Regulation bull Think of a chil~d and what he or she did while in a
fussy state bull How could YOlJ tell - what did you observe- that the
child was in a fussy state bull What triggere(j the fussing bull Did anything nnake it worse Better bull Does the childl know what made it worse Better bull What do you think the child was thinking while feeling
fussy bull How did the Cllilds thoughts change as he or she
started feeling less fussy bull How did the q1uality of thinking change as he or she
felt less fussy
bull 1______ ______ ____~ --~-
All Behavior is State Dependent for ~-Iumans of All Ages
bull Behavior ~dependent on cognition is altered by
bull states of consciousness (eg drowsy alert) and by
bull emotional states (eg anxious angry serene slJspicious open etc)
bull Neurobiological correlates activity of areas of l~rain responsible for arousal emotion c3nd cognition are wired together and can support or overwhelm each other
____-1 _________ bull __ ____~
BUILDINGi BLOCKS of EMOTIONAL [)EVELOPMENT
LEARNIIlG IN RELATIONSHIPSmiddot
bull Attachment
bull State regulation
bull Mutual regulation
bull Social referencing
bull Shared subjectivity (understanding each other)
bull Self-esteem
~~ __ ~~~___ __~ __~~~~~~___~~~___~__~ ____J~~_~_____~
Emotional availability - to learn from ITlistakes
Cross-cultural variations in mutual regulation
Variaciones trc3nsculturales en regulacion mutua
Demandas del media ambiente y regulacion mutuc
Environmental Demands and Mutual Regulation
Mutual Regulation throughout the lifespan
bull In all of OLlr actions everyday with family friends cc)lIeagues and clients
bull Shaped by our states - of consciousness and emotion
bull Shaped by our cultures and cultural differences
Mutual regulation is how way get and feel conrlected
_____________________ ____ _________J __L _________ L-___L _____
Connections staying in touch bull Resnick et al laquo Protecting Adolescents From Harm shy
findings from the National Adolescent Longitudinal Health Study raquo JAMJ~ Sept 10 97-Vol 278 No 10) - 93000 adolescents in NC Minn
bull Parent-ch i Id closeness assessed laquo Most of 1the time your parent is warm
and lovillg to you raquo laquo You are satisfied with the way your
parent alnd you communicate with each othler raquo
laquo Overall you are satisfied with your relationship with your parent raquo
bull ____1____ bullbullbull bullbull_L_ bullbull _
Connections
Crucial metlsure of childs closeness to parent
bull 5 out of 7 meals as a family in past week
Connections Importance oif Parental Involvement
Smoking 42~o of 15 - 16 yo who dont feel close to parents smoke 26 smoke who do 34 who dc)nt eat dinner regularly with parents smc)ke 25 smoke who do
Drinking 2 x higher prevalence in 15 - 16 yo who dont f_~el close or do not have meals together as compared with those who do
________________________________________________
----
____________~ 1 ___bull ________________________L _____
Connections bull Drug us~ 50 of 15- 16 yo who
arent close to parents used MJ as opposed to 24 of those who are
bull Violenc_~ 40 involved in serious fights who arent close to parents 30 wh~o are
bull Suicide thoughts 3x more likely in teens wlho arent close attempts 2x more likely
bull
Reconocimiento de la expresion facial y referencia social
Facial Expression Recognition and Social Referencing
What you trying to tell me
--
--
--
3 I Q) I
o J Q) J 0
0 eo J I
--I () Q) bull I
o -shy
J
--
0 CD Q)-~
-c 0-Q)
lt-shyJ cc
en lt 3 tT 0-n -c-Q)
lt
bull bull
----
en CD
I I I
CD (1) I
CD CD 3
c c I
3 lt(J) CD
I Ishy
Shared subjectivity
bull Putting tog~9ther attachment state regulation self regulation mutual regulation and social referencing creates the possibility for the process in which two people meet experience connection~ work to make meaning together toward mutual understanding
bull This also rE~quires what is sometimes called laquo theory of mind raquo
bull This is the foundation for empathy cornpassion nonviolent ~cooperation on a peaceful ~)Ianet
Copyright 2009 by Joshua Sparrow All Rights Reserved
Key elements
bull Developmental bull Systems-theory bull Preventive bull Culturally bull Relational informed
bull Strengthsshy bull Reflective -based ~ractice
(empow~ermentl bull Evidence-based self-advocacy
Para enarmorarse de un nino los padres necesitan
bull Un sentido de competencia(somos expertos pero los paldres tambien)
bull Hacerlos sfsntir que tienen el poder para obtener 10 Imejor para sus ninos
bull Comunidaej y conexiones - una red de relaciones
bull Conexion con el pasado e identidad cultural bull Esperanza para el futuro- la capacidad para
proyectars43 a si mismo al nino y la familia con esperalnza para un futuro mejolr
To ffall in love with a child parents need emotional availability
bull A sense of competence (we are experts but parents are too
bull EmpowermE~nt bull Connectionst - a web of relationships to
community to cultural identity bull Hope - the capacity to envision ones self child
family with hope
WE CAN USE OUR RELATIONSHIPS WITH PARENTS 1-0 SUPPORT
THEIR RELATIONSHIPS WITH THEIR CHILDREN
Enhancing Parent Potential
bull Parental sene of competence efficacy self-agency iinternalized locus of control
bull Parental conl1ectedness to family friends social supports community
bull Parental opp~Drtunities for self-determination and empowerment
bull Hope
_ _____________~____J _ _____ bull1__
What parents need to be the kind of parents they want to be
for their children bull To perceife themselves as competent
bull To feel enlpowered to make a difference in their childrens lives
bull To feel connected to a web of supportive relationshiips - the village
bull To feel connected to their pasts to be emotionailly available in the present and to dare to hope for their childrens future
Nuestro papel en el desarrollo integral del nino
apoyar a toda la familia
bull Mas alia de ser expertos debemc)s estar emocionalmente presentes con los padres para apoyar la disponibilidad emocional de los padres en el desarrollo emocional de sus ninos
Reflective Practice Not enough 1time or Using the tinle we have differently
taking car~ of ourselves to take care of others
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
State Regulation regulacion de los estc3dos de consciencia
bull Cada estaldo de consciencia tiene sus costos y sus ben~eficios que deben ser equilibrados
bull Diferentes~ estados de consciencia permiten un equilibrio entre las necesidades del nino y las demarldas del medio ambiente
bull Estado de alerta Ie permite al nino comunicarse con las personas que 10 cuidan mientras (~ue los estados de sueno 10 protegen (~ontra la sobre estimulaciorl
__-__shy
State Regulation
bull Each state c)f consciousness has costs and benefits to be balanced
bull States of cOlnsciousness allow for different balances between the infants needs and the environments demands
bull Alert states ~allow the infant to commlunicate with caretakers while sleep states protect against over-stimulation
en -I raquo-I m c m C) c rshyraquo --I o z
--
raquo-CD + en Q)-+
b CD en bull bull
llCD 0 03 CD enco C Q)- Q) CD
0 0 J CD
co C-Q)
o J
() Q) -c Q)
Q en r-+- r-+shylt Q) r-+-r-+shyo CD 00 CD CD
CCCC _ c ~Q)CD ~ -s 0 -UJ -s o r-+shyCD CIJ r-+shy
--
--
(I) n AJ3 D) (I) o-ccc
os
D)n iIIIII -- Dr0 n
D) D) - shy-cO D) -c s Q1D)o __ (I) -D)
~-c 0__ en =0 II
lt (I) en en os-~ D)= (I)
3 o o s en
0 I en
- shy
III III
lor I tat t tenci
Infants Selnses
bull are affected by her state
bull especially receptive to human in~)ut
bull even more receptive to mothers input
bull lead to e)(periences even before birth which cain be remembered and rE3ferred to later
bull bull -- --
--
I
r CD -shy3 0 W
bull
3
I
0 CD J
co Ol
co CD J
Z CD ~ cshy0 J
J OCD o CD CD 1 Ol CshyOl W J omiddot ru I ---cJ I
c-wCDCD r r -- CD OlOco lt ~ c o Ol I
o -shy
J
State Regulation and Sensory Functioning
bull Sensory slensitivity bull Sensory p~rocessing bull Sensory tl1resholds bull Multimodcll sensory processing bull Supramoejal sensorimotor functions bull Habituatictn - neural filtering bull Soothing self-soothing
Copyright 2009 by Joshua Sparrow All Rights Reserved
bull bull
~ T 0 T - ~I)
-c CJ)
C CJ)
CJ)
0 0 I
T CD-v
CD Q) I
bull 0
~ CJ) T
bull -c CJ)
()CD Q)cc c CD
ccQ) bull I ~
~
0 bull
CDJ CJ)
0 I J CDCD CDJ ccc
Q) CJ)
cc IQ)CD I
bull CD J
-u Q) CD J I
en Q) J c 0 IT CD
Meaning of childs behavior to parents and other caregivers
bull Observation bull Shared [)iscovery bull Co-construction of meaning Pre-requisites bull Emotional availability - in order to
observe bull Relationship - in order to share
observations construct meaning
--____ __j _____~_ Jgt _______ __________-1_____ l_J~middot_ __
Supports for Parents and Other Caregivers State Regulation
bull Social c~onnectedness bull Sense of competence efficacy
confidence
bull Experiences of empowerment
bull Caregiving that brings moments of pleasure and joy
bull Enduring hope
State Regulation
bull Think of tile last time you were in a fussy state What triggered the fussing
bull Made it worse Better bull What were you thinking while fussy bull New thoughts as you started feeling less
fussy bull In what ways did the quality of your
thinking change as you started fe~3ling less fussy
bull__________ J-__----_
State Regulation bull Think of a chil~d and what he or she did while in a
fussy state bull How could YOlJ tell - what did you observe- that the
child was in a fussy state bull What triggere(j the fussing bull Did anything nnake it worse Better bull Does the childl know what made it worse Better bull What do you think the child was thinking while feeling
fussy bull How did the Cllilds thoughts change as he or she
started feeling less fussy bull How did the q1uality of thinking change as he or she
felt less fussy
bull 1______ ______ ____~ --~-
All Behavior is State Dependent for ~-Iumans of All Ages
bull Behavior ~dependent on cognition is altered by
bull states of consciousness (eg drowsy alert) and by
bull emotional states (eg anxious angry serene slJspicious open etc)
bull Neurobiological correlates activity of areas of l~rain responsible for arousal emotion c3nd cognition are wired together and can support or overwhelm each other
____-1 _________ bull __ ____~
BUILDINGi BLOCKS of EMOTIONAL [)EVELOPMENT
LEARNIIlG IN RELATIONSHIPSmiddot
bull Attachment
bull State regulation
bull Mutual regulation
bull Social referencing
bull Shared subjectivity (understanding each other)
bull Self-esteem
~~ __ ~~~___ __~ __~~~~~~___~~~___~__~ ____J~~_~_____~
Emotional availability - to learn from ITlistakes
Cross-cultural variations in mutual regulation
Variaciones trc3nsculturales en regulacion mutua
Demandas del media ambiente y regulacion mutuc
Environmental Demands and Mutual Regulation
Mutual Regulation throughout the lifespan
bull In all of OLlr actions everyday with family friends cc)lIeagues and clients
bull Shaped by our states - of consciousness and emotion
bull Shaped by our cultures and cultural differences
Mutual regulation is how way get and feel conrlected
_____________________ ____ _________J __L _________ L-___L _____
Connections staying in touch bull Resnick et al laquo Protecting Adolescents From Harm shy
findings from the National Adolescent Longitudinal Health Study raquo JAMJ~ Sept 10 97-Vol 278 No 10) - 93000 adolescents in NC Minn
bull Parent-ch i Id closeness assessed laquo Most of 1the time your parent is warm
and lovillg to you raquo laquo You are satisfied with the way your
parent alnd you communicate with each othler raquo
laquo Overall you are satisfied with your relationship with your parent raquo
bull ____1____ bullbullbull bullbull_L_ bullbull _
Connections
Crucial metlsure of childs closeness to parent
bull 5 out of 7 meals as a family in past week
Connections Importance oif Parental Involvement
Smoking 42~o of 15 - 16 yo who dont feel close to parents smoke 26 smoke who do 34 who dc)nt eat dinner regularly with parents smc)ke 25 smoke who do
Drinking 2 x higher prevalence in 15 - 16 yo who dont f_~el close or do not have meals together as compared with those who do
________________________________________________
----
____________~ 1 ___bull ________________________L _____
Connections bull Drug us~ 50 of 15- 16 yo who
arent close to parents used MJ as opposed to 24 of those who are
bull Violenc_~ 40 involved in serious fights who arent close to parents 30 wh~o are
bull Suicide thoughts 3x more likely in teens wlho arent close attempts 2x more likely
bull
Reconocimiento de la expresion facial y referencia social
Facial Expression Recognition and Social Referencing
What you trying to tell me
--
--
--
3 I Q) I
o J Q) J 0
0 eo J I
--I () Q) bull I
o -shy
J
--
0 CD Q)-~
-c 0-Q)
lt-shyJ cc
en lt 3 tT 0-n -c-Q)
lt
bull bull
----
en CD
I I I
CD (1) I
CD CD 3
c c I
3 lt(J) CD
I Ishy
Shared subjectivity
bull Putting tog~9ther attachment state regulation self regulation mutual regulation and social referencing creates the possibility for the process in which two people meet experience connection~ work to make meaning together toward mutual understanding
bull This also rE~quires what is sometimes called laquo theory of mind raquo
bull This is the foundation for empathy cornpassion nonviolent ~cooperation on a peaceful ~)Ianet
Copyright 2009 by Joshua Sparrow All Rights Reserved
Key elements
bull Developmental bull Systems-theory bull Preventive bull Culturally bull Relational informed
bull Strengthsshy bull Reflective -based ~ractice
(empow~ermentl bull Evidence-based self-advocacy
Para enarmorarse de un nino los padres necesitan
bull Un sentido de competencia(somos expertos pero los paldres tambien)
bull Hacerlos sfsntir que tienen el poder para obtener 10 Imejor para sus ninos
bull Comunidaej y conexiones - una red de relaciones
bull Conexion con el pasado e identidad cultural bull Esperanza para el futuro- la capacidad para
proyectars43 a si mismo al nino y la familia con esperalnza para un futuro mejolr
To ffall in love with a child parents need emotional availability
bull A sense of competence (we are experts but parents are too
bull EmpowermE~nt bull Connectionst - a web of relationships to
community to cultural identity bull Hope - the capacity to envision ones self child
family with hope
WE CAN USE OUR RELATIONSHIPS WITH PARENTS 1-0 SUPPORT
THEIR RELATIONSHIPS WITH THEIR CHILDREN
Enhancing Parent Potential
bull Parental sene of competence efficacy self-agency iinternalized locus of control
bull Parental conl1ectedness to family friends social supports community
bull Parental opp~Drtunities for self-determination and empowerment
bull Hope
_ _____________~____J _ _____ bull1__
What parents need to be the kind of parents they want to be
for their children bull To perceife themselves as competent
bull To feel enlpowered to make a difference in their childrens lives
bull To feel connected to a web of supportive relationshiips - the village
bull To feel connected to their pasts to be emotionailly available in the present and to dare to hope for their childrens future
Nuestro papel en el desarrollo integral del nino
apoyar a toda la familia
bull Mas alia de ser expertos debemc)s estar emocionalmente presentes con los padres para apoyar la disponibilidad emocional de los padres en el desarrollo emocional de sus ninos
Reflective Practice Not enough 1time or Using the tinle we have differently
taking car~ of ourselves to take care of others
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
__-__shy
State Regulation
bull Each state c)f consciousness has costs and benefits to be balanced
bull States of cOlnsciousness allow for different balances between the infants needs and the environments demands
bull Alert states ~allow the infant to commlunicate with caretakers while sleep states protect against over-stimulation
en -I raquo-I m c m C) c rshyraquo --I o z
--
raquo-CD + en Q)-+
b CD en bull bull
llCD 0 03 CD enco C Q)- Q) CD
0 0 J CD
co C-Q)
o J
() Q) -c Q)
Q en r-+- r-+shylt Q) r-+-r-+shyo CD 00 CD CD
CCCC _ c ~Q)CD ~ -s 0 -UJ -s o r-+shyCD CIJ r-+shy
--
--
(I) n AJ3 D) (I) o-ccc
os
D)n iIIIII -- Dr0 n
D) D) - shy-cO D) -c s Q1D)o __ (I) -D)
~-c 0__ en =0 II
lt (I) en en os-~ D)= (I)
3 o o s en
0 I en
- shy
III III
lor I tat t tenci
Infants Selnses
bull are affected by her state
bull especially receptive to human in~)ut
bull even more receptive to mothers input
bull lead to e)(periences even before birth which cain be remembered and rE3ferred to later
bull bull -- --
--
I
r CD -shy3 0 W
bull
3
I
0 CD J
co Ol
co CD J
Z CD ~ cshy0 J
J OCD o CD CD 1 Ol CshyOl W J omiddot ru I ---cJ I
c-wCDCD r r -- CD OlOco lt ~ c o Ol I
o -shy
J
State Regulation and Sensory Functioning
bull Sensory slensitivity bull Sensory p~rocessing bull Sensory tl1resholds bull Multimodcll sensory processing bull Supramoejal sensorimotor functions bull Habituatictn - neural filtering bull Soothing self-soothing
Copyright 2009 by Joshua Sparrow All Rights Reserved
bull bull
~ T 0 T - ~I)
-c CJ)
C CJ)
CJ)
0 0 I
T CD-v
CD Q) I
bull 0
~ CJ) T
bull -c CJ)
()CD Q)cc c CD
ccQ) bull I ~
~
0 bull
CDJ CJ)
0 I J CDCD CDJ ccc
Q) CJ)
cc IQ)CD I
bull CD J
-u Q) CD J I
en Q) J c 0 IT CD
Meaning of childs behavior to parents and other caregivers
bull Observation bull Shared [)iscovery bull Co-construction of meaning Pre-requisites bull Emotional availability - in order to
observe bull Relationship - in order to share
observations construct meaning
--____ __j _____~_ Jgt _______ __________-1_____ l_J~middot_ __
Supports for Parents and Other Caregivers State Regulation
bull Social c~onnectedness bull Sense of competence efficacy
confidence
bull Experiences of empowerment
bull Caregiving that brings moments of pleasure and joy
bull Enduring hope
State Regulation
bull Think of tile last time you were in a fussy state What triggered the fussing
bull Made it worse Better bull What were you thinking while fussy bull New thoughts as you started feeling less
fussy bull In what ways did the quality of your
thinking change as you started fe~3ling less fussy
bull__________ J-__----_
State Regulation bull Think of a chil~d and what he or she did while in a
fussy state bull How could YOlJ tell - what did you observe- that the
child was in a fussy state bull What triggere(j the fussing bull Did anything nnake it worse Better bull Does the childl know what made it worse Better bull What do you think the child was thinking while feeling
fussy bull How did the Cllilds thoughts change as he or she
started feeling less fussy bull How did the q1uality of thinking change as he or she
felt less fussy
bull 1______ ______ ____~ --~-
All Behavior is State Dependent for ~-Iumans of All Ages
bull Behavior ~dependent on cognition is altered by
bull states of consciousness (eg drowsy alert) and by
bull emotional states (eg anxious angry serene slJspicious open etc)
bull Neurobiological correlates activity of areas of l~rain responsible for arousal emotion c3nd cognition are wired together and can support or overwhelm each other
____-1 _________ bull __ ____~
BUILDINGi BLOCKS of EMOTIONAL [)EVELOPMENT
LEARNIIlG IN RELATIONSHIPSmiddot
bull Attachment
bull State regulation
bull Mutual regulation
bull Social referencing
bull Shared subjectivity (understanding each other)
bull Self-esteem
~~ __ ~~~___ __~ __~~~~~~___~~~___~__~ ____J~~_~_____~
Emotional availability - to learn from ITlistakes
Cross-cultural variations in mutual regulation
Variaciones trc3nsculturales en regulacion mutua
Demandas del media ambiente y regulacion mutuc
Environmental Demands and Mutual Regulation
Mutual Regulation throughout the lifespan
bull In all of OLlr actions everyday with family friends cc)lIeagues and clients
bull Shaped by our states - of consciousness and emotion
bull Shaped by our cultures and cultural differences
Mutual regulation is how way get and feel conrlected
_____________________ ____ _________J __L _________ L-___L _____
Connections staying in touch bull Resnick et al laquo Protecting Adolescents From Harm shy
findings from the National Adolescent Longitudinal Health Study raquo JAMJ~ Sept 10 97-Vol 278 No 10) - 93000 adolescents in NC Minn
bull Parent-ch i Id closeness assessed laquo Most of 1the time your parent is warm
and lovillg to you raquo laquo You are satisfied with the way your
parent alnd you communicate with each othler raquo
laquo Overall you are satisfied with your relationship with your parent raquo
bull ____1____ bullbullbull bullbull_L_ bullbull _
Connections
Crucial metlsure of childs closeness to parent
bull 5 out of 7 meals as a family in past week
Connections Importance oif Parental Involvement
Smoking 42~o of 15 - 16 yo who dont feel close to parents smoke 26 smoke who do 34 who dc)nt eat dinner regularly with parents smc)ke 25 smoke who do
Drinking 2 x higher prevalence in 15 - 16 yo who dont f_~el close or do not have meals together as compared with those who do
________________________________________________
----
____________~ 1 ___bull ________________________L _____
Connections bull Drug us~ 50 of 15- 16 yo who
arent close to parents used MJ as opposed to 24 of those who are
bull Violenc_~ 40 involved in serious fights who arent close to parents 30 wh~o are
bull Suicide thoughts 3x more likely in teens wlho arent close attempts 2x more likely
bull
Reconocimiento de la expresion facial y referencia social
Facial Expression Recognition and Social Referencing
What you trying to tell me
--
--
--
3 I Q) I
o J Q) J 0
0 eo J I
--I () Q) bull I
o -shy
J
--
0 CD Q)-~
-c 0-Q)
lt-shyJ cc
en lt 3 tT 0-n -c-Q)
lt
bull bull
----
en CD
I I I
CD (1) I
CD CD 3
c c I
3 lt(J) CD
I Ishy
Shared subjectivity
bull Putting tog~9ther attachment state regulation self regulation mutual regulation and social referencing creates the possibility for the process in which two people meet experience connection~ work to make meaning together toward mutual understanding
bull This also rE~quires what is sometimes called laquo theory of mind raquo
bull This is the foundation for empathy cornpassion nonviolent ~cooperation on a peaceful ~)Ianet
Copyright 2009 by Joshua Sparrow All Rights Reserved
Key elements
bull Developmental bull Systems-theory bull Preventive bull Culturally bull Relational informed
bull Strengthsshy bull Reflective -based ~ractice
(empow~ermentl bull Evidence-based self-advocacy
Para enarmorarse de un nino los padres necesitan
bull Un sentido de competencia(somos expertos pero los paldres tambien)
bull Hacerlos sfsntir que tienen el poder para obtener 10 Imejor para sus ninos
bull Comunidaej y conexiones - una red de relaciones
bull Conexion con el pasado e identidad cultural bull Esperanza para el futuro- la capacidad para
proyectars43 a si mismo al nino y la familia con esperalnza para un futuro mejolr
To ffall in love with a child parents need emotional availability
bull A sense of competence (we are experts but parents are too
bull EmpowermE~nt bull Connectionst - a web of relationships to
community to cultural identity bull Hope - the capacity to envision ones self child
family with hope
WE CAN USE OUR RELATIONSHIPS WITH PARENTS 1-0 SUPPORT
THEIR RELATIONSHIPS WITH THEIR CHILDREN
Enhancing Parent Potential
bull Parental sene of competence efficacy self-agency iinternalized locus of control
bull Parental conl1ectedness to family friends social supports community
bull Parental opp~Drtunities for self-determination and empowerment
bull Hope
_ _____________~____J _ _____ bull1__
What parents need to be the kind of parents they want to be
for their children bull To perceife themselves as competent
bull To feel enlpowered to make a difference in their childrens lives
bull To feel connected to a web of supportive relationshiips - the village
bull To feel connected to their pasts to be emotionailly available in the present and to dare to hope for their childrens future
Nuestro papel en el desarrollo integral del nino
apoyar a toda la familia
bull Mas alia de ser expertos debemc)s estar emocionalmente presentes con los padres para apoyar la disponibilidad emocional de los padres en el desarrollo emocional de sus ninos
Reflective Practice Not enough 1time or Using the tinle we have differently
taking car~ of ourselves to take care of others
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
en -I raquo-I m c m C) c rshyraquo --I o z
--
raquo-CD + en Q)-+
b CD en bull bull
llCD 0 03 CD enco C Q)- Q) CD
0 0 J CD
co C-Q)
o J
() Q) -c Q)
Q en r-+- r-+shylt Q) r-+-r-+shyo CD 00 CD CD
CCCC _ c ~Q)CD ~ -s 0 -UJ -s o r-+shyCD CIJ r-+shy
--
--
(I) n AJ3 D) (I) o-ccc
os
D)n iIIIII -- Dr0 n
D) D) - shy-cO D) -c s Q1D)o __ (I) -D)
~-c 0__ en =0 II
lt (I) en en os-~ D)= (I)
3 o o s en
0 I en
- shy
III III
lor I tat t tenci
Infants Selnses
bull are affected by her state
bull especially receptive to human in~)ut
bull even more receptive to mothers input
bull lead to e)(periences even before birth which cain be remembered and rE3ferred to later
bull bull -- --
--
I
r CD -shy3 0 W
bull
3
I
0 CD J
co Ol
co CD J
Z CD ~ cshy0 J
J OCD o CD CD 1 Ol CshyOl W J omiddot ru I ---cJ I
c-wCDCD r r -- CD OlOco lt ~ c o Ol I
o -shy
J
State Regulation and Sensory Functioning
bull Sensory slensitivity bull Sensory p~rocessing bull Sensory tl1resholds bull Multimodcll sensory processing bull Supramoejal sensorimotor functions bull Habituatictn - neural filtering bull Soothing self-soothing
Copyright 2009 by Joshua Sparrow All Rights Reserved
bull bull
~ T 0 T - ~I)
-c CJ)
C CJ)
CJ)
0 0 I
T CD-v
CD Q) I
bull 0
~ CJ) T
bull -c CJ)
()CD Q)cc c CD
ccQ) bull I ~
~
0 bull
CDJ CJ)
0 I J CDCD CDJ ccc
Q) CJ)
cc IQ)CD I
bull CD J
-u Q) CD J I
en Q) J c 0 IT CD
Meaning of childs behavior to parents and other caregivers
bull Observation bull Shared [)iscovery bull Co-construction of meaning Pre-requisites bull Emotional availability - in order to
observe bull Relationship - in order to share
observations construct meaning
--____ __j _____~_ Jgt _______ __________-1_____ l_J~middot_ __
Supports for Parents and Other Caregivers State Regulation
bull Social c~onnectedness bull Sense of competence efficacy
confidence
bull Experiences of empowerment
bull Caregiving that brings moments of pleasure and joy
bull Enduring hope
State Regulation
bull Think of tile last time you were in a fussy state What triggered the fussing
bull Made it worse Better bull What were you thinking while fussy bull New thoughts as you started feeling less
fussy bull In what ways did the quality of your
thinking change as you started fe~3ling less fussy
bull__________ J-__----_
State Regulation bull Think of a chil~d and what he or she did while in a
fussy state bull How could YOlJ tell - what did you observe- that the
child was in a fussy state bull What triggere(j the fussing bull Did anything nnake it worse Better bull Does the childl know what made it worse Better bull What do you think the child was thinking while feeling
fussy bull How did the Cllilds thoughts change as he or she
started feeling less fussy bull How did the q1uality of thinking change as he or she
felt less fussy
bull 1______ ______ ____~ --~-
All Behavior is State Dependent for ~-Iumans of All Ages
bull Behavior ~dependent on cognition is altered by
bull states of consciousness (eg drowsy alert) and by
bull emotional states (eg anxious angry serene slJspicious open etc)
bull Neurobiological correlates activity of areas of l~rain responsible for arousal emotion c3nd cognition are wired together and can support or overwhelm each other
____-1 _________ bull __ ____~
BUILDINGi BLOCKS of EMOTIONAL [)EVELOPMENT
LEARNIIlG IN RELATIONSHIPSmiddot
bull Attachment
bull State regulation
bull Mutual regulation
bull Social referencing
bull Shared subjectivity (understanding each other)
bull Self-esteem
~~ __ ~~~___ __~ __~~~~~~___~~~___~__~ ____J~~_~_____~
Emotional availability - to learn from ITlistakes
Cross-cultural variations in mutual regulation
Variaciones trc3nsculturales en regulacion mutua
Demandas del media ambiente y regulacion mutuc
Environmental Demands and Mutual Regulation
Mutual Regulation throughout the lifespan
bull In all of OLlr actions everyday with family friends cc)lIeagues and clients
bull Shaped by our states - of consciousness and emotion
bull Shaped by our cultures and cultural differences
Mutual regulation is how way get and feel conrlected
_____________________ ____ _________J __L _________ L-___L _____
Connections staying in touch bull Resnick et al laquo Protecting Adolescents From Harm shy
findings from the National Adolescent Longitudinal Health Study raquo JAMJ~ Sept 10 97-Vol 278 No 10) - 93000 adolescents in NC Minn
bull Parent-ch i Id closeness assessed laquo Most of 1the time your parent is warm
and lovillg to you raquo laquo You are satisfied with the way your
parent alnd you communicate with each othler raquo
laquo Overall you are satisfied with your relationship with your parent raquo
bull ____1____ bullbullbull bullbull_L_ bullbull _
Connections
Crucial metlsure of childs closeness to parent
bull 5 out of 7 meals as a family in past week
Connections Importance oif Parental Involvement
Smoking 42~o of 15 - 16 yo who dont feel close to parents smoke 26 smoke who do 34 who dc)nt eat dinner regularly with parents smc)ke 25 smoke who do
Drinking 2 x higher prevalence in 15 - 16 yo who dont f_~el close or do not have meals together as compared with those who do
________________________________________________
----
____________~ 1 ___bull ________________________L _____
Connections bull Drug us~ 50 of 15- 16 yo who
arent close to parents used MJ as opposed to 24 of those who are
bull Violenc_~ 40 involved in serious fights who arent close to parents 30 wh~o are
bull Suicide thoughts 3x more likely in teens wlho arent close attempts 2x more likely
bull
Reconocimiento de la expresion facial y referencia social
Facial Expression Recognition and Social Referencing
What you trying to tell me
--
--
--
3 I Q) I
o J Q) J 0
0 eo J I
--I () Q) bull I
o -shy
J
--
0 CD Q)-~
-c 0-Q)
lt-shyJ cc
en lt 3 tT 0-n -c-Q)
lt
bull bull
----
en CD
I I I
CD (1) I
CD CD 3
c c I
3 lt(J) CD
I Ishy
Shared subjectivity
bull Putting tog~9ther attachment state regulation self regulation mutual regulation and social referencing creates the possibility for the process in which two people meet experience connection~ work to make meaning together toward mutual understanding
bull This also rE~quires what is sometimes called laquo theory of mind raquo
bull This is the foundation for empathy cornpassion nonviolent ~cooperation on a peaceful ~)Ianet
Copyright 2009 by Joshua Sparrow All Rights Reserved
Key elements
bull Developmental bull Systems-theory bull Preventive bull Culturally bull Relational informed
bull Strengthsshy bull Reflective -based ~ractice
(empow~ermentl bull Evidence-based self-advocacy
Para enarmorarse de un nino los padres necesitan
bull Un sentido de competencia(somos expertos pero los paldres tambien)
bull Hacerlos sfsntir que tienen el poder para obtener 10 Imejor para sus ninos
bull Comunidaej y conexiones - una red de relaciones
bull Conexion con el pasado e identidad cultural bull Esperanza para el futuro- la capacidad para
proyectars43 a si mismo al nino y la familia con esperalnza para un futuro mejolr
To ffall in love with a child parents need emotional availability
bull A sense of competence (we are experts but parents are too
bull EmpowermE~nt bull Connectionst - a web of relationships to
community to cultural identity bull Hope - the capacity to envision ones self child
family with hope
WE CAN USE OUR RELATIONSHIPS WITH PARENTS 1-0 SUPPORT
THEIR RELATIONSHIPS WITH THEIR CHILDREN
Enhancing Parent Potential
bull Parental sene of competence efficacy self-agency iinternalized locus of control
bull Parental conl1ectedness to family friends social supports community
bull Parental opp~Drtunities for self-determination and empowerment
bull Hope
_ _____________~____J _ _____ bull1__
What parents need to be the kind of parents they want to be
for their children bull To perceife themselves as competent
bull To feel enlpowered to make a difference in their childrens lives
bull To feel connected to a web of supportive relationshiips - the village
bull To feel connected to their pasts to be emotionailly available in the present and to dare to hope for their childrens future
Nuestro papel en el desarrollo integral del nino
apoyar a toda la familia
bull Mas alia de ser expertos debemc)s estar emocionalmente presentes con los padres para apoyar la disponibilidad emocional de los padres en el desarrollo emocional de sus ninos
Reflective Practice Not enough 1time or Using the tinle we have differently
taking car~ of ourselves to take care of others
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
--
raquo-CD + en Q)-+
b CD en bull bull
llCD 0 03 CD enco C Q)- Q) CD
0 0 J CD
co C-Q)
o J
() Q) -c Q)
Q en r-+- r-+shylt Q) r-+-r-+shyo CD 00 CD CD
CCCC _ c ~Q)CD ~ -s 0 -UJ -s o r-+shyCD CIJ r-+shy
--
--
(I) n AJ3 D) (I) o-ccc
os
D)n iIIIII -- Dr0 n
D) D) - shy-cO D) -c s Q1D)o __ (I) -D)
~-c 0__ en =0 II
lt (I) en en os-~ D)= (I)
3 o o s en
0 I en
- shy
III III
lor I tat t tenci
Infants Selnses
bull are affected by her state
bull especially receptive to human in~)ut
bull even more receptive to mothers input
bull lead to e)(periences even before birth which cain be remembered and rE3ferred to later
bull bull -- --
--
I
r CD -shy3 0 W
bull
3
I
0 CD J
co Ol
co CD J
Z CD ~ cshy0 J
J OCD o CD CD 1 Ol CshyOl W J omiddot ru I ---cJ I
c-wCDCD r r -- CD OlOco lt ~ c o Ol I
o -shy
J
State Regulation and Sensory Functioning
bull Sensory slensitivity bull Sensory p~rocessing bull Sensory tl1resholds bull Multimodcll sensory processing bull Supramoejal sensorimotor functions bull Habituatictn - neural filtering bull Soothing self-soothing
Copyright 2009 by Joshua Sparrow All Rights Reserved
bull bull
~ T 0 T - ~I)
-c CJ)
C CJ)
CJ)
0 0 I
T CD-v
CD Q) I
bull 0
~ CJ) T
bull -c CJ)
()CD Q)cc c CD
ccQ) bull I ~
~
0 bull
CDJ CJ)
0 I J CDCD CDJ ccc
Q) CJ)
cc IQ)CD I
bull CD J
-u Q) CD J I
en Q) J c 0 IT CD
Meaning of childs behavior to parents and other caregivers
bull Observation bull Shared [)iscovery bull Co-construction of meaning Pre-requisites bull Emotional availability - in order to
observe bull Relationship - in order to share
observations construct meaning
--____ __j _____~_ Jgt _______ __________-1_____ l_J~middot_ __
Supports for Parents and Other Caregivers State Regulation
bull Social c~onnectedness bull Sense of competence efficacy
confidence
bull Experiences of empowerment
bull Caregiving that brings moments of pleasure and joy
bull Enduring hope
State Regulation
bull Think of tile last time you were in a fussy state What triggered the fussing
bull Made it worse Better bull What were you thinking while fussy bull New thoughts as you started feeling less
fussy bull In what ways did the quality of your
thinking change as you started fe~3ling less fussy
bull__________ J-__----_
State Regulation bull Think of a chil~d and what he or she did while in a
fussy state bull How could YOlJ tell - what did you observe- that the
child was in a fussy state bull What triggere(j the fussing bull Did anything nnake it worse Better bull Does the childl know what made it worse Better bull What do you think the child was thinking while feeling
fussy bull How did the Cllilds thoughts change as he or she
started feeling less fussy bull How did the q1uality of thinking change as he or she
felt less fussy
bull 1______ ______ ____~ --~-
All Behavior is State Dependent for ~-Iumans of All Ages
bull Behavior ~dependent on cognition is altered by
bull states of consciousness (eg drowsy alert) and by
bull emotional states (eg anxious angry serene slJspicious open etc)
bull Neurobiological correlates activity of areas of l~rain responsible for arousal emotion c3nd cognition are wired together and can support or overwhelm each other
____-1 _________ bull __ ____~
BUILDINGi BLOCKS of EMOTIONAL [)EVELOPMENT
LEARNIIlG IN RELATIONSHIPSmiddot
bull Attachment
bull State regulation
bull Mutual regulation
bull Social referencing
bull Shared subjectivity (understanding each other)
bull Self-esteem
~~ __ ~~~___ __~ __~~~~~~___~~~___~__~ ____J~~_~_____~
Emotional availability - to learn from ITlistakes
Cross-cultural variations in mutual regulation
Variaciones trc3nsculturales en regulacion mutua
Demandas del media ambiente y regulacion mutuc
Environmental Demands and Mutual Regulation
Mutual Regulation throughout the lifespan
bull In all of OLlr actions everyday with family friends cc)lIeagues and clients
bull Shaped by our states - of consciousness and emotion
bull Shaped by our cultures and cultural differences
Mutual regulation is how way get and feel conrlected
_____________________ ____ _________J __L _________ L-___L _____
Connections staying in touch bull Resnick et al laquo Protecting Adolescents From Harm shy
findings from the National Adolescent Longitudinal Health Study raquo JAMJ~ Sept 10 97-Vol 278 No 10) - 93000 adolescents in NC Minn
bull Parent-ch i Id closeness assessed laquo Most of 1the time your parent is warm
and lovillg to you raquo laquo You are satisfied with the way your
parent alnd you communicate with each othler raquo
laquo Overall you are satisfied with your relationship with your parent raquo
bull ____1____ bullbullbull bullbull_L_ bullbull _
Connections
Crucial metlsure of childs closeness to parent
bull 5 out of 7 meals as a family in past week
Connections Importance oif Parental Involvement
Smoking 42~o of 15 - 16 yo who dont feel close to parents smoke 26 smoke who do 34 who dc)nt eat dinner regularly with parents smc)ke 25 smoke who do
Drinking 2 x higher prevalence in 15 - 16 yo who dont f_~el close or do not have meals together as compared with those who do
________________________________________________
----
____________~ 1 ___bull ________________________L _____
Connections bull Drug us~ 50 of 15- 16 yo who
arent close to parents used MJ as opposed to 24 of those who are
bull Violenc_~ 40 involved in serious fights who arent close to parents 30 wh~o are
bull Suicide thoughts 3x more likely in teens wlho arent close attempts 2x more likely
bull
Reconocimiento de la expresion facial y referencia social
Facial Expression Recognition and Social Referencing
What you trying to tell me
--
--
--
3 I Q) I
o J Q) J 0
0 eo J I
--I () Q) bull I
o -shy
J
--
0 CD Q)-~
-c 0-Q)
lt-shyJ cc
en lt 3 tT 0-n -c-Q)
lt
bull bull
----
en CD
I I I
CD (1) I
CD CD 3
c c I
3 lt(J) CD
I Ishy
Shared subjectivity
bull Putting tog~9ther attachment state regulation self regulation mutual regulation and social referencing creates the possibility for the process in which two people meet experience connection~ work to make meaning together toward mutual understanding
bull This also rE~quires what is sometimes called laquo theory of mind raquo
bull This is the foundation for empathy cornpassion nonviolent ~cooperation on a peaceful ~)Ianet
Copyright 2009 by Joshua Sparrow All Rights Reserved
Key elements
bull Developmental bull Systems-theory bull Preventive bull Culturally bull Relational informed
bull Strengthsshy bull Reflective -based ~ractice
(empow~ermentl bull Evidence-based self-advocacy
Para enarmorarse de un nino los padres necesitan
bull Un sentido de competencia(somos expertos pero los paldres tambien)
bull Hacerlos sfsntir que tienen el poder para obtener 10 Imejor para sus ninos
bull Comunidaej y conexiones - una red de relaciones
bull Conexion con el pasado e identidad cultural bull Esperanza para el futuro- la capacidad para
proyectars43 a si mismo al nino y la familia con esperalnza para un futuro mejolr
To ffall in love with a child parents need emotional availability
bull A sense of competence (we are experts but parents are too
bull EmpowermE~nt bull Connectionst - a web of relationships to
community to cultural identity bull Hope - the capacity to envision ones self child
family with hope
WE CAN USE OUR RELATIONSHIPS WITH PARENTS 1-0 SUPPORT
THEIR RELATIONSHIPS WITH THEIR CHILDREN
Enhancing Parent Potential
bull Parental sene of competence efficacy self-agency iinternalized locus of control
bull Parental conl1ectedness to family friends social supports community
bull Parental opp~Drtunities for self-determination and empowerment
bull Hope
_ _____________~____J _ _____ bull1__
What parents need to be the kind of parents they want to be
for their children bull To perceife themselves as competent
bull To feel enlpowered to make a difference in their childrens lives
bull To feel connected to a web of supportive relationshiips - the village
bull To feel connected to their pasts to be emotionailly available in the present and to dare to hope for their childrens future
Nuestro papel en el desarrollo integral del nino
apoyar a toda la familia
bull Mas alia de ser expertos debemc)s estar emocionalmente presentes con los padres para apoyar la disponibilidad emocional de los padres en el desarrollo emocional de sus ninos
Reflective Practice Not enough 1time or Using the tinle we have differently
taking car~ of ourselves to take care of others
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
() Q) -c Q)
Q en r-+- r-+shylt Q) r-+-r-+shyo CD 00 CD CD
CCCC _ c ~Q)CD ~ -s 0 -UJ -s o r-+shyCD CIJ r-+shy
--
--
(I) n AJ3 D) (I) o-ccc
os
D)n iIIIII -- Dr0 n
D) D) - shy-cO D) -c s Q1D)o __ (I) -D)
~-c 0__ en =0 II
lt (I) en en os-~ D)= (I)
3 o o s en
0 I en
- shy
III III
lor I tat t tenci
Infants Selnses
bull are affected by her state
bull especially receptive to human in~)ut
bull even more receptive to mothers input
bull lead to e)(periences even before birth which cain be remembered and rE3ferred to later
bull bull -- --
--
I
r CD -shy3 0 W
bull
3
I
0 CD J
co Ol
co CD J
Z CD ~ cshy0 J
J OCD o CD CD 1 Ol CshyOl W J omiddot ru I ---cJ I
c-wCDCD r r -- CD OlOco lt ~ c o Ol I
o -shy
J
State Regulation and Sensory Functioning
bull Sensory slensitivity bull Sensory p~rocessing bull Sensory tl1resholds bull Multimodcll sensory processing bull Supramoejal sensorimotor functions bull Habituatictn - neural filtering bull Soothing self-soothing
Copyright 2009 by Joshua Sparrow All Rights Reserved
bull bull
~ T 0 T - ~I)
-c CJ)
C CJ)
CJ)
0 0 I
T CD-v
CD Q) I
bull 0
~ CJ) T
bull -c CJ)
()CD Q)cc c CD
ccQ) bull I ~
~
0 bull
CDJ CJ)
0 I J CDCD CDJ ccc
Q) CJ)
cc IQ)CD I
bull CD J
-u Q) CD J I
en Q) J c 0 IT CD
Meaning of childs behavior to parents and other caregivers
bull Observation bull Shared [)iscovery bull Co-construction of meaning Pre-requisites bull Emotional availability - in order to
observe bull Relationship - in order to share
observations construct meaning
--____ __j _____~_ Jgt _______ __________-1_____ l_J~middot_ __
Supports for Parents and Other Caregivers State Regulation
bull Social c~onnectedness bull Sense of competence efficacy
confidence
bull Experiences of empowerment
bull Caregiving that brings moments of pleasure and joy
bull Enduring hope
State Regulation
bull Think of tile last time you were in a fussy state What triggered the fussing
bull Made it worse Better bull What were you thinking while fussy bull New thoughts as you started feeling less
fussy bull In what ways did the quality of your
thinking change as you started fe~3ling less fussy
bull__________ J-__----_
State Regulation bull Think of a chil~d and what he or she did while in a
fussy state bull How could YOlJ tell - what did you observe- that the
child was in a fussy state bull What triggere(j the fussing bull Did anything nnake it worse Better bull Does the childl know what made it worse Better bull What do you think the child was thinking while feeling
fussy bull How did the Cllilds thoughts change as he or she
started feeling less fussy bull How did the q1uality of thinking change as he or she
felt less fussy
bull 1______ ______ ____~ --~-
All Behavior is State Dependent for ~-Iumans of All Ages
bull Behavior ~dependent on cognition is altered by
bull states of consciousness (eg drowsy alert) and by
bull emotional states (eg anxious angry serene slJspicious open etc)
bull Neurobiological correlates activity of areas of l~rain responsible for arousal emotion c3nd cognition are wired together and can support or overwhelm each other
____-1 _________ bull __ ____~
BUILDINGi BLOCKS of EMOTIONAL [)EVELOPMENT
LEARNIIlG IN RELATIONSHIPSmiddot
bull Attachment
bull State regulation
bull Mutual regulation
bull Social referencing
bull Shared subjectivity (understanding each other)
bull Self-esteem
~~ __ ~~~___ __~ __~~~~~~___~~~___~__~ ____J~~_~_____~
Emotional availability - to learn from ITlistakes
Cross-cultural variations in mutual regulation
Variaciones trc3nsculturales en regulacion mutua
Demandas del media ambiente y regulacion mutuc
Environmental Demands and Mutual Regulation
Mutual Regulation throughout the lifespan
bull In all of OLlr actions everyday with family friends cc)lIeagues and clients
bull Shaped by our states - of consciousness and emotion
bull Shaped by our cultures and cultural differences
Mutual regulation is how way get and feel conrlected
_____________________ ____ _________J __L _________ L-___L _____
Connections staying in touch bull Resnick et al laquo Protecting Adolescents From Harm shy
findings from the National Adolescent Longitudinal Health Study raquo JAMJ~ Sept 10 97-Vol 278 No 10) - 93000 adolescents in NC Minn
bull Parent-ch i Id closeness assessed laquo Most of 1the time your parent is warm
and lovillg to you raquo laquo You are satisfied with the way your
parent alnd you communicate with each othler raquo
laquo Overall you are satisfied with your relationship with your parent raquo
bull ____1____ bullbullbull bullbull_L_ bullbull _
Connections
Crucial metlsure of childs closeness to parent
bull 5 out of 7 meals as a family in past week
Connections Importance oif Parental Involvement
Smoking 42~o of 15 - 16 yo who dont feel close to parents smoke 26 smoke who do 34 who dc)nt eat dinner regularly with parents smc)ke 25 smoke who do
Drinking 2 x higher prevalence in 15 - 16 yo who dont f_~el close or do not have meals together as compared with those who do
________________________________________________
----
____________~ 1 ___bull ________________________L _____
Connections bull Drug us~ 50 of 15- 16 yo who
arent close to parents used MJ as opposed to 24 of those who are
bull Violenc_~ 40 involved in serious fights who arent close to parents 30 wh~o are
bull Suicide thoughts 3x more likely in teens wlho arent close attempts 2x more likely
bull
Reconocimiento de la expresion facial y referencia social
Facial Expression Recognition and Social Referencing
What you trying to tell me
--
--
--
3 I Q) I
o J Q) J 0
0 eo J I
--I () Q) bull I
o -shy
J
--
0 CD Q)-~
-c 0-Q)
lt-shyJ cc
en lt 3 tT 0-n -c-Q)
lt
bull bull
----
en CD
I I I
CD (1) I
CD CD 3
c c I
3 lt(J) CD
I Ishy
Shared subjectivity
bull Putting tog~9ther attachment state regulation self regulation mutual regulation and social referencing creates the possibility for the process in which two people meet experience connection~ work to make meaning together toward mutual understanding
bull This also rE~quires what is sometimes called laquo theory of mind raquo
bull This is the foundation for empathy cornpassion nonviolent ~cooperation on a peaceful ~)Ianet
Copyright 2009 by Joshua Sparrow All Rights Reserved
Key elements
bull Developmental bull Systems-theory bull Preventive bull Culturally bull Relational informed
bull Strengthsshy bull Reflective -based ~ractice
(empow~ermentl bull Evidence-based self-advocacy
Para enarmorarse de un nino los padres necesitan
bull Un sentido de competencia(somos expertos pero los paldres tambien)
bull Hacerlos sfsntir que tienen el poder para obtener 10 Imejor para sus ninos
bull Comunidaej y conexiones - una red de relaciones
bull Conexion con el pasado e identidad cultural bull Esperanza para el futuro- la capacidad para
proyectars43 a si mismo al nino y la familia con esperalnza para un futuro mejolr
To ffall in love with a child parents need emotional availability
bull A sense of competence (we are experts but parents are too
bull EmpowermE~nt bull Connectionst - a web of relationships to
community to cultural identity bull Hope - the capacity to envision ones self child
family with hope
WE CAN USE OUR RELATIONSHIPS WITH PARENTS 1-0 SUPPORT
THEIR RELATIONSHIPS WITH THEIR CHILDREN
Enhancing Parent Potential
bull Parental sene of competence efficacy self-agency iinternalized locus of control
bull Parental conl1ectedness to family friends social supports community
bull Parental opp~Drtunities for self-determination and empowerment
bull Hope
_ _____________~____J _ _____ bull1__
What parents need to be the kind of parents they want to be
for their children bull To perceife themselves as competent
bull To feel enlpowered to make a difference in their childrens lives
bull To feel connected to a web of supportive relationshiips - the village
bull To feel connected to their pasts to be emotionailly available in the present and to dare to hope for their childrens future
Nuestro papel en el desarrollo integral del nino
apoyar a toda la familia
bull Mas alia de ser expertos debemc)s estar emocionalmente presentes con los padres para apoyar la disponibilidad emocional de los padres en el desarrollo emocional de sus ninos
Reflective Practice Not enough 1time or Using the tinle we have differently
taking car~ of ourselves to take care of others
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
--
--
(I) n AJ3 D) (I) o-ccc
os
D)n iIIIII -- Dr0 n
D) D) - shy-cO D) -c s Q1D)o __ (I) -D)
~-c 0__ en =0 II
lt (I) en en os-~ D)= (I)
3 o o s en
0 I en
- shy
III III
lor I tat t tenci
Infants Selnses
bull are affected by her state
bull especially receptive to human in~)ut
bull even more receptive to mothers input
bull lead to e)(periences even before birth which cain be remembered and rE3ferred to later
bull bull -- --
--
I
r CD -shy3 0 W
bull
3
I
0 CD J
co Ol
co CD J
Z CD ~ cshy0 J
J OCD o CD CD 1 Ol CshyOl W J omiddot ru I ---cJ I
c-wCDCD r r -- CD OlOco lt ~ c o Ol I
o -shy
J
State Regulation and Sensory Functioning
bull Sensory slensitivity bull Sensory p~rocessing bull Sensory tl1resholds bull Multimodcll sensory processing bull Supramoejal sensorimotor functions bull Habituatictn - neural filtering bull Soothing self-soothing
Copyright 2009 by Joshua Sparrow All Rights Reserved
bull bull
~ T 0 T - ~I)
-c CJ)
C CJ)
CJ)
0 0 I
T CD-v
CD Q) I
bull 0
~ CJ) T
bull -c CJ)
()CD Q)cc c CD
ccQ) bull I ~
~
0 bull
CDJ CJ)
0 I J CDCD CDJ ccc
Q) CJ)
cc IQ)CD I
bull CD J
-u Q) CD J I
en Q) J c 0 IT CD
Meaning of childs behavior to parents and other caregivers
bull Observation bull Shared [)iscovery bull Co-construction of meaning Pre-requisites bull Emotional availability - in order to
observe bull Relationship - in order to share
observations construct meaning
--____ __j _____~_ Jgt _______ __________-1_____ l_J~middot_ __
Supports for Parents and Other Caregivers State Regulation
bull Social c~onnectedness bull Sense of competence efficacy
confidence
bull Experiences of empowerment
bull Caregiving that brings moments of pleasure and joy
bull Enduring hope
State Regulation
bull Think of tile last time you were in a fussy state What triggered the fussing
bull Made it worse Better bull What were you thinking while fussy bull New thoughts as you started feeling less
fussy bull In what ways did the quality of your
thinking change as you started fe~3ling less fussy
bull__________ J-__----_
State Regulation bull Think of a chil~d and what he or she did while in a
fussy state bull How could YOlJ tell - what did you observe- that the
child was in a fussy state bull What triggere(j the fussing bull Did anything nnake it worse Better bull Does the childl know what made it worse Better bull What do you think the child was thinking while feeling
fussy bull How did the Cllilds thoughts change as he or she
started feeling less fussy bull How did the q1uality of thinking change as he or she
felt less fussy
bull 1______ ______ ____~ --~-
All Behavior is State Dependent for ~-Iumans of All Ages
bull Behavior ~dependent on cognition is altered by
bull states of consciousness (eg drowsy alert) and by
bull emotional states (eg anxious angry serene slJspicious open etc)
bull Neurobiological correlates activity of areas of l~rain responsible for arousal emotion c3nd cognition are wired together and can support or overwhelm each other
____-1 _________ bull __ ____~
BUILDINGi BLOCKS of EMOTIONAL [)EVELOPMENT
LEARNIIlG IN RELATIONSHIPSmiddot
bull Attachment
bull State regulation
bull Mutual regulation
bull Social referencing
bull Shared subjectivity (understanding each other)
bull Self-esteem
~~ __ ~~~___ __~ __~~~~~~___~~~___~__~ ____J~~_~_____~
Emotional availability - to learn from ITlistakes
Cross-cultural variations in mutual regulation
Variaciones trc3nsculturales en regulacion mutua
Demandas del media ambiente y regulacion mutuc
Environmental Demands and Mutual Regulation
Mutual Regulation throughout the lifespan
bull In all of OLlr actions everyday with family friends cc)lIeagues and clients
bull Shaped by our states - of consciousness and emotion
bull Shaped by our cultures and cultural differences
Mutual regulation is how way get and feel conrlected
_____________________ ____ _________J __L _________ L-___L _____
Connections staying in touch bull Resnick et al laquo Protecting Adolescents From Harm shy
findings from the National Adolescent Longitudinal Health Study raquo JAMJ~ Sept 10 97-Vol 278 No 10) - 93000 adolescents in NC Minn
bull Parent-ch i Id closeness assessed laquo Most of 1the time your parent is warm
and lovillg to you raquo laquo You are satisfied with the way your
parent alnd you communicate with each othler raquo
laquo Overall you are satisfied with your relationship with your parent raquo
bull ____1____ bullbullbull bullbull_L_ bullbull _
Connections
Crucial metlsure of childs closeness to parent
bull 5 out of 7 meals as a family in past week
Connections Importance oif Parental Involvement
Smoking 42~o of 15 - 16 yo who dont feel close to parents smoke 26 smoke who do 34 who dc)nt eat dinner regularly with parents smc)ke 25 smoke who do
Drinking 2 x higher prevalence in 15 - 16 yo who dont f_~el close or do not have meals together as compared with those who do
________________________________________________
----
____________~ 1 ___bull ________________________L _____
Connections bull Drug us~ 50 of 15- 16 yo who
arent close to parents used MJ as opposed to 24 of those who are
bull Violenc_~ 40 involved in serious fights who arent close to parents 30 wh~o are
bull Suicide thoughts 3x more likely in teens wlho arent close attempts 2x more likely
bull
Reconocimiento de la expresion facial y referencia social
Facial Expression Recognition and Social Referencing
What you trying to tell me
--
--
--
3 I Q) I
o J Q) J 0
0 eo J I
--I () Q) bull I
o -shy
J
--
0 CD Q)-~
-c 0-Q)
lt-shyJ cc
en lt 3 tT 0-n -c-Q)
lt
bull bull
----
en CD
I I I
CD (1) I
CD CD 3
c c I
3 lt(J) CD
I Ishy
Shared subjectivity
bull Putting tog~9ther attachment state regulation self regulation mutual regulation and social referencing creates the possibility for the process in which two people meet experience connection~ work to make meaning together toward mutual understanding
bull This also rE~quires what is sometimes called laquo theory of mind raquo
bull This is the foundation for empathy cornpassion nonviolent ~cooperation on a peaceful ~)Ianet
Copyright 2009 by Joshua Sparrow All Rights Reserved
Key elements
bull Developmental bull Systems-theory bull Preventive bull Culturally bull Relational informed
bull Strengthsshy bull Reflective -based ~ractice
(empow~ermentl bull Evidence-based self-advocacy
Para enarmorarse de un nino los padres necesitan
bull Un sentido de competencia(somos expertos pero los paldres tambien)
bull Hacerlos sfsntir que tienen el poder para obtener 10 Imejor para sus ninos
bull Comunidaej y conexiones - una red de relaciones
bull Conexion con el pasado e identidad cultural bull Esperanza para el futuro- la capacidad para
proyectars43 a si mismo al nino y la familia con esperalnza para un futuro mejolr
To ffall in love with a child parents need emotional availability
bull A sense of competence (we are experts but parents are too
bull EmpowermE~nt bull Connectionst - a web of relationships to
community to cultural identity bull Hope - the capacity to envision ones self child
family with hope
WE CAN USE OUR RELATIONSHIPS WITH PARENTS 1-0 SUPPORT
THEIR RELATIONSHIPS WITH THEIR CHILDREN
Enhancing Parent Potential
bull Parental sene of competence efficacy self-agency iinternalized locus of control
bull Parental conl1ectedness to family friends social supports community
bull Parental opp~Drtunities for self-determination and empowerment
bull Hope
_ _____________~____J _ _____ bull1__
What parents need to be the kind of parents they want to be
for their children bull To perceife themselves as competent
bull To feel enlpowered to make a difference in their childrens lives
bull To feel connected to a web of supportive relationshiips - the village
bull To feel connected to their pasts to be emotionailly available in the present and to dare to hope for their childrens future
Nuestro papel en el desarrollo integral del nino
apoyar a toda la familia
bull Mas alia de ser expertos debemc)s estar emocionalmente presentes con los padres para apoyar la disponibilidad emocional de los padres en el desarrollo emocional de sus ninos
Reflective Practice Not enough 1time or Using the tinle we have differently
taking car~ of ourselves to take care of others
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
III III
lor I tat t tenci
Infants Selnses
bull are affected by her state
bull especially receptive to human in~)ut
bull even more receptive to mothers input
bull lead to e)(periences even before birth which cain be remembered and rE3ferred to later
bull bull -- --
--
I
r CD -shy3 0 W
bull
3
I
0 CD J
co Ol
co CD J
Z CD ~ cshy0 J
J OCD o CD CD 1 Ol CshyOl W J omiddot ru I ---cJ I
c-wCDCD r r -- CD OlOco lt ~ c o Ol I
o -shy
J
State Regulation and Sensory Functioning
bull Sensory slensitivity bull Sensory p~rocessing bull Sensory tl1resholds bull Multimodcll sensory processing bull Supramoejal sensorimotor functions bull Habituatictn - neural filtering bull Soothing self-soothing
Copyright 2009 by Joshua Sparrow All Rights Reserved
bull bull
~ T 0 T - ~I)
-c CJ)
C CJ)
CJ)
0 0 I
T CD-v
CD Q) I
bull 0
~ CJ) T
bull -c CJ)
()CD Q)cc c CD
ccQ) bull I ~
~
0 bull
CDJ CJ)
0 I J CDCD CDJ ccc
Q) CJ)
cc IQ)CD I
bull CD J
-u Q) CD J I
en Q) J c 0 IT CD
Meaning of childs behavior to parents and other caregivers
bull Observation bull Shared [)iscovery bull Co-construction of meaning Pre-requisites bull Emotional availability - in order to
observe bull Relationship - in order to share
observations construct meaning
--____ __j _____~_ Jgt _______ __________-1_____ l_J~middot_ __
Supports for Parents and Other Caregivers State Regulation
bull Social c~onnectedness bull Sense of competence efficacy
confidence
bull Experiences of empowerment
bull Caregiving that brings moments of pleasure and joy
bull Enduring hope
State Regulation
bull Think of tile last time you were in a fussy state What triggered the fussing
bull Made it worse Better bull What were you thinking while fussy bull New thoughts as you started feeling less
fussy bull In what ways did the quality of your
thinking change as you started fe~3ling less fussy
bull__________ J-__----_
State Regulation bull Think of a chil~d and what he or she did while in a
fussy state bull How could YOlJ tell - what did you observe- that the
child was in a fussy state bull What triggere(j the fussing bull Did anything nnake it worse Better bull Does the childl know what made it worse Better bull What do you think the child was thinking while feeling
fussy bull How did the Cllilds thoughts change as he or she
started feeling less fussy bull How did the q1uality of thinking change as he or she
felt less fussy
bull 1______ ______ ____~ --~-
All Behavior is State Dependent for ~-Iumans of All Ages
bull Behavior ~dependent on cognition is altered by
bull states of consciousness (eg drowsy alert) and by
bull emotional states (eg anxious angry serene slJspicious open etc)
bull Neurobiological correlates activity of areas of l~rain responsible for arousal emotion c3nd cognition are wired together and can support or overwhelm each other
____-1 _________ bull __ ____~
BUILDINGi BLOCKS of EMOTIONAL [)EVELOPMENT
LEARNIIlG IN RELATIONSHIPSmiddot
bull Attachment
bull State regulation
bull Mutual regulation
bull Social referencing
bull Shared subjectivity (understanding each other)
bull Self-esteem
~~ __ ~~~___ __~ __~~~~~~___~~~___~__~ ____J~~_~_____~
Emotional availability - to learn from ITlistakes
Cross-cultural variations in mutual regulation
Variaciones trc3nsculturales en regulacion mutua
Demandas del media ambiente y regulacion mutuc
Environmental Demands and Mutual Regulation
Mutual Regulation throughout the lifespan
bull In all of OLlr actions everyday with family friends cc)lIeagues and clients
bull Shaped by our states - of consciousness and emotion
bull Shaped by our cultures and cultural differences
Mutual regulation is how way get and feel conrlected
_____________________ ____ _________J __L _________ L-___L _____
Connections staying in touch bull Resnick et al laquo Protecting Adolescents From Harm shy
findings from the National Adolescent Longitudinal Health Study raquo JAMJ~ Sept 10 97-Vol 278 No 10) - 93000 adolescents in NC Minn
bull Parent-ch i Id closeness assessed laquo Most of 1the time your parent is warm
and lovillg to you raquo laquo You are satisfied with the way your
parent alnd you communicate with each othler raquo
laquo Overall you are satisfied with your relationship with your parent raquo
bull ____1____ bullbullbull bullbull_L_ bullbull _
Connections
Crucial metlsure of childs closeness to parent
bull 5 out of 7 meals as a family in past week
Connections Importance oif Parental Involvement
Smoking 42~o of 15 - 16 yo who dont feel close to parents smoke 26 smoke who do 34 who dc)nt eat dinner regularly with parents smc)ke 25 smoke who do
Drinking 2 x higher prevalence in 15 - 16 yo who dont f_~el close or do not have meals together as compared with those who do
________________________________________________
----
____________~ 1 ___bull ________________________L _____
Connections bull Drug us~ 50 of 15- 16 yo who
arent close to parents used MJ as opposed to 24 of those who are
bull Violenc_~ 40 involved in serious fights who arent close to parents 30 wh~o are
bull Suicide thoughts 3x more likely in teens wlho arent close attempts 2x more likely
bull
Reconocimiento de la expresion facial y referencia social
Facial Expression Recognition and Social Referencing
What you trying to tell me
--
--
--
3 I Q) I
o J Q) J 0
0 eo J I
--I () Q) bull I
o -shy
J
--
0 CD Q)-~
-c 0-Q)
lt-shyJ cc
en lt 3 tT 0-n -c-Q)
lt
bull bull
----
en CD
I I I
CD (1) I
CD CD 3
c c I
3 lt(J) CD
I Ishy
Shared subjectivity
bull Putting tog~9ther attachment state regulation self regulation mutual regulation and social referencing creates the possibility for the process in which two people meet experience connection~ work to make meaning together toward mutual understanding
bull This also rE~quires what is sometimes called laquo theory of mind raquo
bull This is the foundation for empathy cornpassion nonviolent ~cooperation on a peaceful ~)Ianet
Copyright 2009 by Joshua Sparrow All Rights Reserved
Key elements
bull Developmental bull Systems-theory bull Preventive bull Culturally bull Relational informed
bull Strengthsshy bull Reflective -based ~ractice
(empow~ermentl bull Evidence-based self-advocacy
Para enarmorarse de un nino los padres necesitan
bull Un sentido de competencia(somos expertos pero los paldres tambien)
bull Hacerlos sfsntir que tienen el poder para obtener 10 Imejor para sus ninos
bull Comunidaej y conexiones - una red de relaciones
bull Conexion con el pasado e identidad cultural bull Esperanza para el futuro- la capacidad para
proyectars43 a si mismo al nino y la familia con esperalnza para un futuro mejolr
To ffall in love with a child parents need emotional availability
bull A sense of competence (we are experts but parents are too
bull EmpowermE~nt bull Connectionst - a web of relationships to
community to cultural identity bull Hope - the capacity to envision ones self child
family with hope
WE CAN USE OUR RELATIONSHIPS WITH PARENTS 1-0 SUPPORT
THEIR RELATIONSHIPS WITH THEIR CHILDREN
Enhancing Parent Potential
bull Parental sene of competence efficacy self-agency iinternalized locus of control
bull Parental conl1ectedness to family friends social supports community
bull Parental opp~Drtunities for self-determination and empowerment
bull Hope
_ _____________~____J _ _____ bull1__
What parents need to be the kind of parents they want to be
for their children bull To perceife themselves as competent
bull To feel enlpowered to make a difference in their childrens lives
bull To feel connected to a web of supportive relationshiips - the village
bull To feel connected to their pasts to be emotionailly available in the present and to dare to hope for their childrens future
Nuestro papel en el desarrollo integral del nino
apoyar a toda la familia
bull Mas alia de ser expertos debemc)s estar emocionalmente presentes con los padres para apoyar la disponibilidad emocional de los padres en el desarrollo emocional de sus ninos
Reflective Practice Not enough 1time or Using the tinle we have differently
taking car~ of ourselves to take care of others
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
bull bull -- --
--
I
r CD -shy3 0 W
bull
3
I
0 CD J
co Ol
co CD J
Z CD ~ cshy0 J
J OCD o CD CD 1 Ol CshyOl W J omiddot ru I ---cJ I
c-wCDCD r r -- CD OlOco lt ~ c o Ol I
o -shy
J
State Regulation and Sensory Functioning
bull Sensory slensitivity bull Sensory p~rocessing bull Sensory tl1resholds bull Multimodcll sensory processing bull Supramoejal sensorimotor functions bull Habituatictn - neural filtering bull Soothing self-soothing
Copyright 2009 by Joshua Sparrow All Rights Reserved
bull bull
~ T 0 T - ~I)
-c CJ)
C CJ)
CJ)
0 0 I
T CD-v
CD Q) I
bull 0
~ CJ) T
bull -c CJ)
()CD Q)cc c CD
ccQ) bull I ~
~
0 bull
CDJ CJ)
0 I J CDCD CDJ ccc
Q) CJ)
cc IQ)CD I
bull CD J
-u Q) CD J I
en Q) J c 0 IT CD
Meaning of childs behavior to parents and other caregivers
bull Observation bull Shared [)iscovery bull Co-construction of meaning Pre-requisites bull Emotional availability - in order to
observe bull Relationship - in order to share
observations construct meaning
--____ __j _____~_ Jgt _______ __________-1_____ l_J~middot_ __
Supports for Parents and Other Caregivers State Regulation
bull Social c~onnectedness bull Sense of competence efficacy
confidence
bull Experiences of empowerment
bull Caregiving that brings moments of pleasure and joy
bull Enduring hope
State Regulation
bull Think of tile last time you were in a fussy state What triggered the fussing
bull Made it worse Better bull What were you thinking while fussy bull New thoughts as you started feeling less
fussy bull In what ways did the quality of your
thinking change as you started fe~3ling less fussy
bull__________ J-__----_
State Regulation bull Think of a chil~d and what he or she did while in a
fussy state bull How could YOlJ tell - what did you observe- that the
child was in a fussy state bull What triggere(j the fussing bull Did anything nnake it worse Better bull Does the childl know what made it worse Better bull What do you think the child was thinking while feeling
fussy bull How did the Cllilds thoughts change as he or she
started feeling less fussy bull How did the q1uality of thinking change as he or she
felt less fussy
bull 1______ ______ ____~ --~-
All Behavior is State Dependent for ~-Iumans of All Ages
bull Behavior ~dependent on cognition is altered by
bull states of consciousness (eg drowsy alert) and by
bull emotional states (eg anxious angry serene slJspicious open etc)
bull Neurobiological correlates activity of areas of l~rain responsible for arousal emotion c3nd cognition are wired together and can support or overwhelm each other
____-1 _________ bull __ ____~
BUILDINGi BLOCKS of EMOTIONAL [)EVELOPMENT
LEARNIIlG IN RELATIONSHIPSmiddot
bull Attachment
bull State regulation
bull Mutual regulation
bull Social referencing
bull Shared subjectivity (understanding each other)
bull Self-esteem
~~ __ ~~~___ __~ __~~~~~~___~~~___~__~ ____J~~_~_____~
Emotional availability - to learn from ITlistakes
Cross-cultural variations in mutual regulation
Variaciones trc3nsculturales en regulacion mutua
Demandas del media ambiente y regulacion mutuc
Environmental Demands and Mutual Regulation
Mutual Regulation throughout the lifespan
bull In all of OLlr actions everyday with family friends cc)lIeagues and clients
bull Shaped by our states - of consciousness and emotion
bull Shaped by our cultures and cultural differences
Mutual regulation is how way get and feel conrlected
_____________________ ____ _________J __L _________ L-___L _____
Connections staying in touch bull Resnick et al laquo Protecting Adolescents From Harm shy
findings from the National Adolescent Longitudinal Health Study raquo JAMJ~ Sept 10 97-Vol 278 No 10) - 93000 adolescents in NC Minn
bull Parent-ch i Id closeness assessed laquo Most of 1the time your parent is warm
and lovillg to you raquo laquo You are satisfied with the way your
parent alnd you communicate with each othler raquo
laquo Overall you are satisfied with your relationship with your parent raquo
bull ____1____ bullbullbull bullbull_L_ bullbull _
Connections
Crucial metlsure of childs closeness to parent
bull 5 out of 7 meals as a family in past week
Connections Importance oif Parental Involvement
Smoking 42~o of 15 - 16 yo who dont feel close to parents smoke 26 smoke who do 34 who dc)nt eat dinner regularly with parents smc)ke 25 smoke who do
Drinking 2 x higher prevalence in 15 - 16 yo who dont f_~el close or do not have meals together as compared with those who do
________________________________________________
----
____________~ 1 ___bull ________________________L _____
Connections bull Drug us~ 50 of 15- 16 yo who
arent close to parents used MJ as opposed to 24 of those who are
bull Violenc_~ 40 involved in serious fights who arent close to parents 30 wh~o are
bull Suicide thoughts 3x more likely in teens wlho arent close attempts 2x more likely
bull
Reconocimiento de la expresion facial y referencia social
Facial Expression Recognition and Social Referencing
What you trying to tell me
--
--
--
3 I Q) I
o J Q) J 0
0 eo J I
--I () Q) bull I
o -shy
J
--
0 CD Q)-~
-c 0-Q)
lt-shyJ cc
en lt 3 tT 0-n -c-Q)
lt
bull bull
----
en CD
I I I
CD (1) I
CD CD 3
c c I
3 lt(J) CD
I Ishy
Shared subjectivity
bull Putting tog~9ther attachment state regulation self regulation mutual regulation and social referencing creates the possibility for the process in which two people meet experience connection~ work to make meaning together toward mutual understanding
bull This also rE~quires what is sometimes called laquo theory of mind raquo
bull This is the foundation for empathy cornpassion nonviolent ~cooperation on a peaceful ~)Ianet
Copyright 2009 by Joshua Sparrow All Rights Reserved
Key elements
bull Developmental bull Systems-theory bull Preventive bull Culturally bull Relational informed
bull Strengthsshy bull Reflective -based ~ractice
(empow~ermentl bull Evidence-based self-advocacy
Para enarmorarse de un nino los padres necesitan
bull Un sentido de competencia(somos expertos pero los paldres tambien)
bull Hacerlos sfsntir que tienen el poder para obtener 10 Imejor para sus ninos
bull Comunidaej y conexiones - una red de relaciones
bull Conexion con el pasado e identidad cultural bull Esperanza para el futuro- la capacidad para
proyectars43 a si mismo al nino y la familia con esperalnza para un futuro mejolr
To ffall in love with a child parents need emotional availability
bull A sense of competence (we are experts but parents are too
bull EmpowermE~nt bull Connectionst - a web of relationships to
community to cultural identity bull Hope - the capacity to envision ones self child
family with hope
WE CAN USE OUR RELATIONSHIPS WITH PARENTS 1-0 SUPPORT
THEIR RELATIONSHIPS WITH THEIR CHILDREN
Enhancing Parent Potential
bull Parental sene of competence efficacy self-agency iinternalized locus of control
bull Parental conl1ectedness to family friends social supports community
bull Parental opp~Drtunities for self-determination and empowerment
bull Hope
_ _____________~____J _ _____ bull1__
What parents need to be the kind of parents they want to be
for their children bull To perceife themselves as competent
bull To feel enlpowered to make a difference in their childrens lives
bull To feel connected to a web of supportive relationshiips - the village
bull To feel connected to their pasts to be emotionailly available in the present and to dare to hope for their childrens future
Nuestro papel en el desarrollo integral del nino
apoyar a toda la familia
bull Mas alia de ser expertos debemc)s estar emocionalmente presentes con los padres para apoyar la disponibilidad emocional de los padres en el desarrollo emocional de sus ninos
Reflective Practice Not enough 1time or Using the tinle we have differently
taking car~ of ourselves to take care of others
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
State Regulation and Sensory Functioning
bull Sensory slensitivity bull Sensory p~rocessing bull Sensory tl1resholds bull Multimodcll sensory processing bull Supramoejal sensorimotor functions bull Habituatictn - neural filtering bull Soothing self-soothing
Copyright 2009 by Joshua Sparrow All Rights Reserved
bull bull
~ T 0 T - ~I)
-c CJ)
C CJ)
CJ)
0 0 I
T CD-v
CD Q) I
bull 0
~ CJ) T
bull -c CJ)
()CD Q)cc c CD
ccQ) bull I ~
~
0 bull
CDJ CJ)
0 I J CDCD CDJ ccc
Q) CJ)
cc IQ)CD I
bull CD J
-u Q) CD J I
en Q) J c 0 IT CD
Meaning of childs behavior to parents and other caregivers
bull Observation bull Shared [)iscovery bull Co-construction of meaning Pre-requisites bull Emotional availability - in order to
observe bull Relationship - in order to share
observations construct meaning
--____ __j _____~_ Jgt _______ __________-1_____ l_J~middot_ __
Supports for Parents and Other Caregivers State Regulation
bull Social c~onnectedness bull Sense of competence efficacy
confidence
bull Experiences of empowerment
bull Caregiving that brings moments of pleasure and joy
bull Enduring hope
State Regulation
bull Think of tile last time you were in a fussy state What triggered the fussing
bull Made it worse Better bull What were you thinking while fussy bull New thoughts as you started feeling less
fussy bull In what ways did the quality of your
thinking change as you started fe~3ling less fussy
bull__________ J-__----_
State Regulation bull Think of a chil~d and what he or she did while in a
fussy state bull How could YOlJ tell - what did you observe- that the
child was in a fussy state bull What triggere(j the fussing bull Did anything nnake it worse Better bull Does the childl know what made it worse Better bull What do you think the child was thinking while feeling
fussy bull How did the Cllilds thoughts change as he or she
started feeling less fussy bull How did the q1uality of thinking change as he or she
felt less fussy
bull 1______ ______ ____~ --~-
All Behavior is State Dependent for ~-Iumans of All Ages
bull Behavior ~dependent on cognition is altered by
bull states of consciousness (eg drowsy alert) and by
bull emotional states (eg anxious angry serene slJspicious open etc)
bull Neurobiological correlates activity of areas of l~rain responsible for arousal emotion c3nd cognition are wired together and can support or overwhelm each other
____-1 _________ bull __ ____~
BUILDINGi BLOCKS of EMOTIONAL [)EVELOPMENT
LEARNIIlG IN RELATIONSHIPSmiddot
bull Attachment
bull State regulation
bull Mutual regulation
bull Social referencing
bull Shared subjectivity (understanding each other)
bull Self-esteem
~~ __ ~~~___ __~ __~~~~~~___~~~___~__~ ____J~~_~_____~
Emotional availability - to learn from ITlistakes
Cross-cultural variations in mutual regulation
Variaciones trc3nsculturales en regulacion mutua
Demandas del media ambiente y regulacion mutuc
Environmental Demands and Mutual Regulation
Mutual Regulation throughout the lifespan
bull In all of OLlr actions everyday with family friends cc)lIeagues and clients
bull Shaped by our states - of consciousness and emotion
bull Shaped by our cultures and cultural differences
Mutual regulation is how way get and feel conrlected
_____________________ ____ _________J __L _________ L-___L _____
Connections staying in touch bull Resnick et al laquo Protecting Adolescents From Harm shy
findings from the National Adolescent Longitudinal Health Study raquo JAMJ~ Sept 10 97-Vol 278 No 10) - 93000 adolescents in NC Minn
bull Parent-ch i Id closeness assessed laquo Most of 1the time your parent is warm
and lovillg to you raquo laquo You are satisfied with the way your
parent alnd you communicate with each othler raquo
laquo Overall you are satisfied with your relationship with your parent raquo
bull ____1____ bullbullbull bullbull_L_ bullbull _
Connections
Crucial metlsure of childs closeness to parent
bull 5 out of 7 meals as a family in past week
Connections Importance oif Parental Involvement
Smoking 42~o of 15 - 16 yo who dont feel close to parents smoke 26 smoke who do 34 who dc)nt eat dinner regularly with parents smc)ke 25 smoke who do
Drinking 2 x higher prevalence in 15 - 16 yo who dont f_~el close or do not have meals together as compared with those who do
________________________________________________
----
____________~ 1 ___bull ________________________L _____
Connections bull Drug us~ 50 of 15- 16 yo who
arent close to parents used MJ as opposed to 24 of those who are
bull Violenc_~ 40 involved in serious fights who arent close to parents 30 wh~o are
bull Suicide thoughts 3x more likely in teens wlho arent close attempts 2x more likely
bull
Reconocimiento de la expresion facial y referencia social
Facial Expression Recognition and Social Referencing
What you trying to tell me
--
--
--
3 I Q) I
o J Q) J 0
0 eo J I
--I () Q) bull I
o -shy
J
--
0 CD Q)-~
-c 0-Q)
lt-shyJ cc
en lt 3 tT 0-n -c-Q)
lt
bull bull
----
en CD
I I I
CD (1) I
CD CD 3
c c I
3 lt(J) CD
I Ishy
Shared subjectivity
bull Putting tog~9ther attachment state regulation self regulation mutual regulation and social referencing creates the possibility for the process in which two people meet experience connection~ work to make meaning together toward mutual understanding
bull This also rE~quires what is sometimes called laquo theory of mind raquo
bull This is the foundation for empathy cornpassion nonviolent ~cooperation on a peaceful ~)Ianet
Copyright 2009 by Joshua Sparrow All Rights Reserved
Key elements
bull Developmental bull Systems-theory bull Preventive bull Culturally bull Relational informed
bull Strengthsshy bull Reflective -based ~ractice
(empow~ermentl bull Evidence-based self-advocacy
Para enarmorarse de un nino los padres necesitan
bull Un sentido de competencia(somos expertos pero los paldres tambien)
bull Hacerlos sfsntir que tienen el poder para obtener 10 Imejor para sus ninos
bull Comunidaej y conexiones - una red de relaciones
bull Conexion con el pasado e identidad cultural bull Esperanza para el futuro- la capacidad para
proyectars43 a si mismo al nino y la familia con esperalnza para un futuro mejolr
To ffall in love with a child parents need emotional availability
bull A sense of competence (we are experts but parents are too
bull EmpowermE~nt bull Connectionst - a web of relationships to
community to cultural identity bull Hope - the capacity to envision ones self child
family with hope
WE CAN USE OUR RELATIONSHIPS WITH PARENTS 1-0 SUPPORT
THEIR RELATIONSHIPS WITH THEIR CHILDREN
Enhancing Parent Potential
bull Parental sene of competence efficacy self-agency iinternalized locus of control
bull Parental conl1ectedness to family friends social supports community
bull Parental opp~Drtunities for self-determination and empowerment
bull Hope
_ _____________~____J _ _____ bull1__
What parents need to be the kind of parents they want to be
for their children bull To perceife themselves as competent
bull To feel enlpowered to make a difference in their childrens lives
bull To feel connected to a web of supportive relationshiips - the village
bull To feel connected to their pasts to be emotionailly available in the present and to dare to hope for their childrens future
Nuestro papel en el desarrollo integral del nino
apoyar a toda la familia
bull Mas alia de ser expertos debemc)s estar emocionalmente presentes con los padres para apoyar la disponibilidad emocional de los padres en el desarrollo emocional de sus ninos
Reflective Practice Not enough 1time or Using the tinle we have differently
taking car~ of ourselves to take care of others
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
bull bull
~ T 0 T - ~I)
-c CJ)
C CJ)
CJ)
0 0 I
T CD-v
CD Q) I
bull 0
~ CJ) T
bull -c CJ)
()CD Q)cc c CD
ccQ) bull I ~
~
0 bull
CDJ CJ)
0 I J CDCD CDJ ccc
Q) CJ)
cc IQ)CD I
bull CD J
-u Q) CD J I
en Q) J c 0 IT CD
Meaning of childs behavior to parents and other caregivers
bull Observation bull Shared [)iscovery bull Co-construction of meaning Pre-requisites bull Emotional availability - in order to
observe bull Relationship - in order to share
observations construct meaning
--____ __j _____~_ Jgt _______ __________-1_____ l_J~middot_ __
Supports for Parents and Other Caregivers State Regulation
bull Social c~onnectedness bull Sense of competence efficacy
confidence
bull Experiences of empowerment
bull Caregiving that brings moments of pleasure and joy
bull Enduring hope
State Regulation
bull Think of tile last time you were in a fussy state What triggered the fussing
bull Made it worse Better bull What were you thinking while fussy bull New thoughts as you started feeling less
fussy bull In what ways did the quality of your
thinking change as you started fe~3ling less fussy
bull__________ J-__----_
State Regulation bull Think of a chil~d and what he or she did while in a
fussy state bull How could YOlJ tell - what did you observe- that the
child was in a fussy state bull What triggere(j the fussing bull Did anything nnake it worse Better bull Does the childl know what made it worse Better bull What do you think the child was thinking while feeling
fussy bull How did the Cllilds thoughts change as he or she
started feeling less fussy bull How did the q1uality of thinking change as he or she
felt less fussy
bull 1______ ______ ____~ --~-
All Behavior is State Dependent for ~-Iumans of All Ages
bull Behavior ~dependent on cognition is altered by
bull states of consciousness (eg drowsy alert) and by
bull emotional states (eg anxious angry serene slJspicious open etc)
bull Neurobiological correlates activity of areas of l~rain responsible for arousal emotion c3nd cognition are wired together and can support or overwhelm each other
____-1 _________ bull __ ____~
BUILDINGi BLOCKS of EMOTIONAL [)EVELOPMENT
LEARNIIlG IN RELATIONSHIPSmiddot
bull Attachment
bull State regulation
bull Mutual regulation
bull Social referencing
bull Shared subjectivity (understanding each other)
bull Self-esteem
~~ __ ~~~___ __~ __~~~~~~___~~~___~__~ ____J~~_~_____~
Emotional availability - to learn from ITlistakes
Cross-cultural variations in mutual regulation
Variaciones trc3nsculturales en regulacion mutua
Demandas del media ambiente y regulacion mutuc
Environmental Demands and Mutual Regulation
Mutual Regulation throughout the lifespan
bull In all of OLlr actions everyday with family friends cc)lIeagues and clients
bull Shaped by our states - of consciousness and emotion
bull Shaped by our cultures and cultural differences
Mutual regulation is how way get and feel conrlected
_____________________ ____ _________J __L _________ L-___L _____
Connections staying in touch bull Resnick et al laquo Protecting Adolescents From Harm shy
findings from the National Adolescent Longitudinal Health Study raquo JAMJ~ Sept 10 97-Vol 278 No 10) - 93000 adolescents in NC Minn
bull Parent-ch i Id closeness assessed laquo Most of 1the time your parent is warm
and lovillg to you raquo laquo You are satisfied with the way your
parent alnd you communicate with each othler raquo
laquo Overall you are satisfied with your relationship with your parent raquo
bull ____1____ bullbullbull bullbull_L_ bullbull _
Connections
Crucial metlsure of childs closeness to parent
bull 5 out of 7 meals as a family in past week
Connections Importance oif Parental Involvement
Smoking 42~o of 15 - 16 yo who dont feel close to parents smoke 26 smoke who do 34 who dc)nt eat dinner regularly with parents smc)ke 25 smoke who do
Drinking 2 x higher prevalence in 15 - 16 yo who dont f_~el close or do not have meals together as compared with those who do
________________________________________________
----
____________~ 1 ___bull ________________________L _____
Connections bull Drug us~ 50 of 15- 16 yo who
arent close to parents used MJ as opposed to 24 of those who are
bull Violenc_~ 40 involved in serious fights who arent close to parents 30 wh~o are
bull Suicide thoughts 3x more likely in teens wlho arent close attempts 2x more likely
bull
Reconocimiento de la expresion facial y referencia social
Facial Expression Recognition and Social Referencing
What you trying to tell me
--
--
--
3 I Q) I
o J Q) J 0
0 eo J I
--I () Q) bull I
o -shy
J
--
0 CD Q)-~
-c 0-Q)
lt-shyJ cc
en lt 3 tT 0-n -c-Q)
lt
bull bull
----
en CD
I I I
CD (1) I
CD CD 3
c c I
3 lt(J) CD
I Ishy
Shared subjectivity
bull Putting tog~9ther attachment state regulation self regulation mutual regulation and social referencing creates the possibility for the process in which two people meet experience connection~ work to make meaning together toward mutual understanding
bull This also rE~quires what is sometimes called laquo theory of mind raquo
bull This is the foundation for empathy cornpassion nonviolent ~cooperation on a peaceful ~)Ianet
Copyright 2009 by Joshua Sparrow All Rights Reserved
Key elements
bull Developmental bull Systems-theory bull Preventive bull Culturally bull Relational informed
bull Strengthsshy bull Reflective -based ~ractice
(empow~ermentl bull Evidence-based self-advocacy
Para enarmorarse de un nino los padres necesitan
bull Un sentido de competencia(somos expertos pero los paldres tambien)
bull Hacerlos sfsntir que tienen el poder para obtener 10 Imejor para sus ninos
bull Comunidaej y conexiones - una red de relaciones
bull Conexion con el pasado e identidad cultural bull Esperanza para el futuro- la capacidad para
proyectars43 a si mismo al nino y la familia con esperalnza para un futuro mejolr
To ffall in love with a child parents need emotional availability
bull A sense of competence (we are experts but parents are too
bull EmpowermE~nt bull Connectionst - a web of relationships to
community to cultural identity bull Hope - the capacity to envision ones self child
family with hope
WE CAN USE OUR RELATIONSHIPS WITH PARENTS 1-0 SUPPORT
THEIR RELATIONSHIPS WITH THEIR CHILDREN
Enhancing Parent Potential
bull Parental sene of competence efficacy self-agency iinternalized locus of control
bull Parental conl1ectedness to family friends social supports community
bull Parental opp~Drtunities for self-determination and empowerment
bull Hope
_ _____________~____J _ _____ bull1__
What parents need to be the kind of parents they want to be
for their children bull To perceife themselves as competent
bull To feel enlpowered to make a difference in their childrens lives
bull To feel connected to a web of supportive relationshiips - the village
bull To feel connected to their pasts to be emotionailly available in the present and to dare to hope for their childrens future
Nuestro papel en el desarrollo integral del nino
apoyar a toda la familia
bull Mas alia de ser expertos debemc)s estar emocionalmente presentes con los padres para apoyar la disponibilidad emocional de los padres en el desarrollo emocional de sus ninos
Reflective Practice Not enough 1time or Using the tinle we have differently
taking car~ of ourselves to take care of others
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
Meaning of childs behavior to parents and other caregivers
bull Observation bull Shared [)iscovery bull Co-construction of meaning Pre-requisites bull Emotional availability - in order to
observe bull Relationship - in order to share
observations construct meaning
--____ __j _____~_ Jgt _______ __________-1_____ l_J~middot_ __
Supports for Parents and Other Caregivers State Regulation
bull Social c~onnectedness bull Sense of competence efficacy
confidence
bull Experiences of empowerment
bull Caregiving that brings moments of pleasure and joy
bull Enduring hope
State Regulation
bull Think of tile last time you were in a fussy state What triggered the fussing
bull Made it worse Better bull What were you thinking while fussy bull New thoughts as you started feeling less
fussy bull In what ways did the quality of your
thinking change as you started fe~3ling less fussy
bull__________ J-__----_
State Regulation bull Think of a chil~d and what he or she did while in a
fussy state bull How could YOlJ tell - what did you observe- that the
child was in a fussy state bull What triggere(j the fussing bull Did anything nnake it worse Better bull Does the childl know what made it worse Better bull What do you think the child was thinking while feeling
fussy bull How did the Cllilds thoughts change as he or she
started feeling less fussy bull How did the q1uality of thinking change as he or she
felt less fussy
bull 1______ ______ ____~ --~-
All Behavior is State Dependent for ~-Iumans of All Ages
bull Behavior ~dependent on cognition is altered by
bull states of consciousness (eg drowsy alert) and by
bull emotional states (eg anxious angry serene slJspicious open etc)
bull Neurobiological correlates activity of areas of l~rain responsible for arousal emotion c3nd cognition are wired together and can support or overwhelm each other
____-1 _________ bull __ ____~
BUILDINGi BLOCKS of EMOTIONAL [)EVELOPMENT
LEARNIIlG IN RELATIONSHIPSmiddot
bull Attachment
bull State regulation
bull Mutual regulation
bull Social referencing
bull Shared subjectivity (understanding each other)
bull Self-esteem
~~ __ ~~~___ __~ __~~~~~~___~~~___~__~ ____J~~_~_____~
Emotional availability - to learn from ITlistakes
Cross-cultural variations in mutual regulation
Variaciones trc3nsculturales en regulacion mutua
Demandas del media ambiente y regulacion mutuc
Environmental Demands and Mutual Regulation
Mutual Regulation throughout the lifespan
bull In all of OLlr actions everyday with family friends cc)lIeagues and clients
bull Shaped by our states - of consciousness and emotion
bull Shaped by our cultures and cultural differences
Mutual regulation is how way get and feel conrlected
_____________________ ____ _________J __L _________ L-___L _____
Connections staying in touch bull Resnick et al laquo Protecting Adolescents From Harm shy
findings from the National Adolescent Longitudinal Health Study raquo JAMJ~ Sept 10 97-Vol 278 No 10) - 93000 adolescents in NC Minn
bull Parent-ch i Id closeness assessed laquo Most of 1the time your parent is warm
and lovillg to you raquo laquo You are satisfied with the way your
parent alnd you communicate with each othler raquo
laquo Overall you are satisfied with your relationship with your parent raquo
bull ____1____ bullbullbull bullbull_L_ bullbull _
Connections
Crucial metlsure of childs closeness to parent
bull 5 out of 7 meals as a family in past week
Connections Importance oif Parental Involvement
Smoking 42~o of 15 - 16 yo who dont feel close to parents smoke 26 smoke who do 34 who dc)nt eat dinner regularly with parents smc)ke 25 smoke who do
Drinking 2 x higher prevalence in 15 - 16 yo who dont f_~el close or do not have meals together as compared with those who do
________________________________________________
----
____________~ 1 ___bull ________________________L _____
Connections bull Drug us~ 50 of 15- 16 yo who
arent close to parents used MJ as opposed to 24 of those who are
bull Violenc_~ 40 involved in serious fights who arent close to parents 30 wh~o are
bull Suicide thoughts 3x more likely in teens wlho arent close attempts 2x more likely
bull
Reconocimiento de la expresion facial y referencia social
Facial Expression Recognition and Social Referencing
What you trying to tell me
--
--
--
3 I Q) I
o J Q) J 0
0 eo J I
--I () Q) bull I
o -shy
J
--
0 CD Q)-~
-c 0-Q)
lt-shyJ cc
en lt 3 tT 0-n -c-Q)
lt
bull bull
----
en CD
I I I
CD (1) I
CD CD 3
c c I
3 lt(J) CD
I Ishy
Shared subjectivity
bull Putting tog~9ther attachment state regulation self regulation mutual regulation and social referencing creates the possibility for the process in which two people meet experience connection~ work to make meaning together toward mutual understanding
bull This also rE~quires what is sometimes called laquo theory of mind raquo
bull This is the foundation for empathy cornpassion nonviolent ~cooperation on a peaceful ~)Ianet
Copyright 2009 by Joshua Sparrow All Rights Reserved
Key elements
bull Developmental bull Systems-theory bull Preventive bull Culturally bull Relational informed
bull Strengthsshy bull Reflective -based ~ractice
(empow~ermentl bull Evidence-based self-advocacy
Para enarmorarse de un nino los padres necesitan
bull Un sentido de competencia(somos expertos pero los paldres tambien)
bull Hacerlos sfsntir que tienen el poder para obtener 10 Imejor para sus ninos
bull Comunidaej y conexiones - una red de relaciones
bull Conexion con el pasado e identidad cultural bull Esperanza para el futuro- la capacidad para
proyectars43 a si mismo al nino y la familia con esperalnza para un futuro mejolr
To ffall in love with a child parents need emotional availability
bull A sense of competence (we are experts but parents are too
bull EmpowermE~nt bull Connectionst - a web of relationships to
community to cultural identity bull Hope - the capacity to envision ones self child
family with hope
WE CAN USE OUR RELATIONSHIPS WITH PARENTS 1-0 SUPPORT
THEIR RELATIONSHIPS WITH THEIR CHILDREN
Enhancing Parent Potential
bull Parental sene of competence efficacy self-agency iinternalized locus of control
bull Parental conl1ectedness to family friends social supports community
bull Parental opp~Drtunities for self-determination and empowerment
bull Hope
_ _____________~____J _ _____ bull1__
What parents need to be the kind of parents they want to be
for their children bull To perceife themselves as competent
bull To feel enlpowered to make a difference in their childrens lives
bull To feel connected to a web of supportive relationshiips - the village
bull To feel connected to their pasts to be emotionailly available in the present and to dare to hope for their childrens future
Nuestro papel en el desarrollo integral del nino
apoyar a toda la familia
bull Mas alia de ser expertos debemc)s estar emocionalmente presentes con los padres para apoyar la disponibilidad emocional de los padres en el desarrollo emocional de sus ninos
Reflective Practice Not enough 1time or Using the tinle we have differently
taking car~ of ourselves to take care of others
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
--____ __j _____~_ Jgt _______ __________-1_____ l_J~middot_ __
Supports for Parents and Other Caregivers State Regulation
bull Social c~onnectedness bull Sense of competence efficacy
confidence
bull Experiences of empowerment
bull Caregiving that brings moments of pleasure and joy
bull Enduring hope
State Regulation
bull Think of tile last time you were in a fussy state What triggered the fussing
bull Made it worse Better bull What were you thinking while fussy bull New thoughts as you started feeling less
fussy bull In what ways did the quality of your
thinking change as you started fe~3ling less fussy
bull__________ J-__----_
State Regulation bull Think of a chil~d and what he or she did while in a
fussy state bull How could YOlJ tell - what did you observe- that the
child was in a fussy state bull What triggere(j the fussing bull Did anything nnake it worse Better bull Does the childl know what made it worse Better bull What do you think the child was thinking while feeling
fussy bull How did the Cllilds thoughts change as he or she
started feeling less fussy bull How did the q1uality of thinking change as he or she
felt less fussy
bull 1______ ______ ____~ --~-
All Behavior is State Dependent for ~-Iumans of All Ages
bull Behavior ~dependent on cognition is altered by
bull states of consciousness (eg drowsy alert) and by
bull emotional states (eg anxious angry serene slJspicious open etc)
bull Neurobiological correlates activity of areas of l~rain responsible for arousal emotion c3nd cognition are wired together and can support or overwhelm each other
____-1 _________ bull __ ____~
BUILDINGi BLOCKS of EMOTIONAL [)EVELOPMENT
LEARNIIlG IN RELATIONSHIPSmiddot
bull Attachment
bull State regulation
bull Mutual regulation
bull Social referencing
bull Shared subjectivity (understanding each other)
bull Self-esteem
~~ __ ~~~___ __~ __~~~~~~___~~~___~__~ ____J~~_~_____~
Emotional availability - to learn from ITlistakes
Cross-cultural variations in mutual regulation
Variaciones trc3nsculturales en regulacion mutua
Demandas del media ambiente y regulacion mutuc
Environmental Demands and Mutual Regulation
Mutual Regulation throughout the lifespan
bull In all of OLlr actions everyday with family friends cc)lIeagues and clients
bull Shaped by our states - of consciousness and emotion
bull Shaped by our cultures and cultural differences
Mutual regulation is how way get and feel conrlected
_____________________ ____ _________J __L _________ L-___L _____
Connections staying in touch bull Resnick et al laquo Protecting Adolescents From Harm shy
findings from the National Adolescent Longitudinal Health Study raquo JAMJ~ Sept 10 97-Vol 278 No 10) - 93000 adolescents in NC Minn
bull Parent-ch i Id closeness assessed laquo Most of 1the time your parent is warm
and lovillg to you raquo laquo You are satisfied with the way your
parent alnd you communicate with each othler raquo
laquo Overall you are satisfied with your relationship with your parent raquo
bull ____1____ bullbullbull bullbull_L_ bullbull _
Connections
Crucial metlsure of childs closeness to parent
bull 5 out of 7 meals as a family in past week
Connections Importance oif Parental Involvement
Smoking 42~o of 15 - 16 yo who dont feel close to parents smoke 26 smoke who do 34 who dc)nt eat dinner regularly with parents smc)ke 25 smoke who do
Drinking 2 x higher prevalence in 15 - 16 yo who dont f_~el close or do not have meals together as compared with those who do
________________________________________________
----
____________~ 1 ___bull ________________________L _____
Connections bull Drug us~ 50 of 15- 16 yo who
arent close to parents used MJ as opposed to 24 of those who are
bull Violenc_~ 40 involved in serious fights who arent close to parents 30 wh~o are
bull Suicide thoughts 3x more likely in teens wlho arent close attempts 2x more likely
bull
Reconocimiento de la expresion facial y referencia social
Facial Expression Recognition and Social Referencing
What you trying to tell me
--
--
--
3 I Q) I
o J Q) J 0
0 eo J I
--I () Q) bull I
o -shy
J
--
0 CD Q)-~
-c 0-Q)
lt-shyJ cc
en lt 3 tT 0-n -c-Q)
lt
bull bull
----
en CD
I I I
CD (1) I
CD CD 3
c c I
3 lt(J) CD
I Ishy
Shared subjectivity
bull Putting tog~9ther attachment state regulation self regulation mutual regulation and social referencing creates the possibility for the process in which two people meet experience connection~ work to make meaning together toward mutual understanding
bull This also rE~quires what is sometimes called laquo theory of mind raquo
bull This is the foundation for empathy cornpassion nonviolent ~cooperation on a peaceful ~)Ianet
Copyright 2009 by Joshua Sparrow All Rights Reserved
Key elements
bull Developmental bull Systems-theory bull Preventive bull Culturally bull Relational informed
bull Strengthsshy bull Reflective -based ~ractice
(empow~ermentl bull Evidence-based self-advocacy
Para enarmorarse de un nino los padres necesitan
bull Un sentido de competencia(somos expertos pero los paldres tambien)
bull Hacerlos sfsntir que tienen el poder para obtener 10 Imejor para sus ninos
bull Comunidaej y conexiones - una red de relaciones
bull Conexion con el pasado e identidad cultural bull Esperanza para el futuro- la capacidad para
proyectars43 a si mismo al nino y la familia con esperalnza para un futuro mejolr
To ffall in love with a child parents need emotional availability
bull A sense of competence (we are experts but parents are too
bull EmpowermE~nt bull Connectionst - a web of relationships to
community to cultural identity bull Hope - the capacity to envision ones self child
family with hope
WE CAN USE OUR RELATIONSHIPS WITH PARENTS 1-0 SUPPORT
THEIR RELATIONSHIPS WITH THEIR CHILDREN
Enhancing Parent Potential
bull Parental sene of competence efficacy self-agency iinternalized locus of control
bull Parental conl1ectedness to family friends social supports community
bull Parental opp~Drtunities for self-determination and empowerment
bull Hope
_ _____________~____J _ _____ bull1__
What parents need to be the kind of parents they want to be
for their children bull To perceife themselves as competent
bull To feel enlpowered to make a difference in their childrens lives
bull To feel connected to a web of supportive relationshiips - the village
bull To feel connected to their pasts to be emotionailly available in the present and to dare to hope for their childrens future
Nuestro papel en el desarrollo integral del nino
apoyar a toda la familia
bull Mas alia de ser expertos debemc)s estar emocionalmente presentes con los padres para apoyar la disponibilidad emocional de los padres en el desarrollo emocional de sus ninos
Reflective Practice Not enough 1time or Using the tinle we have differently
taking car~ of ourselves to take care of others
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
State Regulation
bull Think of tile last time you were in a fussy state What triggered the fussing
bull Made it worse Better bull What were you thinking while fussy bull New thoughts as you started feeling less
fussy bull In what ways did the quality of your
thinking change as you started fe~3ling less fussy
bull__________ J-__----_
State Regulation bull Think of a chil~d and what he or she did while in a
fussy state bull How could YOlJ tell - what did you observe- that the
child was in a fussy state bull What triggere(j the fussing bull Did anything nnake it worse Better bull Does the childl know what made it worse Better bull What do you think the child was thinking while feeling
fussy bull How did the Cllilds thoughts change as he or she
started feeling less fussy bull How did the q1uality of thinking change as he or she
felt less fussy
bull 1______ ______ ____~ --~-
All Behavior is State Dependent for ~-Iumans of All Ages
bull Behavior ~dependent on cognition is altered by
bull states of consciousness (eg drowsy alert) and by
bull emotional states (eg anxious angry serene slJspicious open etc)
bull Neurobiological correlates activity of areas of l~rain responsible for arousal emotion c3nd cognition are wired together and can support or overwhelm each other
____-1 _________ bull __ ____~
BUILDINGi BLOCKS of EMOTIONAL [)EVELOPMENT
LEARNIIlG IN RELATIONSHIPSmiddot
bull Attachment
bull State regulation
bull Mutual regulation
bull Social referencing
bull Shared subjectivity (understanding each other)
bull Self-esteem
~~ __ ~~~___ __~ __~~~~~~___~~~___~__~ ____J~~_~_____~
Emotional availability - to learn from ITlistakes
Cross-cultural variations in mutual regulation
Variaciones trc3nsculturales en regulacion mutua
Demandas del media ambiente y regulacion mutuc
Environmental Demands and Mutual Regulation
Mutual Regulation throughout the lifespan
bull In all of OLlr actions everyday with family friends cc)lIeagues and clients
bull Shaped by our states - of consciousness and emotion
bull Shaped by our cultures and cultural differences
Mutual regulation is how way get and feel conrlected
_____________________ ____ _________J __L _________ L-___L _____
Connections staying in touch bull Resnick et al laquo Protecting Adolescents From Harm shy
findings from the National Adolescent Longitudinal Health Study raquo JAMJ~ Sept 10 97-Vol 278 No 10) - 93000 adolescents in NC Minn
bull Parent-ch i Id closeness assessed laquo Most of 1the time your parent is warm
and lovillg to you raquo laquo You are satisfied with the way your
parent alnd you communicate with each othler raquo
laquo Overall you are satisfied with your relationship with your parent raquo
bull ____1____ bullbullbull bullbull_L_ bullbull _
Connections
Crucial metlsure of childs closeness to parent
bull 5 out of 7 meals as a family in past week
Connections Importance oif Parental Involvement
Smoking 42~o of 15 - 16 yo who dont feel close to parents smoke 26 smoke who do 34 who dc)nt eat dinner regularly with parents smc)ke 25 smoke who do
Drinking 2 x higher prevalence in 15 - 16 yo who dont f_~el close or do not have meals together as compared with those who do
________________________________________________
----
____________~ 1 ___bull ________________________L _____
Connections bull Drug us~ 50 of 15- 16 yo who
arent close to parents used MJ as opposed to 24 of those who are
bull Violenc_~ 40 involved in serious fights who arent close to parents 30 wh~o are
bull Suicide thoughts 3x more likely in teens wlho arent close attempts 2x more likely
bull
Reconocimiento de la expresion facial y referencia social
Facial Expression Recognition and Social Referencing
What you trying to tell me
--
--
--
3 I Q) I
o J Q) J 0
0 eo J I
--I () Q) bull I
o -shy
J
--
0 CD Q)-~
-c 0-Q)
lt-shyJ cc
en lt 3 tT 0-n -c-Q)
lt
bull bull
----
en CD
I I I
CD (1) I
CD CD 3
c c I
3 lt(J) CD
I Ishy
Shared subjectivity
bull Putting tog~9ther attachment state regulation self regulation mutual regulation and social referencing creates the possibility for the process in which two people meet experience connection~ work to make meaning together toward mutual understanding
bull This also rE~quires what is sometimes called laquo theory of mind raquo
bull This is the foundation for empathy cornpassion nonviolent ~cooperation on a peaceful ~)Ianet
Copyright 2009 by Joshua Sparrow All Rights Reserved
Key elements
bull Developmental bull Systems-theory bull Preventive bull Culturally bull Relational informed
bull Strengthsshy bull Reflective -based ~ractice
(empow~ermentl bull Evidence-based self-advocacy
Para enarmorarse de un nino los padres necesitan
bull Un sentido de competencia(somos expertos pero los paldres tambien)
bull Hacerlos sfsntir que tienen el poder para obtener 10 Imejor para sus ninos
bull Comunidaej y conexiones - una red de relaciones
bull Conexion con el pasado e identidad cultural bull Esperanza para el futuro- la capacidad para
proyectars43 a si mismo al nino y la familia con esperalnza para un futuro mejolr
To ffall in love with a child parents need emotional availability
bull A sense of competence (we are experts but parents are too
bull EmpowermE~nt bull Connectionst - a web of relationships to
community to cultural identity bull Hope - the capacity to envision ones self child
family with hope
WE CAN USE OUR RELATIONSHIPS WITH PARENTS 1-0 SUPPORT
THEIR RELATIONSHIPS WITH THEIR CHILDREN
Enhancing Parent Potential
bull Parental sene of competence efficacy self-agency iinternalized locus of control
bull Parental conl1ectedness to family friends social supports community
bull Parental opp~Drtunities for self-determination and empowerment
bull Hope
_ _____________~____J _ _____ bull1__
What parents need to be the kind of parents they want to be
for their children bull To perceife themselves as competent
bull To feel enlpowered to make a difference in their childrens lives
bull To feel connected to a web of supportive relationshiips - the village
bull To feel connected to their pasts to be emotionailly available in the present and to dare to hope for their childrens future
Nuestro papel en el desarrollo integral del nino
apoyar a toda la familia
bull Mas alia de ser expertos debemc)s estar emocionalmente presentes con los padres para apoyar la disponibilidad emocional de los padres en el desarrollo emocional de sus ninos
Reflective Practice Not enough 1time or Using the tinle we have differently
taking car~ of ourselves to take care of others
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
bull__________ J-__----_
State Regulation bull Think of a chil~d and what he or she did while in a
fussy state bull How could YOlJ tell - what did you observe- that the
child was in a fussy state bull What triggere(j the fussing bull Did anything nnake it worse Better bull Does the childl know what made it worse Better bull What do you think the child was thinking while feeling
fussy bull How did the Cllilds thoughts change as he or she
started feeling less fussy bull How did the q1uality of thinking change as he or she
felt less fussy
bull 1______ ______ ____~ --~-
All Behavior is State Dependent for ~-Iumans of All Ages
bull Behavior ~dependent on cognition is altered by
bull states of consciousness (eg drowsy alert) and by
bull emotional states (eg anxious angry serene slJspicious open etc)
bull Neurobiological correlates activity of areas of l~rain responsible for arousal emotion c3nd cognition are wired together and can support or overwhelm each other
____-1 _________ bull __ ____~
BUILDINGi BLOCKS of EMOTIONAL [)EVELOPMENT
LEARNIIlG IN RELATIONSHIPSmiddot
bull Attachment
bull State regulation
bull Mutual regulation
bull Social referencing
bull Shared subjectivity (understanding each other)
bull Self-esteem
~~ __ ~~~___ __~ __~~~~~~___~~~___~__~ ____J~~_~_____~
Emotional availability - to learn from ITlistakes
Cross-cultural variations in mutual regulation
Variaciones trc3nsculturales en regulacion mutua
Demandas del media ambiente y regulacion mutuc
Environmental Demands and Mutual Regulation
Mutual Regulation throughout the lifespan
bull In all of OLlr actions everyday with family friends cc)lIeagues and clients
bull Shaped by our states - of consciousness and emotion
bull Shaped by our cultures and cultural differences
Mutual regulation is how way get and feel conrlected
_____________________ ____ _________J __L _________ L-___L _____
Connections staying in touch bull Resnick et al laquo Protecting Adolescents From Harm shy
findings from the National Adolescent Longitudinal Health Study raquo JAMJ~ Sept 10 97-Vol 278 No 10) - 93000 adolescents in NC Minn
bull Parent-ch i Id closeness assessed laquo Most of 1the time your parent is warm
and lovillg to you raquo laquo You are satisfied with the way your
parent alnd you communicate with each othler raquo
laquo Overall you are satisfied with your relationship with your parent raquo
bull ____1____ bullbullbull bullbull_L_ bullbull _
Connections
Crucial metlsure of childs closeness to parent
bull 5 out of 7 meals as a family in past week
Connections Importance oif Parental Involvement
Smoking 42~o of 15 - 16 yo who dont feel close to parents smoke 26 smoke who do 34 who dc)nt eat dinner regularly with parents smc)ke 25 smoke who do
Drinking 2 x higher prevalence in 15 - 16 yo who dont f_~el close or do not have meals together as compared with those who do
________________________________________________
----
____________~ 1 ___bull ________________________L _____
Connections bull Drug us~ 50 of 15- 16 yo who
arent close to parents used MJ as opposed to 24 of those who are
bull Violenc_~ 40 involved in serious fights who arent close to parents 30 wh~o are
bull Suicide thoughts 3x more likely in teens wlho arent close attempts 2x more likely
bull
Reconocimiento de la expresion facial y referencia social
Facial Expression Recognition and Social Referencing
What you trying to tell me
--
--
--
3 I Q) I
o J Q) J 0
0 eo J I
--I () Q) bull I
o -shy
J
--
0 CD Q)-~
-c 0-Q)
lt-shyJ cc
en lt 3 tT 0-n -c-Q)
lt
bull bull
----
en CD
I I I
CD (1) I
CD CD 3
c c I
3 lt(J) CD
I Ishy
Shared subjectivity
bull Putting tog~9ther attachment state regulation self regulation mutual regulation and social referencing creates the possibility for the process in which two people meet experience connection~ work to make meaning together toward mutual understanding
bull This also rE~quires what is sometimes called laquo theory of mind raquo
bull This is the foundation for empathy cornpassion nonviolent ~cooperation on a peaceful ~)Ianet
Copyright 2009 by Joshua Sparrow All Rights Reserved
Key elements
bull Developmental bull Systems-theory bull Preventive bull Culturally bull Relational informed
bull Strengthsshy bull Reflective -based ~ractice
(empow~ermentl bull Evidence-based self-advocacy
Para enarmorarse de un nino los padres necesitan
bull Un sentido de competencia(somos expertos pero los paldres tambien)
bull Hacerlos sfsntir que tienen el poder para obtener 10 Imejor para sus ninos
bull Comunidaej y conexiones - una red de relaciones
bull Conexion con el pasado e identidad cultural bull Esperanza para el futuro- la capacidad para
proyectars43 a si mismo al nino y la familia con esperalnza para un futuro mejolr
To ffall in love with a child parents need emotional availability
bull A sense of competence (we are experts but parents are too
bull EmpowermE~nt bull Connectionst - a web of relationships to
community to cultural identity bull Hope - the capacity to envision ones self child
family with hope
WE CAN USE OUR RELATIONSHIPS WITH PARENTS 1-0 SUPPORT
THEIR RELATIONSHIPS WITH THEIR CHILDREN
Enhancing Parent Potential
bull Parental sene of competence efficacy self-agency iinternalized locus of control
bull Parental conl1ectedness to family friends social supports community
bull Parental opp~Drtunities for self-determination and empowerment
bull Hope
_ _____________~____J _ _____ bull1__
What parents need to be the kind of parents they want to be
for their children bull To perceife themselves as competent
bull To feel enlpowered to make a difference in their childrens lives
bull To feel connected to a web of supportive relationshiips - the village
bull To feel connected to their pasts to be emotionailly available in the present and to dare to hope for their childrens future
Nuestro papel en el desarrollo integral del nino
apoyar a toda la familia
bull Mas alia de ser expertos debemc)s estar emocionalmente presentes con los padres para apoyar la disponibilidad emocional de los padres en el desarrollo emocional de sus ninos
Reflective Practice Not enough 1time or Using the tinle we have differently
taking car~ of ourselves to take care of others
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
bull 1______ ______ ____~ --~-
All Behavior is State Dependent for ~-Iumans of All Ages
bull Behavior ~dependent on cognition is altered by
bull states of consciousness (eg drowsy alert) and by
bull emotional states (eg anxious angry serene slJspicious open etc)
bull Neurobiological correlates activity of areas of l~rain responsible for arousal emotion c3nd cognition are wired together and can support or overwhelm each other
____-1 _________ bull __ ____~
BUILDINGi BLOCKS of EMOTIONAL [)EVELOPMENT
LEARNIIlG IN RELATIONSHIPSmiddot
bull Attachment
bull State regulation
bull Mutual regulation
bull Social referencing
bull Shared subjectivity (understanding each other)
bull Self-esteem
~~ __ ~~~___ __~ __~~~~~~___~~~___~__~ ____J~~_~_____~
Emotional availability - to learn from ITlistakes
Cross-cultural variations in mutual regulation
Variaciones trc3nsculturales en regulacion mutua
Demandas del media ambiente y regulacion mutuc
Environmental Demands and Mutual Regulation
Mutual Regulation throughout the lifespan
bull In all of OLlr actions everyday with family friends cc)lIeagues and clients
bull Shaped by our states - of consciousness and emotion
bull Shaped by our cultures and cultural differences
Mutual regulation is how way get and feel conrlected
_____________________ ____ _________J __L _________ L-___L _____
Connections staying in touch bull Resnick et al laquo Protecting Adolescents From Harm shy
findings from the National Adolescent Longitudinal Health Study raquo JAMJ~ Sept 10 97-Vol 278 No 10) - 93000 adolescents in NC Minn
bull Parent-ch i Id closeness assessed laquo Most of 1the time your parent is warm
and lovillg to you raquo laquo You are satisfied with the way your
parent alnd you communicate with each othler raquo
laquo Overall you are satisfied with your relationship with your parent raquo
bull ____1____ bullbullbull bullbull_L_ bullbull _
Connections
Crucial metlsure of childs closeness to parent
bull 5 out of 7 meals as a family in past week
Connections Importance oif Parental Involvement
Smoking 42~o of 15 - 16 yo who dont feel close to parents smoke 26 smoke who do 34 who dc)nt eat dinner regularly with parents smc)ke 25 smoke who do
Drinking 2 x higher prevalence in 15 - 16 yo who dont f_~el close or do not have meals together as compared with those who do
________________________________________________
----
____________~ 1 ___bull ________________________L _____
Connections bull Drug us~ 50 of 15- 16 yo who
arent close to parents used MJ as opposed to 24 of those who are
bull Violenc_~ 40 involved in serious fights who arent close to parents 30 wh~o are
bull Suicide thoughts 3x more likely in teens wlho arent close attempts 2x more likely
bull
Reconocimiento de la expresion facial y referencia social
Facial Expression Recognition and Social Referencing
What you trying to tell me
--
--
--
3 I Q) I
o J Q) J 0
0 eo J I
--I () Q) bull I
o -shy
J
--
0 CD Q)-~
-c 0-Q)
lt-shyJ cc
en lt 3 tT 0-n -c-Q)
lt
bull bull
----
en CD
I I I
CD (1) I
CD CD 3
c c I
3 lt(J) CD
I Ishy
Shared subjectivity
bull Putting tog~9ther attachment state regulation self regulation mutual regulation and social referencing creates the possibility for the process in which two people meet experience connection~ work to make meaning together toward mutual understanding
bull This also rE~quires what is sometimes called laquo theory of mind raquo
bull This is the foundation for empathy cornpassion nonviolent ~cooperation on a peaceful ~)Ianet
Copyright 2009 by Joshua Sparrow All Rights Reserved
Key elements
bull Developmental bull Systems-theory bull Preventive bull Culturally bull Relational informed
bull Strengthsshy bull Reflective -based ~ractice
(empow~ermentl bull Evidence-based self-advocacy
Para enarmorarse de un nino los padres necesitan
bull Un sentido de competencia(somos expertos pero los paldres tambien)
bull Hacerlos sfsntir que tienen el poder para obtener 10 Imejor para sus ninos
bull Comunidaej y conexiones - una red de relaciones
bull Conexion con el pasado e identidad cultural bull Esperanza para el futuro- la capacidad para
proyectars43 a si mismo al nino y la familia con esperalnza para un futuro mejolr
To ffall in love with a child parents need emotional availability
bull A sense of competence (we are experts but parents are too
bull EmpowermE~nt bull Connectionst - a web of relationships to
community to cultural identity bull Hope - the capacity to envision ones self child
family with hope
WE CAN USE OUR RELATIONSHIPS WITH PARENTS 1-0 SUPPORT
THEIR RELATIONSHIPS WITH THEIR CHILDREN
Enhancing Parent Potential
bull Parental sene of competence efficacy self-agency iinternalized locus of control
bull Parental conl1ectedness to family friends social supports community
bull Parental opp~Drtunities for self-determination and empowerment
bull Hope
_ _____________~____J _ _____ bull1__
What parents need to be the kind of parents they want to be
for their children bull To perceife themselves as competent
bull To feel enlpowered to make a difference in their childrens lives
bull To feel connected to a web of supportive relationshiips - the village
bull To feel connected to their pasts to be emotionailly available in the present and to dare to hope for their childrens future
Nuestro papel en el desarrollo integral del nino
apoyar a toda la familia
bull Mas alia de ser expertos debemc)s estar emocionalmente presentes con los padres para apoyar la disponibilidad emocional de los padres en el desarrollo emocional de sus ninos
Reflective Practice Not enough 1time or Using the tinle we have differently
taking car~ of ourselves to take care of others
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
____-1 _________ bull __ ____~
BUILDINGi BLOCKS of EMOTIONAL [)EVELOPMENT
LEARNIIlG IN RELATIONSHIPSmiddot
bull Attachment
bull State regulation
bull Mutual regulation
bull Social referencing
bull Shared subjectivity (understanding each other)
bull Self-esteem
~~ __ ~~~___ __~ __~~~~~~___~~~___~__~ ____J~~_~_____~
Emotional availability - to learn from ITlistakes
Cross-cultural variations in mutual regulation
Variaciones trc3nsculturales en regulacion mutua
Demandas del media ambiente y regulacion mutuc
Environmental Demands and Mutual Regulation
Mutual Regulation throughout the lifespan
bull In all of OLlr actions everyday with family friends cc)lIeagues and clients
bull Shaped by our states - of consciousness and emotion
bull Shaped by our cultures and cultural differences
Mutual regulation is how way get and feel conrlected
_____________________ ____ _________J __L _________ L-___L _____
Connections staying in touch bull Resnick et al laquo Protecting Adolescents From Harm shy
findings from the National Adolescent Longitudinal Health Study raquo JAMJ~ Sept 10 97-Vol 278 No 10) - 93000 adolescents in NC Minn
bull Parent-ch i Id closeness assessed laquo Most of 1the time your parent is warm
and lovillg to you raquo laquo You are satisfied with the way your
parent alnd you communicate with each othler raquo
laquo Overall you are satisfied with your relationship with your parent raquo
bull ____1____ bullbullbull bullbull_L_ bullbull _
Connections
Crucial metlsure of childs closeness to parent
bull 5 out of 7 meals as a family in past week
Connections Importance oif Parental Involvement
Smoking 42~o of 15 - 16 yo who dont feel close to parents smoke 26 smoke who do 34 who dc)nt eat dinner regularly with parents smc)ke 25 smoke who do
Drinking 2 x higher prevalence in 15 - 16 yo who dont f_~el close or do not have meals together as compared with those who do
________________________________________________
----
____________~ 1 ___bull ________________________L _____
Connections bull Drug us~ 50 of 15- 16 yo who
arent close to parents used MJ as opposed to 24 of those who are
bull Violenc_~ 40 involved in serious fights who arent close to parents 30 wh~o are
bull Suicide thoughts 3x more likely in teens wlho arent close attempts 2x more likely
bull
Reconocimiento de la expresion facial y referencia social
Facial Expression Recognition and Social Referencing
What you trying to tell me
--
--
--
3 I Q) I
o J Q) J 0
0 eo J I
--I () Q) bull I
o -shy
J
--
0 CD Q)-~
-c 0-Q)
lt-shyJ cc
en lt 3 tT 0-n -c-Q)
lt
bull bull
----
en CD
I I I
CD (1) I
CD CD 3
c c I
3 lt(J) CD
I Ishy
Shared subjectivity
bull Putting tog~9ther attachment state regulation self regulation mutual regulation and social referencing creates the possibility for the process in which two people meet experience connection~ work to make meaning together toward mutual understanding
bull This also rE~quires what is sometimes called laquo theory of mind raquo
bull This is the foundation for empathy cornpassion nonviolent ~cooperation on a peaceful ~)Ianet
Copyright 2009 by Joshua Sparrow All Rights Reserved
Key elements
bull Developmental bull Systems-theory bull Preventive bull Culturally bull Relational informed
bull Strengthsshy bull Reflective -based ~ractice
(empow~ermentl bull Evidence-based self-advocacy
Para enarmorarse de un nino los padres necesitan
bull Un sentido de competencia(somos expertos pero los paldres tambien)
bull Hacerlos sfsntir que tienen el poder para obtener 10 Imejor para sus ninos
bull Comunidaej y conexiones - una red de relaciones
bull Conexion con el pasado e identidad cultural bull Esperanza para el futuro- la capacidad para
proyectars43 a si mismo al nino y la familia con esperalnza para un futuro mejolr
To ffall in love with a child parents need emotional availability
bull A sense of competence (we are experts but parents are too
bull EmpowermE~nt bull Connectionst - a web of relationships to
community to cultural identity bull Hope - the capacity to envision ones self child
family with hope
WE CAN USE OUR RELATIONSHIPS WITH PARENTS 1-0 SUPPORT
THEIR RELATIONSHIPS WITH THEIR CHILDREN
Enhancing Parent Potential
bull Parental sene of competence efficacy self-agency iinternalized locus of control
bull Parental conl1ectedness to family friends social supports community
bull Parental opp~Drtunities for self-determination and empowerment
bull Hope
_ _____________~____J _ _____ bull1__
What parents need to be the kind of parents they want to be
for their children bull To perceife themselves as competent
bull To feel enlpowered to make a difference in their childrens lives
bull To feel connected to a web of supportive relationshiips - the village
bull To feel connected to their pasts to be emotionailly available in the present and to dare to hope for their childrens future
Nuestro papel en el desarrollo integral del nino
apoyar a toda la familia
bull Mas alia de ser expertos debemc)s estar emocionalmente presentes con los padres para apoyar la disponibilidad emocional de los padres en el desarrollo emocional de sus ninos
Reflective Practice Not enough 1time or Using the tinle we have differently
taking car~ of ourselves to take care of others
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
~~ __ ~~~___ __~ __~~~~~~___~~~___~__~ ____J~~_~_____~
Emotional availability - to learn from ITlistakes
Cross-cultural variations in mutual regulation
Variaciones trc3nsculturales en regulacion mutua
Demandas del media ambiente y regulacion mutuc
Environmental Demands and Mutual Regulation
Mutual Regulation throughout the lifespan
bull In all of OLlr actions everyday with family friends cc)lIeagues and clients
bull Shaped by our states - of consciousness and emotion
bull Shaped by our cultures and cultural differences
Mutual regulation is how way get and feel conrlected
_____________________ ____ _________J __L _________ L-___L _____
Connections staying in touch bull Resnick et al laquo Protecting Adolescents From Harm shy
findings from the National Adolescent Longitudinal Health Study raquo JAMJ~ Sept 10 97-Vol 278 No 10) - 93000 adolescents in NC Minn
bull Parent-ch i Id closeness assessed laquo Most of 1the time your parent is warm
and lovillg to you raquo laquo You are satisfied with the way your
parent alnd you communicate with each othler raquo
laquo Overall you are satisfied with your relationship with your parent raquo
bull ____1____ bullbullbull bullbull_L_ bullbull _
Connections
Crucial metlsure of childs closeness to parent
bull 5 out of 7 meals as a family in past week
Connections Importance oif Parental Involvement
Smoking 42~o of 15 - 16 yo who dont feel close to parents smoke 26 smoke who do 34 who dc)nt eat dinner regularly with parents smc)ke 25 smoke who do
Drinking 2 x higher prevalence in 15 - 16 yo who dont f_~el close or do not have meals together as compared with those who do
________________________________________________
----
____________~ 1 ___bull ________________________L _____
Connections bull Drug us~ 50 of 15- 16 yo who
arent close to parents used MJ as opposed to 24 of those who are
bull Violenc_~ 40 involved in serious fights who arent close to parents 30 wh~o are
bull Suicide thoughts 3x more likely in teens wlho arent close attempts 2x more likely
bull
Reconocimiento de la expresion facial y referencia social
Facial Expression Recognition and Social Referencing
What you trying to tell me
--
--
--
3 I Q) I
o J Q) J 0
0 eo J I
--I () Q) bull I
o -shy
J
--
0 CD Q)-~
-c 0-Q)
lt-shyJ cc
en lt 3 tT 0-n -c-Q)
lt
bull bull
----
en CD
I I I
CD (1) I
CD CD 3
c c I
3 lt(J) CD
I Ishy
Shared subjectivity
bull Putting tog~9ther attachment state regulation self regulation mutual regulation and social referencing creates the possibility for the process in which two people meet experience connection~ work to make meaning together toward mutual understanding
bull This also rE~quires what is sometimes called laquo theory of mind raquo
bull This is the foundation for empathy cornpassion nonviolent ~cooperation on a peaceful ~)Ianet
Copyright 2009 by Joshua Sparrow All Rights Reserved
Key elements
bull Developmental bull Systems-theory bull Preventive bull Culturally bull Relational informed
bull Strengthsshy bull Reflective -based ~ractice
(empow~ermentl bull Evidence-based self-advocacy
Para enarmorarse de un nino los padres necesitan
bull Un sentido de competencia(somos expertos pero los paldres tambien)
bull Hacerlos sfsntir que tienen el poder para obtener 10 Imejor para sus ninos
bull Comunidaej y conexiones - una red de relaciones
bull Conexion con el pasado e identidad cultural bull Esperanza para el futuro- la capacidad para
proyectars43 a si mismo al nino y la familia con esperalnza para un futuro mejolr
To ffall in love with a child parents need emotional availability
bull A sense of competence (we are experts but parents are too
bull EmpowermE~nt bull Connectionst - a web of relationships to
community to cultural identity bull Hope - the capacity to envision ones self child
family with hope
WE CAN USE OUR RELATIONSHIPS WITH PARENTS 1-0 SUPPORT
THEIR RELATIONSHIPS WITH THEIR CHILDREN
Enhancing Parent Potential
bull Parental sene of competence efficacy self-agency iinternalized locus of control
bull Parental conl1ectedness to family friends social supports community
bull Parental opp~Drtunities for self-determination and empowerment
bull Hope
_ _____________~____J _ _____ bull1__
What parents need to be the kind of parents they want to be
for their children bull To perceife themselves as competent
bull To feel enlpowered to make a difference in their childrens lives
bull To feel connected to a web of supportive relationshiips - the village
bull To feel connected to their pasts to be emotionailly available in the present and to dare to hope for their childrens future
Nuestro papel en el desarrollo integral del nino
apoyar a toda la familia
bull Mas alia de ser expertos debemc)s estar emocionalmente presentes con los padres para apoyar la disponibilidad emocional de los padres en el desarrollo emocional de sus ninos
Reflective Practice Not enough 1time or Using the tinle we have differently
taking car~ of ourselves to take care of others
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
Mutual Regulation throughout the lifespan
bull In all of OLlr actions everyday with family friends cc)lIeagues and clients
bull Shaped by our states - of consciousness and emotion
bull Shaped by our cultures and cultural differences
Mutual regulation is how way get and feel conrlected
_____________________ ____ _________J __L _________ L-___L _____
Connections staying in touch bull Resnick et al laquo Protecting Adolescents From Harm shy
findings from the National Adolescent Longitudinal Health Study raquo JAMJ~ Sept 10 97-Vol 278 No 10) - 93000 adolescents in NC Minn
bull Parent-ch i Id closeness assessed laquo Most of 1the time your parent is warm
and lovillg to you raquo laquo You are satisfied with the way your
parent alnd you communicate with each othler raquo
laquo Overall you are satisfied with your relationship with your parent raquo
bull ____1____ bullbullbull bullbull_L_ bullbull _
Connections
Crucial metlsure of childs closeness to parent
bull 5 out of 7 meals as a family in past week
Connections Importance oif Parental Involvement
Smoking 42~o of 15 - 16 yo who dont feel close to parents smoke 26 smoke who do 34 who dc)nt eat dinner regularly with parents smc)ke 25 smoke who do
Drinking 2 x higher prevalence in 15 - 16 yo who dont f_~el close or do not have meals together as compared with those who do
________________________________________________
----
____________~ 1 ___bull ________________________L _____
Connections bull Drug us~ 50 of 15- 16 yo who
arent close to parents used MJ as opposed to 24 of those who are
bull Violenc_~ 40 involved in serious fights who arent close to parents 30 wh~o are
bull Suicide thoughts 3x more likely in teens wlho arent close attempts 2x more likely
bull
Reconocimiento de la expresion facial y referencia social
Facial Expression Recognition and Social Referencing
What you trying to tell me
--
--
--
3 I Q) I
o J Q) J 0
0 eo J I
--I () Q) bull I
o -shy
J
--
0 CD Q)-~
-c 0-Q)
lt-shyJ cc
en lt 3 tT 0-n -c-Q)
lt
bull bull
----
en CD
I I I
CD (1) I
CD CD 3
c c I
3 lt(J) CD
I Ishy
Shared subjectivity
bull Putting tog~9ther attachment state regulation self regulation mutual regulation and social referencing creates the possibility for the process in which two people meet experience connection~ work to make meaning together toward mutual understanding
bull This also rE~quires what is sometimes called laquo theory of mind raquo
bull This is the foundation for empathy cornpassion nonviolent ~cooperation on a peaceful ~)Ianet
Copyright 2009 by Joshua Sparrow All Rights Reserved
Key elements
bull Developmental bull Systems-theory bull Preventive bull Culturally bull Relational informed
bull Strengthsshy bull Reflective -based ~ractice
(empow~ermentl bull Evidence-based self-advocacy
Para enarmorarse de un nino los padres necesitan
bull Un sentido de competencia(somos expertos pero los paldres tambien)
bull Hacerlos sfsntir que tienen el poder para obtener 10 Imejor para sus ninos
bull Comunidaej y conexiones - una red de relaciones
bull Conexion con el pasado e identidad cultural bull Esperanza para el futuro- la capacidad para
proyectars43 a si mismo al nino y la familia con esperalnza para un futuro mejolr
To ffall in love with a child parents need emotional availability
bull A sense of competence (we are experts but parents are too
bull EmpowermE~nt bull Connectionst - a web of relationships to
community to cultural identity bull Hope - the capacity to envision ones self child
family with hope
WE CAN USE OUR RELATIONSHIPS WITH PARENTS 1-0 SUPPORT
THEIR RELATIONSHIPS WITH THEIR CHILDREN
Enhancing Parent Potential
bull Parental sene of competence efficacy self-agency iinternalized locus of control
bull Parental conl1ectedness to family friends social supports community
bull Parental opp~Drtunities for self-determination and empowerment
bull Hope
_ _____________~____J _ _____ bull1__
What parents need to be the kind of parents they want to be
for their children bull To perceife themselves as competent
bull To feel enlpowered to make a difference in their childrens lives
bull To feel connected to a web of supportive relationshiips - the village
bull To feel connected to their pasts to be emotionailly available in the present and to dare to hope for their childrens future
Nuestro papel en el desarrollo integral del nino
apoyar a toda la familia
bull Mas alia de ser expertos debemc)s estar emocionalmente presentes con los padres para apoyar la disponibilidad emocional de los padres en el desarrollo emocional de sus ninos
Reflective Practice Not enough 1time or Using the tinle we have differently
taking car~ of ourselves to take care of others
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
_____________________ ____ _________J __L _________ L-___L _____
Connections staying in touch bull Resnick et al laquo Protecting Adolescents From Harm shy
findings from the National Adolescent Longitudinal Health Study raquo JAMJ~ Sept 10 97-Vol 278 No 10) - 93000 adolescents in NC Minn
bull Parent-ch i Id closeness assessed laquo Most of 1the time your parent is warm
and lovillg to you raquo laquo You are satisfied with the way your
parent alnd you communicate with each othler raquo
laquo Overall you are satisfied with your relationship with your parent raquo
bull ____1____ bullbullbull bullbull_L_ bullbull _
Connections
Crucial metlsure of childs closeness to parent
bull 5 out of 7 meals as a family in past week
Connections Importance oif Parental Involvement
Smoking 42~o of 15 - 16 yo who dont feel close to parents smoke 26 smoke who do 34 who dc)nt eat dinner regularly with parents smc)ke 25 smoke who do
Drinking 2 x higher prevalence in 15 - 16 yo who dont f_~el close or do not have meals together as compared with those who do
________________________________________________
----
____________~ 1 ___bull ________________________L _____
Connections bull Drug us~ 50 of 15- 16 yo who
arent close to parents used MJ as opposed to 24 of those who are
bull Violenc_~ 40 involved in serious fights who arent close to parents 30 wh~o are
bull Suicide thoughts 3x more likely in teens wlho arent close attempts 2x more likely
bull
Reconocimiento de la expresion facial y referencia social
Facial Expression Recognition and Social Referencing
What you trying to tell me
--
--
--
3 I Q) I
o J Q) J 0
0 eo J I
--I () Q) bull I
o -shy
J
--
0 CD Q)-~
-c 0-Q)
lt-shyJ cc
en lt 3 tT 0-n -c-Q)
lt
bull bull
----
en CD
I I I
CD (1) I
CD CD 3
c c I
3 lt(J) CD
I Ishy
Shared subjectivity
bull Putting tog~9ther attachment state regulation self regulation mutual regulation and social referencing creates the possibility for the process in which two people meet experience connection~ work to make meaning together toward mutual understanding
bull This also rE~quires what is sometimes called laquo theory of mind raquo
bull This is the foundation for empathy cornpassion nonviolent ~cooperation on a peaceful ~)Ianet
Copyright 2009 by Joshua Sparrow All Rights Reserved
Key elements
bull Developmental bull Systems-theory bull Preventive bull Culturally bull Relational informed
bull Strengthsshy bull Reflective -based ~ractice
(empow~ermentl bull Evidence-based self-advocacy
Para enarmorarse de un nino los padres necesitan
bull Un sentido de competencia(somos expertos pero los paldres tambien)
bull Hacerlos sfsntir que tienen el poder para obtener 10 Imejor para sus ninos
bull Comunidaej y conexiones - una red de relaciones
bull Conexion con el pasado e identidad cultural bull Esperanza para el futuro- la capacidad para
proyectars43 a si mismo al nino y la familia con esperalnza para un futuro mejolr
To ffall in love with a child parents need emotional availability
bull A sense of competence (we are experts but parents are too
bull EmpowermE~nt bull Connectionst - a web of relationships to
community to cultural identity bull Hope - the capacity to envision ones self child
family with hope
WE CAN USE OUR RELATIONSHIPS WITH PARENTS 1-0 SUPPORT
THEIR RELATIONSHIPS WITH THEIR CHILDREN
Enhancing Parent Potential
bull Parental sene of competence efficacy self-agency iinternalized locus of control
bull Parental conl1ectedness to family friends social supports community
bull Parental opp~Drtunities for self-determination and empowerment
bull Hope
_ _____________~____J _ _____ bull1__
What parents need to be the kind of parents they want to be
for their children bull To perceife themselves as competent
bull To feel enlpowered to make a difference in their childrens lives
bull To feel connected to a web of supportive relationshiips - the village
bull To feel connected to their pasts to be emotionailly available in the present and to dare to hope for their childrens future
Nuestro papel en el desarrollo integral del nino
apoyar a toda la familia
bull Mas alia de ser expertos debemc)s estar emocionalmente presentes con los padres para apoyar la disponibilidad emocional de los padres en el desarrollo emocional de sus ninos
Reflective Practice Not enough 1time or Using the tinle we have differently
taking car~ of ourselves to take care of others
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
bull ____1____ bullbullbull bullbull_L_ bullbull _
Connections
Crucial metlsure of childs closeness to parent
bull 5 out of 7 meals as a family in past week
Connections Importance oif Parental Involvement
Smoking 42~o of 15 - 16 yo who dont feel close to parents smoke 26 smoke who do 34 who dc)nt eat dinner regularly with parents smc)ke 25 smoke who do
Drinking 2 x higher prevalence in 15 - 16 yo who dont f_~el close or do not have meals together as compared with those who do
________________________________________________
----
____________~ 1 ___bull ________________________L _____
Connections bull Drug us~ 50 of 15- 16 yo who
arent close to parents used MJ as opposed to 24 of those who are
bull Violenc_~ 40 involved in serious fights who arent close to parents 30 wh~o are
bull Suicide thoughts 3x more likely in teens wlho arent close attempts 2x more likely
bull
Reconocimiento de la expresion facial y referencia social
Facial Expression Recognition and Social Referencing
What you trying to tell me
--
--
--
3 I Q) I
o J Q) J 0
0 eo J I
--I () Q) bull I
o -shy
J
--
0 CD Q)-~
-c 0-Q)
lt-shyJ cc
en lt 3 tT 0-n -c-Q)
lt
bull bull
----
en CD
I I I
CD (1) I
CD CD 3
c c I
3 lt(J) CD
I Ishy
Shared subjectivity
bull Putting tog~9ther attachment state regulation self regulation mutual regulation and social referencing creates the possibility for the process in which two people meet experience connection~ work to make meaning together toward mutual understanding
bull This also rE~quires what is sometimes called laquo theory of mind raquo
bull This is the foundation for empathy cornpassion nonviolent ~cooperation on a peaceful ~)Ianet
Copyright 2009 by Joshua Sparrow All Rights Reserved
Key elements
bull Developmental bull Systems-theory bull Preventive bull Culturally bull Relational informed
bull Strengthsshy bull Reflective -based ~ractice
(empow~ermentl bull Evidence-based self-advocacy
Para enarmorarse de un nino los padres necesitan
bull Un sentido de competencia(somos expertos pero los paldres tambien)
bull Hacerlos sfsntir que tienen el poder para obtener 10 Imejor para sus ninos
bull Comunidaej y conexiones - una red de relaciones
bull Conexion con el pasado e identidad cultural bull Esperanza para el futuro- la capacidad para
proyectars43 a si mismo al nino y la familia con esperalnza para un futuro mejolr
To ffall in love with a child parents need emotional availability
bull A sense of competence (we are experts but parents are too
bull EmpowermE~nt bull Connectionst - a web of relationships to
community to cultural identity bull Hope - the capacity to envision ones self child
family with hope
WE CAN USE OUR RELATIONSHIPS WITH PARENTS 1-0 SUPPORT
THEIR RELATIONSHIPS WITH THEIR CHILDREN
Enhancing Parent Potential
bull Parental sene of competence efficacy self-agency iinternalized locus of control
bull Parental conl1ectedness to family friends social supports community
bull Parental opp~Drtunities for self-determination and empowerment
bull Hope
_ _____________~____J _ _____ bull1__
What parents need to be the kind of parents they want to be
for their children bull To perceife themselves as competent
bull To feel enlpowered to make a difference in their childrens lives
bull To feel connected to a web of supportive relationshiips - the village
bull To feel connected to their pasts to be emotionailly available in the present and to dare to hope for their childrens future
Nuestro papel en el desarrollo integral del nino
apoyar a toda la familia
bull Mas alia de ser expertos debemc)s estar emocionalmente presentes con los padres para apoyar la disponibilidad emocional de los padres en el desarrollo emocional de sus ninos
Reflective Practice Not enough 1time or Using the tinle we have differently
taking car~ of ourselves to take care of others
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
Connections Importance oif Parental Involvement
Smoking 42~o of 15 - 16 yo who dont feel close to parents smoke 26 smoke who do 34 who dc)nt eat dinner regularly with parents smc)ke 25 smoke who do
Drinking 2 x higher prevalence in 15 - 16 yo who dont f_~el close or do not have meals together as compared with those who do
________________________________________________
----
____________~ 1 ___bull ________________________L _____
Connections bull Drug us~ 50 of 15- 16 yo who
arent close to parents used MJ as opposed to 24 of those who are
bull Violenc_~ 40 involved in serious fights who arent close to parents 30 wh~o are
bull Suicide thoughts 3x more likely in teens wlho arent close attempts 2x more likely
bull
Reconocimiento de la expresion facial y referencia social
Facial Expression Recognition and Social Referencing
What you trying to tell me
--
--
--
3 I Q) I
o J Q) J 0
0 eo J I
--I () Q) bull I
o -shy
J
--
0 CD Q)-~
-c 0-Q)
lt-shyJ cc
en lt 3 tT 0-n -c-Q)
lt
bull bull
----
en CD
I I I
CD (1) I
CD CD 3
c c I
3 lt(J) CD
I Ishy
Shared subjectivity
bull Putting tog~9ther attachment state regulation self regulation mutual regulation and social referencing creates the possibility for the process in which two people meet experience connection~ work to make meaning together toward mutual understanding
bull This also rE~quires what is sometimes called laquo theory of mind raquo
bull This is the foundation for empathy cornpassion nonviolent ~cooperation on a peaceful ~)Ianet
Copyright 2009 by Joshua Sparrow All Rights Reserved
Key elements
bull Developmental bull Systems-theory bull Preventive bull Culturally bull Relational informed
bull Strengthsshy bull Reflective -based ~ractice
(empow~ermentl bull Evidence-based self-advocacy
Para enarmorarse de un nino los padres necesitan
bull Un sentido de competencia(somos expertos pero los paldres tambien)
bull Hacerlos sfsntir que tienen el poder para obtener 10 Imejor para sus ninos
bull Comunidaej y conexiones - una red de relaciones
bull Conexion con el pasado e identidad cultural bull Esperanza para el futuro- la capacidad para
proyectars43 a si mismo al nino y la familia con esperalnza para un futuro mejolr
To ffall in love with a child parents need emotional availability
bull A sense of competence (we are experts but parents are too
bull EmpowermE~nt bull Connectionst - a web of relationships to
community to cultural identity bull Hope - the capacity to envision ones self child
family with hope
WE CAN USE OUR RELATIONSHIPS WITH PARENTS 1-0 SUPPORT
THEIR RELATIONSHIPS WITH THEIR CHILDREN
Enhancing Parent Potential
bull Parental sene of competence efficacy self-agency iinternalized locus of control
bull Parental conl1ectedness to family friends social supports community
bull Parental opp~Drtunities for self-determination and empowerment
bull Hope
_ _____________~____J _ _____ bull1__
What parents need to be the kind of parents they want to be
for their children bull To perceife themselves as competent
bull To feel enlpowered to make a difference in their childrens lives
bull To feel connected to a web of supportive relationshiips - the village
bull To feel connected to their pasts to be emotionailly available in the present and to dare to hope for their childrens future
Nuestro papel en el desarrollo integral del nino
apoyar a toda la familia
bull Mas alia de ser expertos debemc)s estar emocionalmente presentes con los padres para apoyar la disponibilidad emocional de los padres en el desarrollo emocional de sus ninos
Reflective Practice Not enough 1time or Using the tinle we have differently
taking car~ of ourselves to take care of others
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
________________________________________________
----
____________~ 1 ___bull ________________________L _____
Connections bull Drug us~ 50 of 15- 16 yo who
arent close to parents used MJ as opposed to 24 of those who are
bull Violenc_~ 40 involved in serious fights who arent close to parents 30 wh~o are
bull Suicide thoughts 3x more likely in teens wlho arent close attempts 2x more likely
bull
Reconocimiento de la expresion facial y referencia social
Facial Expression Recognition and Social Referencing
What you trying to tell me
--
--
--
3 I Q) I
o J Q) J 0
0 eo J I
--I () Q) bull I
o -shy
J
--
0 CD Q)-~
-c 0-Q)
lt-shyJ cc
en lt 3 tT 0-n -c-Q)
lt
bull bull
----
en CD
I I I
CD (1) I
CD CD 3
c c I
3 lt(J) CD
I Ishy
Shared subjectivity
bull Putting tog~9ther attachment state regulation self regulation mutual regulation and social referencing creates the possibility for the process in which two people meet experience connection~ work to make meaning together toward mutual understanding
bull This also rE~quires what is sometimes called laquo theory of mind raquo
bull This is the foundation for empathy cornpassion nonviolent ~cooperation on a peaceful ~)Ianet
Copyright 2009 by Joshua Sparrow All Rights Reserved
Key elements
bull Developmental bull Systems-theory bull Preventive bull Culturally bull Relational informed
bull Strengthsshy bull Reflective -based ~ractice
(empow~ermentl bull Evidence-based self-advocacy
Para enarmorarse de un nino los padres necesitan
bull Un sentido de competencia(somos expertos pero los paldres tambien)
bull Hacerlos sfsntir que tienen el poder para obtener 10 Imejor para sus ninos
bull Comunidaej y conexiones - una red de relaciones
bull Conexion con el pasado e identidad cultural bull Esperanza para el futuro- la capacidad para
proyectars43 a si mismo al nino y la familia con esperalnza para un futuro mejolr
To ffall in love with a child parents need emotional availability
bull A sense of competence (we are experts but parents are too
bull EmpowermE~nt bull Connectionst - a web of relationships to
community to cultural identity bull Hope - the capacity to envision ones self child
family with hope
WE CAN USE OUR RELATIONSHIPS WITH PARENTS 1-0 SUPPORT
THEIR RELATIONSHIPS WITH THEIR CHILDREN
Enhancing Parent Potential
bull Parental sene of competence efficacy self-agency iinternalized locus of control
bull Parental conl1ectedness to family friends social supports community
bull Parental opp~Drtunities for self-determination and empowerment
bull Hope
_ _____________~____J _ _____ bull1__
What parents need to be the kind of parents they want to be
for their children bull To perceife themselves as competent
bull To feel enlpowered to make a difference in their childrens lives
bull To feel connected to a web of supportive relationshiips - the village
bull To feel connected to their pasts to be emotionailly available in the present and to dare to hope for their childrens future
Nuestro papel en el desarrollo integral del nino
apoyar a toda la familia
bull Mas alia de ser expertos debemc)s estar emocionalmente presentes con los padres para apoyar la disponibilidad emocional de los padres en el desarrollo emocional de sus ninos
Reflective Practice Not enough 1time or Using the tinle we have differently
taking car~ of ourselves to take care of others
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
bull
Reconocimiento de la expresion facial y referencia social
Facial Expression Recognition and Social Referencing
What you trying to tell me
--
--
--
3 I Q) I
o J Q) J 0
0 eo J I
--I () Q) bull I
o -shy
J
--
0 CD Q)-~
-c 0-Q)
lt-shyJ cc
en lt 3 tT 0-n -c-Q)
lt
bull bull
----
en CD
I I I
CD (1) I
CD CD 3
c c I
3 lt(J) CD
I Ishy
Shared subjectivity
bull Putting tog~9ther attachment state regulation self regulation mutual regulation and social referencing creates the possibility for the process in which two people meet experience connection~ work to make meaning together toward mutual understanding
bull This also rE~quires what is sometimes called laquo theory of mind raquo
bull This is the foundation for empathy cornpassion nonviolent ~cooperation on a peaceful ~)Ianet
Copyright 2009 by Joshua Sparrow All Rights Reserved
Key elements
bull Developmental bull Systems-theory bull Preventive bull Culturally bull Relational informed
bull Strengthsshy bull Reflective -based ~ractice
(empow~ermentl bull Evidence-based self-advocacy
Para enarmorarse de un nino los padres necesitan
bull Un sentido de competencia(somos expertos pero los paldres tambien)
bull Hacerlos sfsntir que tienen el poder para obtener 10 Imejor para sus ninos
bull Comunidaej y conexiones - una red de relaciones
bull Conexion con el pasado e identidad cultural bull Esperanza para el futuro- la capacidad para
proyectars43 a si mismo al nino y la familia con esperalnza para un futuro mejolr
To ffall in love with a child parents need emotional availability
bull A sense of competence (we are experts but parents are too
bull EmpowermE~nt bull Connectionst - a web of relationships to
community to cultural identity bull Hope - the capacity to envision ones self child
family with hope
WE CAN USE OUR RELATIONSHIPS WITH PARENTS 1-0 SUPPORT
THEIR RELATIONSHIPS WITH THEIR CHILDREN
Enhancing Parent Potential
bull Parental sene of competence efficacy self-agency iinternalized locus of control
bull Parental conl1ectedness to family friends social supports community
bull Parental opp~Drtunities for self-determination and empowerment
bull Hope
_ _____________~____J _ _____ bull1__
What parents need to be the kind of parents they want to be
for their children bull To perceife themselves as competent
bull To feel enlpowered to make a difference in their childrens lives
bull To feel connected to a web of supportive relationshiips - the village
bull To feel connected to their pasts to be emotionailly available in the present and to dare to hope for their childrens future
Nuestro papel en el desarrollo integral del nino
apoyar a toda la familia
bull Mas alia de ser expertos debemc)s estar emocionalmente presentes con los padres para apoyar la disponibilidad emocional de los padres en el desarrollo emocional de sus ninos
Reflective Practice Not enough 1time or Using the tinle we have differently
taking car~ of ourselves to take care of others
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
Reconocimiento de la expresion facial y referencia social
Facial Expression Recognition and Social Referencing
What you trying to tell me
--
--
--
3 I Q) I
o J Q) J 0
0 eo J I
--I () Q) bull I
o -shy
J
--
0 CD Q)-~
-c 0-Q)
lt-shyJ cc
en lt 3 tT 0-n -c-Q)
lt
bull bull
----
en CD
I I I
CD (1) I
CD CD 3
c c I
3 lt(J) CD
I Ishy
Shared subjectivity
bull Putting tog~9ther attachment state regulation self regulation mutual regulation and social referencing creates the possibility for the process in which two people meet experience connection~ work to make meaning together toward mutual understanding
bull This also rE~quires what is sometimes called laquo theory of mind raquo
bull This is the foundation for empathy cornpassion nonviolent ~cooperation on a peaceful ~)Ianet
Copyright 2009 by Joshua Sparrow All Rights Reserved
Key elements
bull Developmental bull Systems-theory bull Preventive bull Culturally bull Relational informed
bull Strengthsshy bull Reflective -based ~ractice
(empow~ermentl bull Evidence-based self-advocacy
Para enarmorarse de un nino los padres necesitan
bull Un sentido de competencia(somos expertos pero los paldres tambien)
bull Hacerlos sfsntir que tienen el poder para obtener 10 Imejor para sus ninos
bull Comunidaej y conexiones - una red de relaciones
bull Conexion con el pasado e identidad cultural bull Esperanza para el futuro- la capacidad para
proyectars43 a si mismo al nino y la familia con esperalnza para un futuro mejolr
To ffall in love with a child parents need emotional availability
bull A sense of competence (we are experts but parents are too
bull EmpowermE~nt bull Connectionst - a web of relationships to
community to cultural identity bull Hope - the capacity to envision ones self child
family with hope
WE CAN USE OUR RELATIONSHIPS WITH PARENTS 1-0 SUPPORT
THEIR RELATIONSHIPS WITH THEIR CHILDREN
Enhancing Parent Potential
bull Parental sene of competence efficacy self-agency iinternalized locus of control
bull Parental conl1ectedness to family friends social supports community
bull Parental opp~Drtunities for self-determination and empowerment
bull Hope
_ _____________~____J _ _____ bull1__
What parents need to be the kind of parents they want to be
for their children bull To perceife themselves as competent
bull To feel enlpowered to make a difference in their childrens lives
bull To feel connected to a web of supportive relationshiips - the village
bull To feel connected to their pasts to be emotionailly available in the present and to dare to hope for their childrens future
Nuestro papel en el desarrollo integral del nino
apoyar a toda la familia
bull Mas alia de ser expertos debemc)s estar emocionalmente presentes con los padres para apoyar la disponibilidad emocional de los padres en el desarrollo emocional de sus ninos
Reflective Practice Not enough 1time or Using the tinle we have differently
taking car~ of ourselves to take care of others
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
--
--
--
3 I Q) I
o J Q) J 0
0 eo J I
--I () Q) bull I
o -shy
J
--
0 CD Q)-~
-c 0-Q)
lt-shyJ cc
en lt 3 tT 0-n -c-Q)
lt
bull bull
----
en CD
I I I
CD (1) I
CD CD 3
c c I
3 lt(J) CD
I Ishy
Shared subjectivity
bull Putting tog~9ther attachment state regulation self regulation mutual regulation and social referencing creates the possibility for the process in which two people meet experience connection~ work to make meaning together toward mutual understanding
bull This also rE~quires what is sometimes called laquo theory of mind raquo
bull This is the foundation for empathy cornpassion nonviolent ~cooperation on a peaceful ~)Ianet
Copyright 2009 by Joshua Sparrow All Rights Reserved
Key elements
bull Developmental bull Systems-theory bull Preventive bull Culturally bull Relational informed
bull Strengthsshy bull Reflective -based ~ractice
(empow~ermentl bull Evidence-based self-advocacy
Para enarmorarse de un nino los padres necesitan
bull Un sentido de competencia(somos expertos pero los paldres tambien)
bull Hacerlos sfsntir que tienen el poder para obtener 10 Imejor para sus ninos
bull Comunidaej y conexiones - una red de relaciones
bull Conexion con el pasado e identidad cultural bull Esperanza para el futuro- la capacidad para
proyectars43 a si mismo al nino y la familia con esperalnza para un futuro mejolr
To ffall in love with a child parents need emotional availability
bull A sense of competence (we are experts but parents are too
bull EmpowermE~nt bull Connectionst - a web of relationships to
community to cultural identity bull Hope - the capacity to envision ones self child
family with hope
WE CAN USE OUR RELATIONSHIPS WITH PARENTS 1-0 SUPPORT
THEIR RELATIONSHIPS WITH THEIR CHILDREN
Enhancing Parent Potential
bull Parental sene of competence efficacy self-agency iinternalized locus of control
bull Parental conl1ectedness to family friends social supports community
bull Parental opp~Drtunities for self-determination and empowerment
bull Hope
_ _____________~____J _ _____ bull1__
What parents need to be the kind of parents they want to be
for their children bull To perceife themselves as competent
bull To feel enlpowered to make a difference in their childrens lives
bull To feel connected to a web of supportive relationshiips - the village
bull To feel connected to their pasts to be emotionailly available in the present and to dare to hope for their childrens future
Nuestro papel en el desarrollo integral del nino
apoyar a toda la familia
bull Mas alia de ser expertos debemc)s estar emocionalmente presentes con los padres para apoyar la disponibilidad emocional de los padres en el desarrollo emocional de sus ninos
Reflective Practice Not enough 1time or Using the tinle we have differently
taking car~ of ourselves to take care of others
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
--
0 CD Q)-~
-c 0-Q)
lt-shyJ cc
en lt 3 tT 0-n -c-Q)
lt
bull bull
----
en CD
I I I
CD (1) I
CD CD 3
c c I
3 lt(J) CD
I Ishy
Shared subjectivity
bull Putting tog~9ther attachment state regulation self regulation mutual regulation and social referencing creates the possibility for the process in which two people meet experience connection~ work to make meaning together toward mutual understanding
bull This also rE~quires what is sometimes called laquo theory of mind raquo
bull This is the foundation for empathy cornpassion nonviolent ~cooperation on a peaceful ~)Ianet
Copyright 2009 by Joshua Sparrow All Rights Reserved
Key elements
bull Developmental bull Systems-theory bull Preventive bull Culturally bull Relational informed
bull Strengthsshy bull Reflective -based ~ractice
(empow~ermentl bull Evidence-based self-advocacy
Para enarmorarse de un nino los padres necesitan
bull Un sentido de competencia(somos expertos pero los paldres tambien)
bull Hacerlos sfsntir que tienen el poder para obtener 10 Imejor para sus ninos
bull Comunidaej y conexiones - una red de relaciones
bull Conexion con el pasado e identidad cultural bull Esperanza para el futuro- la capacidad para
proyectars43 a si mismo al nino y la familia con esperalnza para un futuro mejolr
To ffall in love with a child parents need emotional availability
bull A sense of competence (we are experts but parents are too
bull EmpowermE~nt bull Connectionst - a web of relationships to
community to cultural identity bull Hope - the capacity to envision ones self child
family with hope
WE CAN USE OUR RELATIONSHIPS WITH PARENTS 1-0 SUPPORT
THEIR RELATIONSHIPS WITH THEIR CHILDREN
Enhancing Parent Potential
bull Parental sene of competence efficacy self-agency iinternalized locus of control
bull Parental conl1ectedness to family friends social supports community
bull Parental opp~Drtunities for self-determination and empowerment
bull Hope
_ _____________~____J _ _____ bull1__
What parents need to be the kind of parents they want to be
for their children bull To perceife themselves as competent
bull To feel enlpowered to make a difference in their childrens lives
bull To feel connected to a web of supportive relationshiips - the village
bull To feel connected to their pasts to be emotionailly available in the present and to dare to hope for their childrens future
Nuestro papel en el desarrollo integral del nino
apoyar a toda la familia
bull Mas alia de ser expertos debemc)s estar emocionalmente presentes con los padres para apoyar la disponibilidad emocional de los padres en el desarrollo emocional de sus ninos
Reflective Practice Not enough 1time or Using the tinle we have differently
taking car~ of ourselves to take care of others
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
bull bull
----
en CD
I I I
CD (1) I
CD CD 3
c c I
3 lt(J) CD
I Ishy
Shared subjectivity
bull Putting tog~9ther attachment state regulation self regulation mutual regulation and social referencing creates the possibility for the process in which two people meet experience connection~ work to make meaning together toward mutual understanding
bull This also rE~quires what is sometimes called laquo theory of mind raquo
bull This is the foundation for empathy cornpassion nonviolent ~cooperation on a peaceful ~)Ianet
Copyright 2009 by Joshua Sparrow All Rights Reserved
Key elements
bull Developmental bull Systems-theory bull Preventive bull Culturally bull Relational informed
bull Strengthsshy bull Reflective -based ~ractice
(empow~ermentl bull Evidence-based self-advocacy
Para enarmorarse de un nino los padres necesitan
bull Un sentido de competencia(somos expertos pero los paldres tambien)
bull Hacerlos sfsntir que tienen el poder para obtener 10 Imejor para sus ninos
bull Comunidaej y conexiones - una red de relaciones
bull Conexion con el pasado e identidad cultural bull Esperanza para el futuro- la capacidad para
proyectars43 a si mismo al nino y la familia con esperalnza para un futuro mejolr
To ffall in love with a child parents need emotional availability
bull A sense of competence (we are experts but parents are too
bull EmpowermE~nt bull Connectionst - a web of relationships to
community to cultural identity bull Hope - the capacity to envision ones self child
family with hope
WE CAN USE OUR RELATIONSHIPS WITH PARENTS 1-0 SUPPORT
THEIR RELATIONSHIPS WITH THEIR CHILDREN
Enhancing Parent Potential
bull Parental sene of competence efficacy self-agency iinternalized locus of control
bull Parental conl1ectedness to family friends social supports community
bull Parental opp~Drtunities for self-determination and empowerment
bull Hope
_ _____________~____J _ _____ bull1__
What parents need to be the kind of parents they want to be
for their children bull To perceife themselves as competent
bull To feel enlpowered to make a difference in their childrens lives
bull To feel connected to a web of supportive relationshiips - the village
bull To feel connected to their pasts to be emotionailly available in the present and to dare to hope for their childrens future
Nuestro papel en el desarrollo integral del nino
apoyar a toda la familia
bull Mas alia de ser expertos debemc)s estar emocionalmente presentes con los padres para apoyar la disponibilidad emocional de los padres en el desarrollo emocional de sus ninos
Reflective Practice Not enough 1time or Using the tinle we have differently
taking car~ of ourselves to take care of others
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
Shared subjectivity
bull Putting tog~9ther attachment state regulation self regulation mutual regulation and social referencing creates the possibility for the process in which two people meet experience connection~ work to make meaning together toward mutual understanding
bull This also rE~quires what is sometimes called laquo theory of mind raquo
bull This is the foundation for empathy cornpassion nonviolent ~cooperation on a peaceful ~)Ianet
Copyright 2009 by Joshua Sparrow All Rights Reserved
Key elements
bull Developmental bull Systems-theory bull Preventive bull Culturally bull Relational informed
bull Strengthsshy bull Reflective -based ~ractice
(empow~ermentl bull Evidence-based self-advocacy
Para enarmorarse de un nino los padres necesitan
bull Un sentido de competencia(somos expertos pero los paldres tambien)
bull Hacerlos sfsntir que tienen el poder para obtener 10 Imejor para sus ninos
bull Comunidaej y conexiones - una red de relaciones
bull Conexion con el pasado e identidad cultural bull Esperanza para el futuro- la capacidad para
proyectars43 a si mismo al nino y la familia con esperalnza para un futuro mejolr
To ffall in love with a child parents need emotional availability
bull A sense of competence (we are experts but parents are too
bull EmpowermE~nt bull Connectionst - a web of relationships to
community to cultural identity bull Hope - the capacity to envision ones self child
family with hope
WE CAN USE OUR RELATIONSHIPS WITH PARENTS 1-0 SUPPORT
THEIR RELATIONSHIPS WITH THEIR CHILDREN
Enhancing Parent Potential
bull Parental sene of competence efficacy self-agency iinternalized locus of control
bull Parental conl1ectedness to family friends social supports community
bull Parental opp~Drtunities for self-determination and empowerment
bull Hope
_ _____________~____J _ _____ bull1__
What parents need to be the kind of parents they want to be
for their children bull To perceife themselves as competent
bull To feel enlpowered to make a difference in their childrens lives
bull To feel connected to a web of supportive relationshiips - the village
bull To feel connected to their pasts to be emotionailly available in the present and to dare to hope for their childrens future
Nuestro papel en el desarrollo integral del nino
apoyar a toda la familia
bull Mas alia de ser expertos debemc)s estar emocionalmente presentes con los padres para apoyar la disponibilidad emocional de los padres en el desarrollo emocional de sus ninos
Reflective Practice Not enough 1time or Using the tinle we have differently
taking car~ of ourselves to take care of others
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
Key elements
bull Developmental bull Systems-theory bull Preventive bull Culturally bull Relational informed
bull Strengthsshy bull Reflective -based ~ractice
(empow~ermentl bull Evidence-based self-advocacy
Para enarmorarse de un nino los padres necesitan
bull Un sentido de competencia(somos expertos pero los paldres tambien)
bull Hacerlos sfsntir que tienen el poder para obtener 10 Imejor para sus ninos
bull Comunidaej y conexiones - una red de relaciones
bull Conexion con el pasado e identidad cultural bull Esperanza para el futuro- la capacidad para
proyectars43 a si mismo al nino y la familia con esperalnza para un futuro mejolr
To ffall in love with a child parents need emotional availability
bull A sense of competence (we are experts but parents are too
bull EmpowermE~nt bull Connectionst - a web of relationships to
community to cultural identity bull Hope - the capacity to envision ones self child
family with hope
WE CAN USE OUR RELATIONSHIPS WITH PARENTS 1-0 SUPPORT
THEIR RELATIONSHIPS WITH THEIR CHILDREN
Enhancing Parent Potential
bull Parental sene of competence efficacy self-agency iinternalized locus of control
bull Parental conl1ectedness to family friends social supports community
bull Parental opp~Drtunities for self-determination and empowerment
bull Hope
_ _____________~____J _ _____ bull1__
What parents need to be the kind of parents they want to be
for their children bull To perceife themselves as competent
bull To feel enlpowered to make a difference in their childrens lives
bull To feel connected to a web of supportive relationshiips - the village
bull To feel connected to their pasts to be emotionailly available in the present and to dare to hope for their childrens future
Nuestro papel en el desarrollo integral del nino
apoyar a toda la familia
bull Mas alia de ser expertos debemc)s estar emocionalmente presentes con los padres para apoyar la disponibilidad emocional de los padres en el desarrollo emocional de sus ninos
Reflective Practice Not enough 1time or Using the tinle we have differently
taking car~ of ourselves to take care of others
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
Para enarmorarse de un nino los padres necesitan
bull Un sentido de competencia(somos expertos pero los paldres tambien)
bull Hacerlos sfsntir que tienen el poder para obtener 10 Imejor para sus ninos
bull Comunidaej y conexiones - una red de relaciones
bull Conexion con el pasado e identidad cultural bull Esperanza para el futuro- la capacidad para
proyectars43 a si mismo al nino y la familia con esperalnza para un futuro mejolr
To ffall in love with a child parents need emotional availability
bull A sense of competence (we are experts but parents are too
bull EmpowermE~nt bull Connectionst - a web of relationships to
community to cultural identity bull Hope - the capacity to envision ones self child
family with hope
WE CAN USE OUR RELATIONSHIPS WITH PARENTS 1-0 SUPPORT
THEIR RELATIONSHIPS WITH THEIR CHILDREN
Enhancing Parent Potential
bull Parental sene of competence efficacy self-agency iinternalized locus of control
bull Parental conl1ectedness to family friends social supports community
bull Parental opp~Drtunities for self-determination and empowerment
bull Hope
_ _____________~____J _ _____ bull1__
What parents need to be the kind of parents they want to be
for their children bull To perceife themselves as competent
bull To feel enlpowered to make a difference in their childrens lives
bull To feel connected to a web of supportive relationshiips - the village
bull To feel connected to their pasts to be emotionailly available in the present and to dare to hope for their childrens future
Nuestro papel en el desarrollo integral del nino
apoyar a toda la familia
bull Mas alia de ser expertos debemc)s estar emocionalmente presentes con los padres para apoyar la disponibilidad emocional de los padres en el desarrollo emocional de sus ninos
Reflective Practice Not enough 1time or Using the tinle we have differently
taking car~ of ourselves to take care of others
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
To ffall in love with a child parents need emotional availability
bull A sense of competence (we are experts but parents are too
bull EmpowermE~nt bull Connectionst - a web of relationships to
community to cultural identity bull Hope - the capacity to envision ones self child
family with hope
WE CAN USE OUR RELATIONSHIPS WITH PARENTS 1-0 SUPPORT
THEIR RELATIONSHIPS WITH THEIR CHILDREN
Enhancing Parent Potential
bull Parental sene of competence efficacy self-agency iinternalized locus of control
bull Parental conl1ectedness to family friends social supports community
bull Parental opp~Drtunities for self-determination and empowerment
bull Hope
_ _____________~____J _ _____ bull1__
What parents need to be the kind of parents they want to be
for their children bull To perceife themselves as competent
bull To feel enlpowered to make a difference in their childrens lives
bull To feel connected to a web of supportive relationshiips - the village
bull To feel connected to their pasts to be emotionailly available in the present and to dare to hope for their childrens future
Nuestro papel en el desarrollo integral del nino
apoyar a toda la familia
bull Mas alia de ser expertos debemc)s estar emocionalmente presentes con los padres para apoyar la disponibilidad emocional de los padres en el desarrollo emocional de sus ninos
Reflective Practice Not enough 1time or Using the tinle we have differently
taking car~ of ourselves to take care of others
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
Enhancing Parent Potential
bull Parental sene of competence efficacy self-agency iinternalized locus of control
bull Parental conl1ectedness to family friends social supports community
bull Parental opp~Drtunities for self-determination and empowerment
bull Hope
_ _____________~____J _ _____ bull1__
What parents need to be the kind of parents they want to be
for their children bull To perceife themselves as competent
bull To feel enlpowered to make a difference in their childrens lives
bull To feel connected to a web of supportive relationshiips - the village
bull To feel connected to their pasts to be emotionailly available in the present and to dare to hope for their childrens future
Nuestro papel en el desarrollo integral del nino
apoyar a toda la familia
bull Mas alia de ser expertos debemc)s estar emocionalmente presentes con los padres para apoyar la disponibilidad emocional de los padres en el desarrollo emocional de sus ninos
Reflective Practice Not enough 1time or Using the tinle we have differently
taking car~ of ourselves to take care of others
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
_ _____________~____J _ _____ bull1__
What parents need to be the kind of parents they want to be
for their children bull To perceife themselves as competent
bull To feel enlpowered to make a difference in their childrens lives
bull To feel connected to a web of supportive relationshiips - the village
bull To feel connected to their pasts to be emotionailly available in the present and to dare to hope for their childrens future
Nuestro papel en el desarrollo integral del nino
apoyar a toda la familia
bull Mas alia de ser expertos debemc)s estar emocionalmente presentes con los padres para apoyar la disponibilidad emocional de los padres en el desarrollo emocional de sus ninos
Reflective Practice Not enough 1time or Using the tinle we have differently
taking car~ of ourselves to take care of others
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
Nuestro papel en el desarrollo integral del nino
apoyar a toda la familia
bull Mas alia de ser expertos debemc)s estar emocionalmente presentes con los padres para apoyar la disponibilidad emocional de los padres en el desarrollo emocional de sus ninos
Reflective Practice Not enough 1time or Using the tinle we have differently
taking car~ of ourselves to take care of others
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
Reflective Practice Not enough 1time or Using the tinle we have differently
taking car~ of ourselves to take care of others
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
F~eflective Practice for Caregivers at Risk
bull Rescue falntasies bull Unreasonable expectations (both ways) bull Vicarious traumatization bull Fear frustration disappointment bull Feelings e)f failure and futility
bull Self doubt bull Burn out demoralization loss of task
orientatiorl bull Self blamE3 - turned against other~) bull Hopelesslless - the negative model
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
~_ 1 __ _ __ ________ ~__~~___L_ _L
Parents Need Emotionally Available Professional Caregivers
bull To share ttle care bull To honor E~licit and support parents
expertise alnd perspectives bull To support and strengthen parent-child ties (There is no such thing as quality education
without fanlily involvement)
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning
__lt ___________ 1- _1 ___ __
Professional Caregivers Need - in order to be emotionally available
bull Adequate pay benefits job security respect
bull Recogniti~Jn of their value and expertise bull Understanding of their challenges bull Emotionall support -including connections
to their colleagues- as they share the care with parerts entering into intimate emotional relationships with children necessary for learning
bull Opportuniities for continuous adult learning