protecting their future: finding and helping stressed children and families chris bray, ph.d., lp...
TRANSCRIPT
![Page 1: Protecting Their Future: Finding and Helping Stressed Children and Families Chris Bray, Ph.D., LP Ambit Network University of Minnesota](https://reader035.vdocuments.mx/reader035/viewer/2022062714/56649d2f5503460f94a079d4/html5/thumbnails/1.jpg)
Protecting Their Future: Finding and Helping Stressed Children and Families
Chris Bray, Ph.D., LPAmbit Network University of Minnesota
www.ambitnetwork.org
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Acknowledgements
• NAMI-MN
• Abi Gewirtz, PhD., LP, Professor and Director of Ambit Network, University of MN
• Monique Marrow, PhD., LP, Center on Trauma and Children, University of Kentucky
• National Child Traumatic Stress Network nctsn.org
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Overview
An Overview of Child Traumatic Stress (CTS)
The Impact of CTS on Child Development
Working with Justice Involved Youth
Engaging Parents
Secondary Traumatic Stress
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Institute for Translational Research in Children’s Mental Health
Abi Gewirtz, Institute DirectorDante Cicchetti, Research Director Gerry August, Training and Education DirectorAffiliated FacultyChris Bray, Administrative Director
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Ambit NetworkUniversity of Minnesota
• Established in 2005 as a Community Treatment and Services Center through SAMHSA funding. Project Co-Directors: Drs. Abi Gewirtz and Chris Bray
• The MN National Child Traumatic Stress Network site: (ambit
network.org and nsctsn.org)
• A university-community partnership including a variety of nonprofit, government, and community agencies
• Purpose: to raise the standard of care for traumatized children by developing a Continuum of Care for Child Trauma
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Ambit NetworkUniversity of Minnesota
• Train organizations (outpatient, inpatient, residential treatment, and therapeutic foster care facilities) across the state, and across the mental health continuum, in evidence-based treatments for trauma
• Connect “front door agencies” to trauma trained clinicians
• Emphasize subpopulations of traumatized children—those affected by parental military deployment, refugee and immigrant children, and American Indian children
• Served over 2,300 children and youth
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Location Map Ambit Trained TF-CBT Providerswww.ambitnetwork.org
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Ambit Trauma Informed Practice Regions
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The truth about childhood is stored up in our bodies and lives in the depths of our souls. Our intellect can be deceived, our feelings can be numbed and manipulated, our perceptions shamed and confused, our bodies tricked with medication, but our soul never forgets. And because we are one, one whole soul in one body, someday our body will present its bill.
Alice Miller
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What is your ACE Score?
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The Adverse Childhood Experiences Study
Adverse Childhood Experiences and Maladaptive Coping Strategies
Dr. Felitti – Kaiser Permanente
Dr. Anda – Center for Disease Control and Prevention
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Negative Coping MechanismsSmoking
Severe obesity
Suicide attempts
Alcoholism
Drug abuse
50+ sex partnersRepetition of original
traumaSelf Injury
Eating disorders
ACE Score Risk for these
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ACEs and Maladaptive Coping
Early Death
Disease, disability, social
problems
High Risk Behavior
Childhood Adversity
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Long Term Effects of Unaddressed Trauma
Disease and Disability• Ischemic heart disease• Autoimmune diseases• Lung cancer• Chronic obstructive pulmonary disease• Asthma• Liver disease• Skeletal fractures• Poor self-rated health• Sexually transmitted infections
SAMHSA Wellness Campaign
Social Problems• Homelessness
• Prostitution
• Delinquency, criminal behavior
• Inability to sustain employment
• Re-victimization
• Less ability to parent
• Teen and unwanted pregnancy
• Negative self-perception
• Intergenerational abuse
• Involvement in MANY services
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Research on Psychological Trauma Over 40 years of research
• Lenore Terr: (1985) “Too Scared to Cry”• Judith Lewis Herman (1997): “Trauma
and Recovery”
Increasingly sophisticated• Are there underlying genetic mechanisms
that influence children’s responses to
traumatic events (e.g. Caspi & Moffitt, Cicchetti)
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Research on Psychological Trauma
How are stress hormones modified as a function of exposure to trauma?
What is the relationship between heart rate immediately following a traumatic event and later propensity toward posttraumatic stress disorder?
What kinds of school-based interventions might buffer children from the effects of a traumatic event?
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Prevalence
Up to 34% of all US children in the general population have
experienced at least 1 traumatic eventFelitti, Anda, Nordenberg, et al (1998)
Up to 25% of youth
between the ages of
9-16 have experienced at
least 1 traumatic eventCostello, E.J., Erkanli, A., Fairbank, J.A., & Angold, A. (2002).
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Prevalence
• Over 1 million children will be affected by child abuse and neglect each year.
• $220 million per day—cost of child abuse and neglect in the US
• $80 billion to address child abuse and neglect in 2012
• $63,871= total yearly cost per abused and neglected childGelles, R.J. & Perlman, S, (2012). Estimated Annual Cost of Child Abuse and Neglect. Chicago IL: Prevent Child Abuse America.
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Prevalence
60% of children can expect to have their lives touched by violence, crime, psychological abuse, and traumaAttorney General’s National Task Force on Children Exposed to Violence 2012
10-18% of all children witness family violence each year(Edleson et al., 2007)
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Prevalence
• Frequent victimization more strongly predicts delinquency (Shaffer, Ruback, 2002)
• 75-93% of youth who enter the JJ system annually experienced some degree of traumatic victimization (Adams, 2010)
• In a Chicago detention center, over half of the youth experienced more than 6 traumatic events (Abram, et al. 2004)
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Challenges Identifying Traumatized Children
• No way to know about children’s histories of traumatic eventso Particularly complicated by the shame and stigma
associated with many types of trauma
• Identifying ‘invisible’ witnesseso E.g. emergency room visitso E.g. police reports
• No national surveillance system
• Concerns about formal identification via official statistics leading to government involvement (e.g. CPS)
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Child Traumatic Stress (CTS)
When I see the 10 most wanted list… I always have the thought: If they felt wanted earlier, they wouldn’t be wanted now.
~Edie Cantor
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• Acute trauma is a single traumatic event that is limited in time
• Chronic trauma refers to the experience of multiple traumatic events
• Complex trauma describes both exposure to chronic trauma—usually caused by adults entrusted with the child’s care—and the impact of such exposure on the child Sue Hoag-Babeau
Trauma
Trauma
Trauma
Impact of Exposure
Acute Trauma
Chronic Trauma
Complex Trauma
Types of Trauma
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From “What Did You Do” to “What Happened To You”
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NIMH Definition of Child Trauma
The experience of an event by a child that is emotionally painful or distressful which often results in lasting mental and physical effects*
• Event• Experience• Effects
*National Institute of Mental Health
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Traumatic Events in the Lives of Youth Involved with the JJ System
• Physical, emotional, or sexual abuse
• Community violence and victimization
• Abandonment and neglect
• Domestic violence
• Traumatic loss
• Prostitution/Sex trafficking
• Serious accident
• Medical trauma, injury, illness
• Natural disaster
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Traumatic Experiences
A subjective feeling about an objective event• Single incident or chronic incidents• Life threatening• Overwhelming• A subjective, internal state• Varies between people• Varies over time with the same person
(developmental level)
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How Youth Respond to Trauma:
Effects/Symptoms
• Reexperiencing/Reenactment
• Hyperarousal/Reactivity
• Avoidance/Numbing
• Dissociation
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Traumatic Stress Effects (Symptoms)
• Re-experiencing – Persistent Re-experiencing – “It keeps replaying in my head” – “Feels as if it’s happening again” (flashbacks)– “I keep dreaming about it” (nightmares)– “I can’t bear it when something reminds me of it”
• Avoidance – “I try not to think about it”– “I don’t go near places, people, or things that remind me of
(the event)”
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Traumatic Stress Effects: Symptoms
• Hyperarousal– “I find it hard to sleep” (sleeplessness)– “Can’t focus on anything” (daydreaming, distracted)– “The smallest thing bugs me” (irritability)– “I jump at the slightest thing” (startle easily)– “I’m always scared that something bad will happen”
(hypervigilence)
• Dissociation– “I can’t even remember big chunks of it” (memory loss)– “It was like I was in a dream – unreal”
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Short-term effects: Acute Disruptions in Self Regulation
• Eating• Sleeping• Toileting• Attention & Concentration• Withdrawal• Avoidance
• Fearfulness• Re-experiencing
/flashbacks• Aggression; Turning
passive into active• Relationships• Partial memory loss
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Long Term Effects: Chronic Developmental Adaptations
• Depression• Anxiety• PTSD• Personality• Substance abuse
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What Are the Behaviors Associated with CTS?
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Behaviors You Often See: What Trauma Can Look Like
Anger
Hostility and coldness
Inability to trust other people
Perceiving danger everywhere
Problems with change and transitions
Acting guarded and anxious
(Kaplow, Dodge, Amaya-Jackson & Saxe, 2005; Shields & Cicchetti, 2001)
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Behaviors You Often See: What Trauma Can Look Like
Difficulty being redirected
Physical and emotional reactivity
Difficulty calming down after outbursts
Difficulty letting go, holding onto grievances
Regressive behaviors (behaving much younger than his/her age)
Rejecting support from peers and adults
(Kaplow, Dodge, Amaya-Jackson & Saxe, 2005; Shields & Cicchetti, 2001)
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Fight, Flee, or Freeze (to protect)
Hypothalamus
Release of adrenaline and cortisol
Heart rate and blood pressure increase
Breathing rate increases
Hippocampus
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We Learn by Experience
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We Learn by Experience
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The Body Remembers Reminders/Triggers
• Sounds, places, people, smells, images all bring up memories and feelings.
• Does a memory come into mind, a person or time in your life?
• Do you experience any feelings?
• Do you feel a change in your body, heart rate, or energy level?
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Complex trauma damages development
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What’s Development Got to do With ItAdolescent development relies upon what is
learned in the course of relationships and through past experiences
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PUBERTY/EARLY ADOLESCENCE11 – 14 Years
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Expected Development:• Psychological in line with
physical changes
• Preoccupation with body
• Sense of distinctiveness
• Change in relationship with parents
• Peer pressure
PUBERTY/EARLY ADOLESCENCE11 - 14 Years
Child Development and Trauma
(Joan LaVoy, 2013, Anishinaabeg Today)
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Stress and Trauma:• Feelings of inadequacy – why?
• Unrealistic feelings of guilt – why?
• Exaggerated preoccupation with body
• Somatic manifestations
• Acting out:• Unsafe sex, criminal and illegal activities, drugs, pregnancies,
etc.
PUBERTY/EARLY ADOLESCENCE11 - 14 Years
Child Development and Trauma
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ADOLESCENCE14 - 18 Years
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Expected Development:• Revival and culmination of
previous developmental issues
• Sexual and aggressive urges foster autonomy and independence
• Adult physical and cognitive maturation without the emotional component
• Identity definition and personality resolution (2nd opportunity)
ADOLESCENCE14 - 18 Years
Child Development and Trauma
(Gary W. Padrta, 2013,Anishinaabeg Today)
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Stress and Trauma• Can act as younger children
• Inadequate solutions that can be physically dangerous to self and others
• 2nd opportunity for separation and individuation experienced as threatening
ADOLESCENTS14 - 18 Years
Child Development and Trauma
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In response to trauma, adolescents may feel:• That they are weak, strange, childish, or “going crazy”• Embarrassed by their bouts of fear or exaggerated
physical responses• That they are unique and alone in their pain and
suffering• Anxiety and depression• Intense anger• Low self-esteem and helplessness
ADOLESCENCE contd.14 - 18 Years
Child Development and Trauma
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Trauma helps shape adolescents’ beliefs and expectations:
The Invisible Suitcase
• About themselves
• About the adults who care for them
• About the world in general
“it’s all my
fault”“I am
bad”
“grownups
lie”
“I’m
stupid”“you’re going to hurt
me”“no one loves
me”
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Trauma’s Impact on Emotional Development
• Difficulty with self-regulation• Difficulty describing feelings/internal states• Difficulty communicating wishes and desires
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Youth who have experienced significant trauma may have difficulty
– Making realistic appraisals of danger and safety
– Governing behavior to meet longer-term goals
As a result, these adolescents may engage in:
– Reckless and risk-taking behavior or
– Become avoidant of any risk
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Trauma’s Impact on Behavioral Development
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The Influence of Developmental Stage
• Child traumatic stress reactions vary by developmental stage.
• Children who have been exposed to trauma expend a great deal of energy responding to, coping with, and coming to terms with the event.
HC-MC Well-Being Model©(BigFoot & Schmidt, 2008)
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The Influence of Developmental Stage
• This may reduce children’s capacity to explore their environment and to master age-appropriate developmental tasks.
• The longer traumatic stress goes untreated, the
farther children tend to stray from appropriate developmental pathways.
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Still Face Experiment
Helping Babies From the Bench: Using the Science of Early Childhood Development in Court: http://youtu.be/vmE3NfB_HhE?t=33
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Pathways, Characteristics, Outcomes
Youth in the JJ System
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Rates of Trauma in JJ Youth
93% of juvenile offenders
reported at least one or
more traumatic experiences.
The average number of different traumas reported was six.
Youth in the JJ population
have rates of PTSD
comparable to those of
service members returning from Iraq.
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Pathways Persistent maltreatment (Ford, Cicchetti)
Involvement in the child welfare system (25 to 67%)
Placement instability (multiple placements)
Genetic influences
Severe family conflicts with mental illness involved
Racial inequality – Differential response
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Mental health issues (70% vs 25% in the general population)
Inattentive, impulsive, defiant
Numb, disinterested
Social isolation
School failure
Special education issues
Mood disorders
Minority youth
Characteristics of Youth in JJ System
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Long Term Outcomes•H
igher rates of substance use
•Higher rates of mental illness
•Higher rates of adult criminal involvement
•Higher rates of child welfare involvement as parents/perpetrators of maltreatment
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Criminal Justice Policy: A Historical Perspective
Rehabilitation
1960’s
Just Deserts
1970’sSentencing Guidelines
Utilitarian:
1980’sMandatory
Minimums
Politicization:
1990’s
3 strikes
What Works
2000
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The Research Foundation for EBP in Corrections
In the 1980’s research began to appear supporting the notion that treatment works to reduce recidivism
30+ years of over 500 quality research studies
Many sophisticated meta-analyses
Canada, Europe, and United States
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What Works With Offenders?
Risk
Need
Responsivity
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What Works with Offenders
Assess risks/needs
Enhance intrinsic motivation
Target interventions
Skill-train with directed practice (cognitive behavioral programming)
Increase positive reinforcement
Engage ongoing support in natural community
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What Does Not Work with Offenders Targeting low-risk offenders
Deterrence alone without treatment
Targeting non-criminogenic needs; i.e., anxiety, depression, self-esteem
Scared straight approaches
Insight oriented, psychodynamic, non-directive, or client-centered therapies
Lack of direct training procedures with an absence of modeling and role-playing 64
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What Do You Think Might Be Potentially Traumatizing
Events in JJ Settings?
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Potentially Traumatizing Events in JJ Settings• Seclusion
• Restraint • Routine room confinement• Strip searches/pat downs• Placement on suicide status • Observing physical altercations • Fear of being attacked by other youth• Separation from caregivers/community
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Effective Strategies
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Helping Youth Get Back on Track
• Recognize the result of trauma or bad seeds
that have been planted.
• Begin to plant healthy seeds• Understand
that building resilience takes time
• Know you make a difference,
even if you don’t see the final result.
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Coping Strategies
• Can be positive or negative• Are adaptive to a traumatic situation• Can be maladaptive when the situation
changes
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An Intervention Framework to Supporting Children Following Child Trauma (NCTSN)
Tier III: Treatment required for PTS –
refer out
Tier II: Targeted services – some distress or risk factors
(anticipatory guidance, consultation-liaison, etc)
Tier I: Universal – distressed but coping well
Provide information, strategies to minimize PTS, screen for indicators of higher risk
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SCREENING AND ASSESSMENT
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The Maze of (Mis)Diagnosis
Oppositional Defiant Disorder? PTSD??
Depression? Substance Abuse?
ADHD? Conduct Disorder?OCD?
Anxiety?Bipolar Disorder?????
Personality Disorder??? Attachment Disorder?
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Trauma Screening
Used to facilitate appropriate referrals
Brief and easy to administer
Doesn’t need to be done by a mental health professional
Can be incorporated into tools that are already being used
Mental Health Practices in Child Welfare Guidelines Toolkit
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Effective Tier I and II Strategies for Traumatized Children
Tailor approaches to child’s developmental stage• Give information that child can understand• Provide options/simple choices where appropriate
(giving children some control)• Where possible, lay out the plan with the child and
parents • With older children, facilitate informed decision-
making
Parents are critical allies – (May need to address parent distress, fears, etc)
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Effective Tier I and II Strategies for Traumatized Children
Enhance social support– Provide opportunities for children to get support from
parents & peers
Promote effective coping– Tell children what is going to happen (routines, etc)– Increase children’s control where possible– Help kids develop good coping resources: breathing,
meditation, yoga – that enhance emotional regulation
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DEF Protocol
Medical Working Group, NCTSN
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Creating a Trauma-Informed Safety Plan
1.Trauma history2.Trauma triggers3.Warning signs 4.Calming
behaviors
Safety plans include:
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Tier III: Tertiary Interventions
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Crisis Intervention Approaches
• Psychological first aid– Some emerging evidence for utility– Primarily psycho-educational
• Psychological debriefing– Group-based– No evidence for utility with children– May be harmful by increasing sensitivity to
trauma among non-symptomatic children
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Trauma Treatment: one example
Trauma-focused cognitive behavior therapy– See http://tfcbt.musc.edu– Robust body of research (9 RCT’s plus 2 open trials)– Validated for 3-18 year olds– Essential components:
• Establishing and maintaining therapeutic relationship with child and parent
• Psycho-education about childhood trauma and PTSD• Emotional regulation skills• Individualized stress management skills
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Trauma Informed Interventions for Youth in Justice System
Trauma Grief and Component Therapy for Adolescents (TGCTA) For ages 12-20 Laine, Saltzman, Pynoos
Trauma Affect Regulation: Guidelines for Education & Therapy for Adolescents and Pre-Adolescents (TARGET) For ages 10-18 Ford, Russo
Structured Psychotherapy for Adolescents Responding to Chronic Stress (SPARCS) For ages 12-21 Pelcovitz, Derosa, Habib
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Commonalities Among Trauma Interventions for JJ Population
Psychoeducational component Problem solving skills Coping skills – old and new Self regulation and affect regulation skills Stress management – relaxation, deep breathing
Information processing Meaning making Narrative
Planning for the Future Safety planning
Caregiver Involvement
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Module 1
•Foundation Knowledge and Skills
Module 2
•The Trauma Narrative
Module 3
•Working Through Grief Experiences
Module 4
•Preparing for the Future
Trauma Grief and Component Therapy for Adolescents
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How Would You Cope with these Realities?
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Survival Coping Strategies
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What Supports Resilience?
Resiliency is the ability to recover from trauma.
Family Support
Peer Support
Competence
Self-efficacySelf-esteem
School Connectedne
ss
Spiritual Belief
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You Don’t Have to be a Therapist To Be Therapeutic
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Trauma-Informed Practice• Trauma-informed practice refers to the infusing and sustaining
of trauma awareness, knowledge, and skills into organizational cultures, practices, and policies (National Child Traumatic Stress Network [NCTSN]
• Includes: practitioner knowledge about impact of traumatic events on children, adults, and families
• Practitioner use of this knowledge in delivering care (skills)– E.g. ‘what happened to you?’ vs. ‘why did you do this?’
• Agency and system use of knowledge in training staff and implementing interventions
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Trauma-Informed Practice Values
RELATIONSHIP
SAFETY
TRUST
CHOICE
EMPOWERMENT
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Trauma and Systems
• Literature on integrating systems around trauma expertise and responses is scant to nonexistent.
• Survey conducted in 2005 by NCTSN assessedoWays agencies gather, assess, and share
trauma-related informationo Child trauma training that staffs receive
Taylor, Siegfried, NCTSN Systems Integration Working Group, 2005.
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Trauma and Systems
• Many child and family serving agencies touch lives following traumatic experiences.
• The way these organizations work together is critically important.
• They can reduce the harmful impact of traumatic experiences OR …
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Engaging Parents/Community
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May Mental Health Month 2015 Events
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Why be concerned with trauma and posttraumatic stress in parents?
• Associations between adult trauma and:o Child distress and child PTSDo Parenting impairments
• How might parents respond differently to other adults (e.g. service providers) when they are dealing with traumatic stress?
• And most important, how might they deal differently with their children?
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Parent Trauma History
• Suffering from PTSD and related disorders (e.g., depression, anxiety)
• Using drugs to mask the pain
• Disempowered
• Parents of children who have become “parentified” (i.e. responsible beyond their years)
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Parent Trauma History can:• Impair parents’ capacity to regulate their emotions
• Lead to poor self-esteem and the development of maladaptive coping strategies, such as substance abuse or abusive intimate relationships that parents maintain because of a real or perceived lack of alternatives
• Result in trauma reminders—or “triggers”—when parents have extreme reactions to situations that seem benign to others
• NCTSN, 2011http://www.nctsn.org/products/birth-parents-trauma-histories-and-child-welfare-system
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Affects of Parent Trauma History on Parenting
A history of traumatic experiences may:• Compromise parents’ ability to make appropriate
judgments about their own and their child’s safety and to appraise danger; in some cases, parents may be overprotective and, in others, they may not recognize situations that could be dangerous for the child
• Make it challenging for parents to form and maintain secure and trusting relationships, leading to: o Challenges in relationships with caseworkers, foster
parents, and service providers and difficulties supporting their child’s therapy.
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Traumatized parents may…
• Find it hard to talk about their strengths (or those of their children)
• Need support in managing children’s behavior
• Have difficulty labeling their children’s emotions, and validating them
• Have difficulty managing their own emotions in family communicationo When posttraumatic stress symptoms interfere with daily
interactions with children, parents should seek individual treatment.
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Voices of Parents
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Voices of ParentsSafety is in the Relationship
• Treat and value my child – when you’re good to my kid, that’s going to open the door
• When my child comes to me and says someone was bad to him, that closes the door
• When the Dr. requested my okay to speak to my child alone• Facial expressions• Respect and moving in slowly• Sensitive to each person• Never start with questions about trauma• No judgment – sitting and listening• Don’t create the question directly – if people talk long enough,
it will come out• Take the time to help me understand
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What do therapists need from you?
What do you need from therapists?
102
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There is a cost to caring.Charles Figley
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Top 10 signs you’re too stressed
• You fake calls from your child’s school so you have an excuse to go home.• When you pull out your Blackberry for the tenth time your child threatens to throw
it out the window.• You listed Starbucks as your emergency contact.• You pencil in your bathroom breaks. • Case files have become “light bedtime reading.”• Your best friends think you have moved away because they have not heard from
you in so long.• You consider Red Bull part of a balanced diet.• You fall asleep during trips to the dentist’s office because it’s the only time you put
your feet up.• It takes you six days of vacation to begin to relax and six minutes in the office to
forget you took one.
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Secondary Traumatic Stress can change our interactions with the world, our families, our friends.
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What are the signs that you may be experiencing Secondary Traumatic
Stress?
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Vicarious Trauma Warning Signs
Chronic
Exhaustion Disconnection
Social Withdraw
al
Insensitivity to
Violence or
Injustice
Loss of
Creativity
Avoidance
Poor
Boundaries
Anger/
Cynicism
Diminished Self-Care
Illness
Survival Coping
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The A-B-C’s of Self--Care
• Awareness• Balance • Connection
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Steps to Stress Reduction:Engage in Self -Care
Self-care is the ability to engage in helping
others without sacrificing other
important parts of one’s life.
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Body
Personal life
Professional life
Awareness
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Balance
Physical
Psychological
Emotional
Spiritual
Professional
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Connection…
with your family
with your partner
Silence of
the Lambs
with your
friends
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Organizational Stress
What do you think are someevents that can contribute to
organizational stress?
What are some of the events that can reduce organizational
stress?
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It is unethical not to attend to your self care as a practitioner,
because self care prevents harming those we serve.
Charles Figley
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Contact InformationChris Bray
Institute for Translational Research in Children’s Mental Health
University of Minnesota,
612-624-3748