child abuse and neglect prevention powerpoint class 2 the neats: neurobiology, executive function,...
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8/7/2019 Child Abuse and Neglect Prevention Powerpoint Class 2 The NEATS: Neurobiology, Executive Function, Attachment, Trauma, & Self-Regulation
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The NEATS:
Neurobiology, Executive function,
Attachment,Trauma,
&Self-regulation
Jane F. Gilgun, Ph.D., LICSWSchool of Social Work
University of Minnesota, Twin Cities
1404 Gortner Avenue
St. Paul, MN 55108 USA
http://www.cehd.umn.edu/ssw/people/profiles/GilgunJ.asp
Topics
Perspectives on the NEATS
Neurobiology
Executive Function
Attachment
Trauma
Self-Regulation
Perspectives on theNEATS
Relational
Ecosystems
Developmental
Competency-Based
Influences on Child &
Family
Functioning
Historical Forces,Culture, Values
Community Resources
Religious/Spiritual Institutions
ParentsWork
School
Extended Family/Soci al Networks
Peer group
Family
Child
Social
history
Children MirrorParents:
Parents IssuesNeurobiological
Executive Function
Attachment
Trauma
Self-Regulation Within a social context
Developmental & relational
Child & Family Ecomap
Mental
Health
Public
financial
support
Religious
orSpiritual
Institutions
Parents
Work
Neighborhood
Extended
Family/Soci
al Networks
Recreation
School
FocalChild
Parent(s)/Carer(s)
Key
++++ strong connection.. weak connection
///////// conflicted connection
no connection
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8/7/2019 Child Abuse and Neglect Prevention Powerpoint Class 2 The NEATS: Neurobiology, Executive Function, Attachment, Trauma, & Self-Regulation
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Behaviors Associated
with Neurological
ConditionsImpulsivity
Distractibility
Self-organization
Behavioral activity levels
Awareness of effects of behaviors on others
Intelligence
Neurobiology
Anatomy of Brain
Frontal lobe and executive skills
Emotion circuits
Applications
From LeDoux (1996)
Frontal Lobe
& Executive Functions
Planning and executing of movements
Two main subdivisions
Motor cortex
Prefrontal cortex
Executive functions
Working memory
Has connections to emotion and long-term memorystructures and circuits
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8/7/2019 Child Abuse and Neglect Prevention Powerpoint Class 2 The NEATS: Neurobiology, Executive Function, Attachment, Trauma, & Self-Regulation
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Emotion Circuit
Sensory input
Thalamus
Amygdala
Hippocampus
Prefrontal cortex
Other structures as well
Amygdala
Almond-shaped
Site of emotional learning
Matures very early in life
Receives signals from the thalamus, whoseinformation is relatively undifferentiated
Also receives signals from the neocortex, whoseinformation is highly differentiated
Turns on all sorts of systems, including theautonomic
Stress does not harm amygdala
Amygdala
The amygdala part of a system that promptsreleases of adrenaline and other hormones into theblood stream.
This may disrupt rational thought.
Hippocampus
A horseshoe shaped region of the subcortical brain
Has roles in emotion and memory
Has a very high density of receptor cells for cortisolwhich is a hormone secreted in response to stress
Cortisol can change the shape of the nerve cells in the hippocampusand even kill them
Hippocampus
Creates memories that are representations of pooledinformation, including relationships between bits ofinformation
Inf
r
ati
n is
i
ly
iff
r
ntiat
Child Conditions Related
to Brain Functioning
ADHD
Childhood Depression
Obsessive-Compulsive Disorders
Tourette Spectrum Disorders
Bipolar Disorders
Autism Spectrum Disorders
Fetal Alcohol Spectrum Disorders
Sensory IntegrationIssues
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Impli ti n forractic
Neurological evaluations
Complete medical and social histories
Structure
tasks broken down into simple steps
calm environments
care providers who under-react and who have strongsupport systems for themselves
Summary
Neuroscience important to work with children andfamilies
Plasticity of human brain
Interaction of genes and environment
Medication can sometimes slow down or speed upbrain functions
Case Example, John, 7
Mothers Descriptions
Walked at 10 months, running ever since
Constant motion, crashes into things
Never listens
Ask him to put his clothes in hamper He plays on floor, clothes not in hamper
Oblivious
Taught his 2 y.o. brother how to use matches
Case Example, John, 7
Teachers Views
Blurts out in class
Fidgets, gets out of his chair
Forgets to bring home books he needs to do hishomework
Difficulty waiting his turn & following rules
Other kids think he is weird Do not want to play with him
Case Example, Martha, 1010th birthday
Fascinated by waitresss hair
Quiet and cooperative in school Daydreamed
Forgets where she puts things
Cant made simple decisions
Cant organize self
Sobbed: Whats wrong with me?
Executive FunctionDefinition
a set of inter-related processes responsible
for purposeful, goal-directed behaviors.
Neural pathways are in the neocortex with
connections to many other areas of the
brain
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Case Examples
Jimmy, 8, climbs on the roof
Frankie, 2, can follow two-step directions
Janie, 5, screams, You liar at kindergarten
John, 7, teaches his 2 y.o. brother how to usematches
Sally, 8, is very good at playing Simon Says
Implications for Practice
structured environments
clear expectations & simple directions
patient, under-reacting adults
arrangement of play and leisure time with otherchildren
one-on-one time with adults
important for adults to set examples
Parental support
Attachment
Strategies for maintaining proximity
Strategies vary according to
Developmental levels
Quality of attachments
Two main types
SecureInsecure
In infancy, shapes inner working models
Purposes of Attachment
Survival in infancy
Quality of life as we get older
Optimal Development
A base from which to experience and internalize
Safety and security
Regulation of emotions, body functions, body rhythmsTo explore environment
To which to return when stressed, frightened
Synchrony andAsynchrony
Synchrony
Contingent reciprocity
Mutual regulation
Asynchrony
Breaks in reciprocity
Significance of repair
Case Examples, Ronnie, 2Father leaves the room
Ronnie cries
Father returns to the room
Ronnie laughs, runs to father
Father and son hug
Ronnie has trouble getting a puzzle piece
into place
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Case Examples, Amelia, 18 mos
Mother leaves the room
Amelia doesnt seem to notice
Mother returns to the room
Amelia glances up and resumes playing
Mother sits on a chair
Cas a l s, Jack, 26s
Father leaves the room
Ronnie screams and throws self on floor
Father returns to the room
Ronnie laughs, runs to father
Slugs father in the face
Father slaps Jack on the face
Trauma
Definition
events that are
life-threatening or
psychologically devastating to thepoint where
persons capacities to cope areoverwhelmed
and that result in changes in braincircuitry and structures
Case Examples
Joey, 3, screams whenever he sees a woman withred hair
Sally, 4, runs away whenever her mother approachesher
Mark, 9, crawls on his hands and knees and barks
like a dog
Marietta, 7, wets the bed nightly for the first time infour years
Implications for Practice Do not isolate children/adolescents/adults who are
re-experiencing trauma
Show up
Provide a safe environment
Work directly with the effects of the traumatic event
Involve children with enjoyable, safe, structuredenvironments
Self-RegulationDefinition
capacities to manage and make sense of ones own
thoughts,
emotions, and
behaviors in times of stress
and in the course of everyday life.
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Emotion lation& ra ma
Emotion
lation:Capaciti s tomod lat
motional r
spons
s in a rangeof sit
ations
ra
ma: lifeevents that overwhelmeverydaycopingcapacities
Emotion egulation& rauma
Emotion egulation:Capacities tomodulateemotional responses in a rangeof situations
rauma: lifeevents that overwhelmeverydaycopingcapacities
egulation& ysregulation
Related to
Styles of attachment
Internalized working models
Self-regulation
neurobiology
Coping with Dysregulation
Re-regulation: To regain a sense of self-efficacy, control, and mastery over self and theenvironment
Three strategies:
Pro-social
Anti-social
Self-injurious
inappropriate
Noxious Events, Dysregulation,
Outcome
Hot Button
Dysregulation
Human Agency/Automatic Activation of Schemas
Outcome
Pro-soc ial Ant i-Soc ialSelf-
destructiveiInappropriate
Noxious Event
Search for Coping Strategies
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Implications for Practice
overall goal is to help ch ildren re-regulate Show up
direct work with parents
re-arranging environments
Summary
Ecosystems
Family History
Neurological Exams
Work with Families
Components of NEATS Interconnected