Download - Positive discipline conference trauma
Adverse Childhood Experiences
Their effect on learning and life
Laurie Prusso Hatch Professor of Child
DevelopmentCertified Positive Discipline
Trainer
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Positive Discipline Works Because it addresses human needs that are universal it is effective for typically developing children, children with special needs and children with traumatic histories. It is an effective, responsive set of tools that supports each individual in reaching his/her potential.
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Why Positive Discipline?Positive Discipline is grounded in what the adult
does, rather than on what the child did.
It requires adults to be intentional, knowledgeable, and wise. Respect and teaching come from the heart.
It has the best and long term interest of the child in mind.
It is proven effective.
It strengthens relationships and a sense of belonging and significance.
[email protected] Positive Discipline Conference: Trauma
Five Criteria Helps children feel a sense of connection. (Belonging and
significance)
Is mutually respectful and encouraging. (Kind and firm at the same time.)
Is effective long - term. (Considers what the child is thinking, feeling, learning, and deciding about himself and his world – and what to do in the future to survive or to thrive.)
Teaches important social and life skills. (Respect, concern for others, problem solving, and cooperation as well as the skills to contribute to the home, school or larger community.)
Invites children to discover how capable they are. (Encourages the constructive use of personal power and autonomy.)
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Positive DisciplineRecognizes needs and goals and
avoids Re-traumatizationAppreciates that many problem behaviors began
as understandable attempts to cope.
Strives to maximize choices for the child and give the child control over the healing process.
Seeks to be culturally competent –respect is universal.
Understands each survivor in the context of life experiences.
(Alvarez and Sloan, 2010)
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We Can Influence Resilience
“Resiliency is the capability of individuals to cope successfully in the face of significant change, adversity, or risk. The capacity changes over time and is enhanced by protective factors in the individual and environment.”
(Stewart et al.,1991 as cited by Greene and Conrad, 2002)
Toxic StressThat which is severe and prolonged in the absence of the buffering protection of supportive relationships.
Sources can include things like physical or emotional abuse, chronic neglect, severe maternal depression, parental addiction, or family violence.
Toxic stress disrupts brain architecture and leads to lifelong problems in learning, behavior, and both physical and mental health.
[email protected] Positive Discipline Conference: Trauma
[email protected] Positive Discipline Conference: Trauma
Toxic StressChild maltreatment is an act of commission (abuse)
or omission (neglect) by a caregiver that results in harm, potential for harm, or the threat of harm to a child
Childhood trauma results from events or circumstances experienced by a child as physically or emotionally harmful or threatening and that has lasting effects on functioning and well-being
Adverse Childhood Experiences (ACEs) are traumatic stressors such as abuse, neglect, or dysfunction that occur during childhood
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How much? How often? How traumatic?
Dosage or Intensity
Frequency
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ACEs Categories
Child Abuse
Neglect
Growing up in an
environment where getting needs met is a daily challenge
• Physical Abuse and Harsh Punishment
• Sexual Abuse• Emotional Abuse
• Emotional Neglect• Physical Neglect
• Witnessing domestic violence• Alcohol or other substance-abuse
in the household• Mentally ill or suicidal person in
the home• Loss of parent to death,
abandonment, or divorce• Family member ever incarcerated
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Take the ACE Test
http://www.npr.org/sections/health-shots/2015/03/02/387007941/take-the-ace-quiz-and-learn-what-it-does-and-doesnt-mean
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ACE StudyOver 2/3 of adults reported at least 1 ACE 12.6% of
adults reported an ACE score > 4 Strong correlation between high ACEs scores and
poor health outcomes People with 4 or more ACEs were…
• 2.2 times as likely to have ischemic heart disease
• 2.4 times as likely to have a stroke
• 1.9 times as likely to have cancer
• 1.6 times as likely to have diabetes
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It isn’t the trauma but the HPA axis (Stress Response)
Hypothalamus triggers the release of CRHCorticotropin Releasing Hormone
Pituitary Gland releases ACTH which is carried by the blood to theAdrenocorticotropic Hormone
Adrenal Gland which releases stress hormonesCortisol/Adrenalin and Noradrenalin to assist the body in dealing with the stress
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[email protected] Positive Discipline Conference: Trauma
An ACE score of 3-4+ predicts
Participation in “Risky” BehaviorEarly sexual activityTeen/unintended pregnancySTDsPromiscuity Intimate partner violenceSmokingDrug use and abuseAlcohol abuseObesity
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3+ Chronic Disease Autoimmune diseases
Asthma
Diabetes
Chronic Obstructive Pulmonary Disease (COPD)
Ischemic Heart Disease
Heart Attack
Liver Disease
Cancer
Kidney Disease
Stroke
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Progression of the Effects of Early Maltreatment
Early DeathDisease,
Disability and SocialProblemsAdoption of Health-Risk Behaviors
Social-Emotional and Cognitive Impairment
Disrupted Neurodevelopment
Adverse Childhood Experiences
Conception
Death
Ready to LearnSecurity
Trust
Connection
Contribution
Capability
Friendship
Learning
Emotional Regulation-Social [email protected] Positive Discipline Conference: Trauma
[email protected] Positive Discipline Conference: Trauma
Effects on behavior and learning
Because the Stress Response directly effects the brain and the development of memory, “Children who experience adversity at an early age are more likely to exhibit deficits in executive functioning, suggesting that these capacities are vulnerable to disruption early in the developmental process.
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Trauma and Risk
Easily 16% of the population has an ACE Score of 4 or higher.
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Traumatic LifeWhen children have been exposed to adverse childhood experiences, they have a powerful, overwhelming sense
of loss, sorrow, sadness, fear, pain, and confusion.
This often looks like anger, withdrawal, or defiance.
In response to life experiences children develop reactive behaviors
Ineffective, but protective skills include:Frequent Emotional Tsunamis Lack of access to real emotions: only
angerDown Regulation
Frequent withdrawal Argue about EVERYTHING Inflexible and [email protected] Positive Discipline Conference: Trauma
Outward BehaviorsExplosive
Volatile
Angry
Anxious
Unpredictable
Intense
Erratic [email protected] Positive Discipline Conference: Trauma
What about learning?60% available
Not interested!
Confused, hurt (angry), hyper-vigilant
Reactive
Doesn’t work well in classroom environments where teachers are demanding, demeaning, discouraging and disrespectful.
By the time we get these folks, they have lived a life time in a world of sorrow and pain! Some remain in that world.
[email protected] Positive Discipline Conference: Trauma
[email protected] Positive Discipline Conference: Trauma
Typical School “Discipline”based on “Behaviorism”
and Zero TolerancePunitive Time-Out Withdrawal of Privileges
Withholding of “fun” activities Pull Cards
Threats Sent to Office
Detention Notes Sent Home
No Recess Removal From Group
Humiliation, Comparison Isolation
Extra Work Rejection
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Teachers AvoidActing Angrily
Placing Blame
Shaming and Humiliating
Punishment
Behavior based involvement
Behavior based relationships
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Student Success is About Connecting
Every student needs to know they are welcome
Every student needs to know they are safe—emotionally, physically, socially
Reach out with humor and acceptance
“Be Not Provoked”
Do NOT Provoke!
Patience and understanding combined with clear expectations and support
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Every Student NeedsTo know that someone cares
Someone to talk to
To feel safe
To make meaningful contributions
To feel successful
To make progress
[email protected] Positive Discipline Conference: Trauma
Why Positive Discipline?Positive Discipline is grounded in what the adult
does, rather than on what the child did.
It requires adults to be intentional, knowledgeable, and wise.
It has the best and long term interest of the child in mind.
It is proven effective.
It strengthens relationships and a sense of belonging and significance.
[email protected] Positive Discipline Conference: Trauma
TeacherLaurie.com Laurie is a Professor of Child Development at Modesto Junior College
and is focused on emotional and social development in young children and adult-child relationships. She is specifically interested in and has done extensive work in the area of the effects of trauma on children and families and the role of relationships in healing.
Laurie has provided consulting services, workshops, trainings and keynote addresses around the state. She earned her BA in Human Development and a Master’s Degree in Education with an emphasis in Early Childhood from California State University. Laurie has been a family childcare provider, preschool teacher and program director. She is a Certified Positive Discipline © Trainer and Parent Educator. and presents workshops
In addition to her professional career, Laurie is the mother of six grown children, all boys. Her blended family includes 13 children and 42 grandchildren. She is learning to play the Ukulele.
[email protected] Positive Discipline Conference: Trauma
ACEs Resourceshttp://www.npr.org/sections/health-shots/2015/0
3/02/387007941/take-the-ace-quiz-and-learn-what-it-does-and-doesnt-mean
https://www.ted.com/talks/nadine_burke_harris_how_childhood_trauma_affects_health_across_a_lifetime?language=en
http://www.centerforyouthwellness.org/adverse-childhood-experiences-aces/
http://acestoohigh.com/2012/10/03/the-adverse-childhood-experiences-study-the-largest-most-important-public-health-study-you-never-heard-of-began-in-an-obesity-clinic/
http://www.traumainformedcareproject.org/
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More resources
http://www.traumainformedcareproject.org/resources/Trauma%20101%20Powerpoint%20PresentationV1.pdf
http://dujs.dartmouth.edu/fall-2010/the-physiology-of-stress-cortisol-and-the-hypothalamic-pituitary-adrenal-axis#.Va52J5NVhBchttp://dujs.dartmouth.edu/fall-2010/the-physiology-of-stress-cortisol-and-the-hypothalamic-pituitary-adrenal-axis#.Va52J5NVhBc