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“HANDLE WITH CARE” Shaken Baby Syndrome (SBS)

A Training Curriculum for Parents, Child Care Providers,

or Anyone Who Has Interaction With a Child

Curriculum Material-08-06

“HANDLE WITH CARE”

Shaken Baby Syndrome (SBS)

Developed by University of Nevada Cooperative Extension Faculty and Staff: Jo Anne Kock, Ph.D., Area Extension Specialist for Children, Youth & Families

Vicki Agao, Program Officer, and Community-Based Instructors Lisa Houser and Olga Soto

With the assistance of:

Graphics and layout by: Lilian Blanchard

University of Nevada Cooperative Extension---Southern Area

8050 Paradise Road, Suite 100 Las Vegas, NV 89123-1904

Tel: 702-222-3130 Fax: 702-222-3100

We would like to acknowledge and thank the following for the permission of use of their materials: Realityworks and Shaken Baby Prevention Center at Massachusetts Citizens for Children.

Prevent Child Abuse Nevada, a division of the Area Health Education Center, and Pam Rowse, R.N., M.S., Co-Founder of the National Shaken Baby Coalition & Member of the National Center on Shaken Baby Syndrome, Founder of the Kierra Harrison Foundation for Child Safety www.kierraharrison.org and www.kierraharrison.com http://www.myspace.com/endsbs



TABLE OF CONTENTS

Section 1 Introductions Section 2 Preparing for the Workshop Section 3 PowerPoint Presentation Section 4 Workshop Script Section 5 Handouts Section 6 Resources Section 7 Evaluation and Certificate



INTRODUCTION

Section 1



Introduction

Welcome to Handle With Care: Shaken Baby Syndrome (SBS), an in-service training curriculum for parents, child care providers, or anyone who interacts with a child. A North Carolina research project published in the Journal of the American Medical Association states that approximately 1,300 U.S. children experience severe head trauma from child abuse every year. The same study revealed that approximately 30 per 100,000 children under age one suffered inflicted brain injuries. It has been recognized that SBS is the most common cause of mortality and accounts for the most long-term disability in infants and young children. This curriculum provides information and instructions for conducting a three-hour workshop for parents, fathers (and fathers-to-be) parenting classes, childcare providers and anyone who has contact with children. Although the program is designed for three hours, shorter formats are possible. At least two hours is preferable in order to allow opportunity for discussion and reaction to the material. Goals The overall goals of this program are to increase participants’ awareness and knowledge of: • The definition of Shaken Baby Syndrome (SBS) • Common symptoms of SBS • The connection between a crying baby and SBS • How to help a crying baby • Prevention of SBS • Ways to cope with a crying baby The curriculum has been designed primarily with parents and childcare providers in mind, though many others may benefit from the material (e.g., foster parents, health and human services professionals, medical personnel and school students in parenting classes). A minimum of eight and a maximum of 35 participants are recommended.

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A variety of methods have been used to recruit participants, including flyers, newspaper advertising and radio public service announcements. We regularly cooperate with local licensing agents to obtain mailing lists of licensed childcare facilities and send them invitations to the workshops. An example of a flyer is included in the next section. Evaluation Systematic feedback can improve the quality of programs. More importantly, summaries of written evaluations can justify the worth of a program for administrators and other key decision makers. At the end of this manual, we have provided samples of the evaluation materials: pre and post-workshop assessments. We have a final caution about presenting the workshop. Although we have provided a detailed script, you will want to use your own words whenever possible. As tempting as it may be to read from the script, try not to do so. Familiarize yourself with the material before the workshop. Make notes in the margins or highlight words in the text to remind you of the major points in each section. Then present the material conversationally in your own words, inviting group participation and response.



PREPARING FOR THE WORKSHOP

Section 2

Guide for Planning the Workshop A lot of time and effort goes into making a program successful. This guide may be used to help you with planning and organizing your “Handle With Care” workshop. Scheduling the Program Consider when to offer the workshop. Finding the best time may be challenging. Will you schedule workshops in the morning, afternoon or evening? Which of these times is best and most convenient for participants to attend? How may the time you select affect how ready the audience will be to learn? What can you do to increase their readiness to learn? When scheduling, remember how long each workshop lasts. What time of day will you offer your workshop?_______________________________ Publicizing the Program Publicity takes time. Before you begin, determine the very best way to communicate with the audience you want to reach. Brainstorm with your staff and with some participants from your target audience to get ideas on how to get the word out. Use your imagination! Start advertising as soon as you can and get your message repeated as often as possible. Remember that great programs don’t just market themselves. Great programs result from setting up a sense of anticipation and excitement among participants before they begin. When creating your advertising message, include works that generate audience interest, excitement and anticipation. Publicize the program by using flyers, posters and other promotional techniques. Site-based newsletters or direct mailers to the target audience also can be an effective way to recruit participants. A sample flyer and publicity suggestions can be found on the following pages.



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What types of publicity methods will you use? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Tips for Making Flyers and Posters: Use large, bold type at the top of the page, bright paper and eye-catching graphics to call attention to the name of the program. Give time, date and location of the program including the street address and name of the building, if appropriate. Consider including a map. List a brief workshop agenda or topics that will be covered. People want to know what they are getting into. Give the name of the sponsoring organization. Also give a name and phone number of a person to contact for more information.

See sample flyer on page 2-4

Registration You may want to encourage participants to sign up in advance for the program. By having them register in advance, you will know better how to set up the room, the amount of refresh-ments to provide and the quantity of workshop materials to have on hand. Based on our experience, the suggested maximum number of participants is about 35. Registering too many participants may negatively impact the quality of the workshop. Have a clear plan on limiting participation to your desired number. Will you do this by stipulating that registration will occur on a “first come, first served” basis? Will you keep a waiting list? Whatever your approach, make sure you have a plan in mind. What is the ideal number of providers for your workshop location?__________________

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Participant Registration Confirmation One week before beginning the workshop you may want to use a postcard, flyer or telephone call to confirm with the participants that they are registered to take part in the program. Confirm meeting times and dates. Ask participants to notify you if they become unable to participate. What method will you use to confirm attendance?_____________________________ Workshop Site Logistics Whatever site you select for the program make sure it can accommodate the anticipated number of participants. Also, make sure that it is accessible to persons with disabilities. Hold your meeting in a place that is easily accessible by public and private transportation. If using PowerPoint make sure your equipment is working and there is a screen or a white wall upon which to project. Where will the workshop be held?___________________________________________ Room Arrangement As you think about the arrangements for the room, consider how many providers will be attending. Will the arrangements be conducive to accomplishing the workshop goals? Are there enough tables and chairs for everyone? Does each participant seat have a clear line of view of the instructor and to any visuals that will be used? For optimum participation, the room can be arranged in lecture style or U-shaped so everyone can see and enter into discussions. How will you arrange the room?_____________________________________________ How many tables will you need?_____________________________________________ How many chairs will you need?_____________________________________________ Refreshments Program participants enjoy refreshments. Food and beverages can be a real selling point in getting them to come to your program. Refreshments will vary with the time of day, the time of the year and the audience.



For Anyone Who Cares For Young Children

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• Parents are encouraged to attend • Learn about Shaken Baby Syndrome • Participate in a fast-paced workshop • Earn three hours of approved In-service Child Care Licensing credits • Designed for all parents

Date: Time: Place: Contact:

Registration Deadline:

A free program provided by the University of Nevada Cooperative Extension,

Prevent Child Abuse Nevada and Pam Rowse, R.N., M.S.

Persons in need of special accommodations or assistance must call or notify ____________ at _____________ at least three days prior to scheduled class. The University of Nevada, Reno is an equal opportunity/affirmative action employer and does not discriminate on the basis of race, color, religion, sex, age, creed, national origin, veteran status, physical or mental disability and sexual orientation in any program or activity it operates. The University of Nevada em-ploys only United States citizens and alien lawfully authorized to work in the United States.

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Pre-workshop Checklist

Use the checklist below to help make sure that all the necessary details for conducting your “Handle With Care” workshop(s) are complete. Two to Three Months Prior to Workshop _____Make changes to script to reflect your local and/or state information _____Order or print brochures _____Print handout(s) One Month Before Workshop _____Schedule “Handle With Care” workshop _____Confirm availability and reservation of workshop site _____Begin “Handle With Care” publicity _____Have sign-up registration sheet ready _____If class is for credit, know and do Nevada Registry paperwork _____Begin preparing the materials listed on the “materials needed” page One Week Before Workshop _____Confirm with participants their participation in the workshop _____Arrange for PowerPoint equipment and confirm it is in working order _____If serving refreshments, purchase _____Review and practice your presentation _____Make sure all workshop materials and supplies are ready _____Specific materials for featured demonstrations and activities _____Name tags and sign-in sheets _____Handouts _____Evaluation forms _____ Print certificates if you will be handing them out at end of workshop for child care credits. Certificates must be signed by presenter, not typed in. Make sure video works Confirm room/meeting place At the Workshop _____Arrange room setting _____Set out name tags, markers, sign-in sheets, pens _____Cue up PowerPoint equipment _____Set up snack table _____Review the script one more time _____Greet participants _____Have a great workshop _____SMILE

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Materials Presenter Will Need for the Workshop

• Curriculum with script, pre-workshop checklist, materials list • Name tags, markers, sign-in sheets, pens, pencils • Agenda may be printed on poster board and put on display • Pre-workshop Pretest • Post-workshop Posttest • Personal Management Plan Handout (optional) • Certificate of Completion • Copy of PowerPoint

Brochures:

1. Facts About Shaken Baby Syndrome (SBS) Fact Sheet-07-48 2. Shaken Baby Syndrome (SBS) Fact Sheet-07-49 3. La Verdad Del Sindrome De Bebe Sacudido (SBS) Hojas de datos-08-03 4. El Sindrome De Bebe Sacudido (SBS) Hoja de datos-08-04 5. Infant Crying and Soothing: What you need to know to keep your baby safe. Massachusetts Citizens for Children, Inc. 6. Recognizing Child Abuse and Neglect Fact Sheet-06-25, Updated 08-2008

7. Reporting Child Abuse and Neglect Fact Sheet-06-26, Updated 08-2008 • Video and equipment (optional) • PowerPoint equipment and disc • Refreshments • Simulator Shaken Baby Doll and pencil to activate doll* • Baby receiving blanket • Quick Reference on Simulator (For Instructors only) *Workshop could be presented without the simulator doll but workshop would lose its impact.



PowerPoint Presentation

Section 3



WORKSHOP SCRIPT

Section 4

4-1

Handout # 1. Pretest. Distribute pencils. PowerPoint (Pp) Cover

Script

“Handle With Care: Shaken Baby Syndrome (SBS)” parenting and child care curriculum Developed by University of Nevada Cooperative Extension in cooperation with Prevent Child Abuse Nevada, a division of the Area Health Education Center and Pam Rowse, R.N., M.S., Founder of the Kierra Harrison Foundation for Child Safety. PLEASE NOTE: The script is bolded on the right and facilitator directions are in regular text on left.



Welcome, I am (your name & title) with Cooperative Extension (or your place of business). This workshop, “HANDLE WITH CARE”: SHAKEN BABY SYNDROME (SBS), has been compiled by University of Nevada Cooperative Extension in cooperation with Prevent Child Abuse Nevada and Pam Rowse, R.N., M.S., Co-Founder of the National Shaken Baby Coalition, member of the National Center on Shaken Baby Syndrome & Founder of the Kierra Harrison Foundation for Child Safety.

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The first thing we do at our workshops is have you fill out a set of pre-workshop questions. I’m giving those to you now to complete. We would like to evaluate the effectiveness of this training, but your participation is completely voluntary. So that we can compare your answers now with your answers at the end of the workshop, please fill in the last four digits of your home phone number. After you answer the questions on the first side, be sure to turn your sheet over. There are more questions on the back. If you don’t know an answer, put a line through it. Thanks for your help. So that I will have a better idea of “who YOU are,” let’s go around the room and introduce yourselves and tell why you are here or what your connection is to young children. During the next three hours, we will be discussing Shaken Baby Syndrome, know as SBS. The agenda for our workshop looks like this:

• Pre-survey • Introductions • Definition of SBS • History of SBS • Common Symptoms • Break (Refreshments) • Crying Baby and SBS

Collect Pre-test Introductions Agenda PowerPoint #1 Agenda PowerPoint #2 Agenda

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• Soothing Crying Baby • Baby Simulator Demo • Personal Management Plan • Summary • Post-survey

In medicine, a syndrome is a group of signs and symptoms that occur together and lead to a particular diagnosis. Shaken Baby Syndrome, or SBS, is a term used to describe a type of inflicted traumatic brain injury that happens when a baby is violently shaken. A baby has weak neck muscles and a large, heavy head. Shaking makes the fragile brain bounce back and forth inside the skull. This can cause bruising, swelling and bleeding which can lead to permanent, severe brain damage or even death. Sometimes bruises under the arms and fractures of the ribs where the ribs join the spine can occur. SBS is a form of child abuse. Since SBS is a form of child abuse, if you know that a child in your care has been abused, call 911 for medical help immediately. If you suspect a child has been shaken, you are obligated to report within 24 hours (Washoe County is required to report within 1 hour) to your local Division of Child and Family Services, to any county agency authorized by the juvenile court to receive such report or to any policy department or sheriff’s office.

PowerPoint #3 Agenda Definition of SBS PowerPoint #4 Definition SBS PowerPoint #5 Definition SBS Handout #2 Fact Sheets: -Recognizing Child Abuse & Neglect -Reporting Child Abuse & Neglect

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The National Center on Shaken Baby Syndrome says, “It only takes a few seconds to change lives forever.” SBS is a family and community tragedy. It robs a child of a healthy, normal life and causes devastation among all family members---the child victim, parents and siblings. Parents must either cope with the death of a child or care for a severely disabled child for years. In 2007, there were 3 incidents of SBS in less than 2 months reported in Southern Nevada, namely Las Vegas. The perpetrators are now serving time in prison. Most of the SBS incidents in Nevada are just reported under child abuse statistics so we do not have an accurate number for SBS. National estimates place the number of babies and young children shaken each year at between 1,300 and 10,000. Of those, 25% die from their injuries, and another 70% suffer a range of brain injuries that can result in permanent, life-long disabilities. Unfortunately, there are no good statistics until a method for collecting such statistics is established. It has been recognized that SBS is the most common cause of mortality and accounts for the most long-term disability in infants and young children.

History of SBS PowerPoint #6 History SBS

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Most victims of SBS are less than 12 months old and the majority of them are less than six months old. These very early months of life are when a baby’s crying can be at its peak. Inconsolable crying is virtually always the trigger for a parent’s or caregiver’s loss of control and subsequent physical abuse of a child by shaking. Most SBS victims are baby boys and most perpetrators are fathers or the male partner of the mother. Twins are more apt to be shaken than one child. Parents and/or caregivers may be more stressed with having to take care of two babies. But evidence shows that people of both genders, all ages, all income brackets and all educational levels are capable of shaking a baby in frustration when the baby is unable to stop crying. One of the characteristic injuries of SBS is bleeding in the brain. Because the brain controls the entire body, damage to the brain may affect any function. Shaking a child can result in:

• Death • Brain Damage • Paralysis • Seizures • Convulsions • Vomiting • Blindness, eye hemorrhage • Deafness

PowerPoint #7 History SBS Common Symptoms PowerPoint #8 Common Symptoms PowerPoint #9 Common Symptoms

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Some injuries may not be immediately noticeable. These symptoms include:

• Extreme Irritability • Lethargy • Poor Feeding • Breathing Problems • Pale or Bluish Skin • Mental Retardation • Severe Motor Dysfunction • Attention Deficit Disorder (ADD) • Dyslexia • Learning and Developmental Disabilities

The three most common and easily diagnosed injuries of SBS are:

• Bleeding over the surface of the brain

• Swelling of the brain • Bleeding in the back layers of the

eye

Bleeding of the surface of the brain: When a baby is shaken, the veins that connect the brain to the membranes around it are torn. This tearing causes bleeding over the surface of the brain, which damages brain cells and can cause loss of function in that area. Swelling of the brain: As the brain hits against the skull during shaking, the brain swells in response to the trauma of the repeated impact. When the brain starts to swell, it creates pressure on brain tissue. If the swelling is not relieved, the brain tissue begins to die. The swelling, and resulting death of brain tissue, can cause long-term disabili-ties in babies who survive being shaken.

PowerPoint #10 Common Symptoms PowerPoint #11 Common Symptoms PowerPoint #12 Common Symptoms PowerPoint #13 Common Symptoms PowerPoint #14 Diagnosed Injuries

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Bleeding in the back layers of the eye: The same whiplash motion that occurs in the skull occurs in the eye sockets, causing twisting and pulling of the eye within the socket. A baby’s eye has more room within the socket than an adult’s and acceleration is higher by the time the eye impacts the eye socket. The injuries that result cause a unique type of retinal hemorrhage and can perma-nently damage the optic nerves. This damage to eye tissue can cause debilitat-ing blindness and further complications that can result in the loss of the eye. Some people mistakenly think that other types of forceful motion can cause the type of injuries a shaken baby receives. These activities and accidents do not cause the severity of injuries associated with SBS:

• The baby falling off a bed, furniture, counter, changing table • The baby being bounced or

jogged on an adult’s knee • The baby being carried in the

caregiver’s backpack while the caregiver jogs or runs

• The baby being tossed up in the air and caught

• The baby being jerked in a car seat when a driver stops the car suddenly. (If the baby is

incorrectly placed in the car or car seat, injuries can occur.)

Are there any questions about common symptoms? Let’s take a 15 minute break. (Refreshments optional)

Questions, Break, Refreshments

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Research shows that crying is the number one trigger leading caregivers to violently shake their baby. Shaking occurs most frequently when a caregiver loses control with an inconsol-able crying baby. Crying two to three hours a day is considered average for infants from six weeks to three months of age. Even six hours of crying a day is still considered normal. After three months of age, crying will start to decrease. Children will cry until they learn to cope with situations. Although listening to a crying baby can be irritating and frustrating, caregivers need to remember crying is a baby’s only way to communicate needs and wants. No matter how long or how hard a baby cries, caregivers need to remem-ber NEVER SHAKE A BABY. When a baby cries it is important for the caregiver to check the baby’s basic needs.

• Does the baby’s diaper need changing? Check the diaper to make sure it’s dry and not too tight. Sometimes fussy babies may become fussier when you change their diaper but may settle down once you are done.

• Is the baby hungry? Even if the baby just ate, some babies need just a little extra in their tummies to be happy. Check to see if the baby needs to be burped.

Crying Baby and SBS PowerPoint #15 Crying Baby PowerPoint #16 Crying Baby Soothing Crying Baby PowerPoint #17 Soothing Baby

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• Is the baby being scratched or poked by something? Before

disposable diapers, it was often possible for a diaper pin to become unfastened. If the baby has older siblings, check that they haven’t put a “pokey” toy in with the baby. • Is the baby too cold or too

warm? If the baby’s head is perspiring, remove some cloth-ing. If the baby’s feet or hands are cold, add clothing, socks or a blanket.

• Does the baby want to be cuddled? Don’t be afraid of spoiling a baby by holding them too much. Touching and cuddling babies helps them to develop mentally and physically. • You can’t spoil a baby before

the age of 6 months. The baby has not developed manipula-tion.

• Other things to be aware of

are: Is the baby overtired? Teething? Or just wants to be played with?

PowerPoint #18 Soothing Baby

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If the baby is still crying after checking the baby’s basic needs, you might want to try Dr. Harvey Karp’s (author of The Happiest Baby on the Block book and DVD listed in the Re-source Section, page 6-1) five tips to comfort a baby. They are called the 5 S’s:

• Swaddling • Side or Stomach Position • Shushing • Swinging • Sucking

Now let’s look at our simulator doll. (Turn doll on and wait for it to cry) (Let it cry for about 1 minute). Isn’t that annoying? Imagine having to listen to that for hours at a time. But that is exactly what triggers Shaken Baby Syndrome. Shake the baby rapidly and forcefully. Continue shaking until the LEDs in all three areas of the brain are lit. Turn doll around so participants can see the areas of the brain that are lit. The occipital (back) lobe of the brain which controls vision, has been injured. The child can suffer visual disorders or blindness.

PowerPoint #19 5 Tips

Refer to the 5 S’s in the Massachusetts’ Infant Crying and Soothing handout. Use the simula-tor doll to demonstrate each “S”. Swaddling: Be sure the baby’s arms are tight against the body. Side or Stomach: Be sure to mention never put the baby on its stomach to sleep—reduce risk of SIDS. PowerPoint #20 5 Tips Shushing: Be sure to talk about “white noise.” Swinging: Demonstrate dancing with baby. Sucking: Yes, some doctors are now recommending pacifiers! Simulator doll and presenter refer to the “Instructor Quick Refer-ence” handout (for presenter/instructors only) PowerPoint #21 Simulator Doll

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The frontal (front) lobe of the brain which controls memory and emotion has been injured. The child can suffer cognitive and emotional disabilities lead-ing to learning and behavioral disorders. Injuries to the middle of the brain that controls movement of the arms and legs, the ability to speak and the ability to process what is heard shows up in red in the sides of the simulator doll’s head. The child can suffer numerous, severe disabilities and may die. (Turn simulator doll off.) (Turn doll back on again and repeat the simulation). Let’s do this again. (Repeat the same wording making sure participants can see the red lights. If you have a small class or are doing a “train-the-trainer” program, you may have the par-ticipants hold and shake the doll.) As a caregiver, you need to take care of yourself and find ways to cope with a crying baby. A caregiver’s role is not to “force” a crying baby to stop crying, but to cope with the crying until the baby is able to stop. Some of the ways to calm yourself are:

PowerPoint #22 Simulator Doll Repeat the demonstration PowerPoint #23 Care of Self

4-12

• Take deep breaths and count to 10.

• Read an inspirational poem or sing a song aloud.

• Play music that soothes or distracts you.

• Exercise (sit ups, push ups, jumping jacks---your baby might like to watch!)

• Place an infant in the crib on its back, go to another room to calm down.

• Remind yourself THE CRYING WILL END.

• Call a friend, neighbor or relative to talk or to

relieve you for a few minutes. • Can you think of any

other calming techniques? Let’s look at a shaken baby video. This video is powerful and shows the impact of SBS on the victim, the family, the community and the perpetrator. (When the video has ended, allow 2 to 3 minutes of silence for private reflection. Begin a discussion by asking the following questions. Why was Elijah shaken? What do you think caused Jason to lose control? Why didn’t Jason tell the truth at first? Do you think Jason loved his son? How do you think Jason feels now?) Remember “It is the baby’s job to cry. It is your job to cope with this crying.”

PowerPoint #24 Care of Self PowerPoint #25 Care of Self Video (optional)

4-13

We have a Personal Management Plan handout for you to fill out. (Give the participants about 5 minutes to complete.) Would anyone like to share their plan? (Read #1 aloud and refer to the baby’s basic needs. # 2 refer to ways to comfort a crying baby. Be sure to cover the 5 S’s. #3 refer to things the caregiver can do to cope with personal stress brought on by a crying baby. #4 and 5 are personal.) Take this plan home with you and post it someplace---bathroom mirror, inside kitchen cupboard or anyplace where you will see it. Refer to it if you are dealing with a crying infant. In summary, we learned the definition and history of SBS. We discussed the common symptoms and the connections between a crying baby and SBS. We learned how to sooth a crying baby. You got to see the unique SBS simulator doll. We talked about different ways to cope with a crying baby. Remember it only takes a few seconds to change lives forever. One small life. One rash moment. No second chances. Be sure to never shake a baby. HANDLE WITH CARE! We have a post-survey for you to complete. Be sure to fill out both sides. There are several handouts on SBS for you to take with you as you leave. (If you are giving out certificates of attendance, give them to participants as they hand in their post-survey.)

Distribute Personal Management Plan handout. Have participant discussion. PowerPoint #26 Management Plan Summary PowerPoint #27 Summary PowerPoint #28 Summary PowerPoint #29 Post-Survey & Handouts

4-14

Thank you for attending this workshop.

Handouts: • Infant Crying and Soothing • Shaken Baby Syndrome

(SBS) • Facts About SBS • El Sindrome De Bebe

Sacudido (SBS) • La Verdad Del Sindrome De

Bebe Sacudido (SBS) PowerPoint #30 Thank you.

HANDOUTS

Section 5



5-1

HANDLE WITH CARE

PERSONAL MANAGEMENT PLAN

NAME__________________________________DATE________ 1. When a baby in my care can’t stop crying, I will first: 2. Then I will: 3. Things I can do for myself to relieve SBS stress are: 4. If I need to talk to someone, I can call: 5. If I need a break from caring for a crying baby, I can call:

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RESOURCES

Section 6

Resources

Child Crisis Center – East Valley, Inc. Preventing Shaken Baby Syndrome. Retrieved 7/17/07, Mesa, Arizona. [email protected] Child Help USA 1-800-422-4453 Elijah’s Story. Video www.dontshake.com/productStore Karp, Harvey. 2005. The Happiest Baby on the Block. www.thehappiestbaby.com Kennedy, Mary. Understanding Shaken Baby Syndrome. Realityworks, Eau Claire, WI Kock, J., Agao, V., Byington, T. & Martin, S. (2008) Recognizing child abuse and neglect. University of Nevada Cooperative Extension Fact Sheet-06-25 (updated 08-2008). Kock, J., Agao, V., Byington, T. & Martin, S. (2008) Reporting child abuse and neglect. Uni-versity of Nevada Cooperative Exatension Fact Sheet-06-26 (updated 08-2008). Rowse, Pamela S., R.N., M.S., Co-Founder of the National Shaken Baby Coalition, Member, National Center on Shaken Baby Syndrome, Founder of the Kierra Harrison Foundation for Child Safety www.kierraharrison.org and www.kierraharrison.com http://www.myspace.com/endsbs National Center on Shaken Baby Syndrome. Retrieved 8/7/07. http://www.dontshake.com/ National Institute of Child Health and Human Development (NICHC, 2005. National Institutes of Health, DHHS. Bethesda, MD. http://www.ninds.nih.gov/health and medical/disorders/shakenbaby.htm



6-1

Nevada Early Intervention Services (NEIS), Clark County 702-486-9200 www.NEISnews.org Nevada PEP 1-800-216-5188 www.nvpep.org Project Assist 1-800-522-0066 www.health.nv.gov SBS Prevention Center of Massachusetts Citizens for Children. 1-800Children or www.masskids.org Information on purchasing Realityworks Shaken Baby Syndrome Simulator Doll: Realityworks 2709 Mondovi Road Eau Claire, WE 54701 800-830-2040 715-830-2050 Fax www.realityworks.com

6-2



EVALUATION AND CERTIFICATE

Section 7

7-1

Handle With Care: Shaken Baby Syndrome

PRETEST

Date:_______________ 1. Location: 2. Last 4 digits of your phone number: 3. What does SBS stand for? 4. Mark the following True (T) or False (F)

_____Mothers or female caregivers are more likely to shake a baby _____Fathers or male partners are more likely to shake a baby _____Parents are more patient with their own children _____When a baby cries a long time it is ok to shake them _____Twins have a lower incidence of being shaken _____A sick and crying baby can be very upsetting for any caregiver _____It is not normal for a baby to cry for more than two hours _____Crying is the number one trigger leading caregivers to violently shake a baby _____The only way to stop a baby from crying is to shake them _____SBS injuries usually occur in children younger than 2 years _____SBS injuries never are seen in children over 2 years _____One of the characteristic injuries of SBS is bleeding in the brain _____SBS injuries are immediately noticeable _____A baby’s brain is immature and more easily injured by shaking _____Retinal (back of the eye) bleeding in SBS is very uncommon _____All babies should be handled with care

Turn the page

7-2

5. List 4 reasons why babies cry: * * * * 6. Name 4 things a person can do to avoid shaking a baby: * * * * 7. Can you name the 5 S’s used to comfort a crying baby? * * * * *

7-3


PRETEST ANSWERS

Date:_______________

1. Location: 2. Last 4 digits of your phone number: 3. What does SBS stand for? Shaken Baby Syndrome 4. Mark the following True (T) or False (F)

F Mothers or female caregivers are more likely to shake a baby T Fathers or male partners are more likely to shake a baby F Parents are more patient with their own children F When a baby cries a long time it is ok to shake them F Twins have a lower incidence of being shaken T A sick and crying baby can be very upsetting for any caregiver F It is not normal for a baby to cry for more than two hours T Crying is the number one trigger leading caregivers to violently shake a baby F The only way to stop a baby from crying is to shake them T SBS injuries usually occur in children younger than 2 years F SBS injuries never are seen in children over 2 years T One of the characteristic injuries of SBS is bleeding in the brain F SBS injuries are immediately noticeable T A baby’s brain is immature and more easily injured by shaking F Retinal (back of the eye) bleeding in SBS is very uncommon T All babies should be handled with care

Turn the page

7-4

5. List 4 reasons why babies cry: * * * * 6. Name 4 things a person can do to avoid shaking a baby: * * * * 7. Can you name the 5 S’s used to comfort a crying baby? * Swaddling * Side or stomach position * Shushing * Swinging * Sucking

7-5


POSTTEST Date:_______________ 1. Location: 2. Last 4 digits of your phone number: 3. What does SBS stand for 4. Mark the following True (T) or False (F)

_____Mothers or female caregivers are more likely to shake a baby _____Fathers or male partners are more likely to shake a baby _____Parents are more patient with their own children _____When a baby cries a long time it is ok to shake them _____Twins have a lower incidence of being shaken _____A sick and crying baby can be very upsetting for any caregiver _____It is not normal for a baby to cry for more than two hours _____Crying is the number one trigger leading caregivers to violently shake a baby _____The only way to stop a baby from crying is to shake them _____SBS injuries usually occur in children younger than 2 years _____SBS injuries never are seen in children over 2 years _____One of the characteristic injuries of SBS is bleeding in the brain _____SBS injuries are immediately noticeable _____A baby’s brain is immature and more easily injured by shaking _____Retinal (back of the eye) bleeding in SBS is very uncommon _____All babies should be handled with care

Turn the page

7-6

5. List 4 reasons why babies cry: * * * * 6. Name 4 things a person can do to avoid shaking a baby: * * * 7. Can you name the 5 S’s used to comfort a crying baby? * * * * * 8. Circle a number on the following scale to signify your level of knowledge of Shaken Baby Syndrome BEFORE this workshop. Low level High level of knowledge of knowledge ________________________________________________________________________ 1 2 3 4 5 9. Circle a number on the following scale to signify your level of knowledge of Shaken Baby Syndrome AFTER this workshop. Low level High level of knowledge of knowledge ________________________________________________________________________ 1 2 3 4 5

7-7

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