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Bruce Perry's Impact: Considerations for Art Therapy & Children from Violent Homes
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Bruce Perry's Impact: Considerations for Art Therapy & Children from Violent Homes

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Panel contribution from the 2008 American Art Therapy Association (AATA) Conference focusing on how Dr. Bruce Perry’s work has influenced my art therapy & trauma work with children from violent ...

Panel contribution from the 2008 American Art Therapy Association (AATA) Conference focusing on how Dr. Bruce Perry’s work has influenced my art therapy & trauma work with children from violent homes.

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    Bruce Perry's Impact: Considerations for Art Therapy & Children from Violent Homes Bruce Perry's Impact: Considerations for Art Therapy & Children from Violent Homes Presentation Transcript

    • Bruce Perry's Impact Upon the Clinical Practice of Four Art Therapists Gretchen Miller, ATR-BC Considerations for Children from Violent Homes The Domestic Violence Center Cleveland, OH
    • About DVC
      • DVC offers comprehensive, coordinated programs and services throughout the Greater Cleveland area that address the immediate and long term needs of women, men and children who are affected by domestic violence.
      • Art therapy is provided for children, teens, and women in shelter, as well for the community through outreach services.
    • Art Therapy Goals
      • Stabilization
      • Emotion expression and validation
      • Coping with feelings and crisis
      • Reducing anxiety, fear, tension
      • Adjustment to shelter life, family changes
      • Safety planning
      • Short term intervention & prevention
    • Children From Violent Homes: Impact on Brain Functioning “The brain is organized in a hierarchical fashion such that all incoming sensory input first enters the lower parts of the brain.” ~ Bruce Perry Applying Principles of Neurodevelopment to Clinical Work with Maltreated and Traumatized Children (2006)
    • Children From Violent Homes: Impact on Brain Functioning
      • A child who witnesses, hears, and lives in a home
      • where a batterer is engaging in abusive,
      • intimidating, and controlling behaviors exists under
      • a constant state of fear and danger.
      • As a result, children who witness and live in this
      • violence retain, recall, and react to their
      • environment in a continuous state of threat, terror,
      • and alarm.
      • This persistent expectation of endangerment and
      • adapting to this on-going threat alters the child’s
      • brain development which directly impacts the
      • child’s well being physically, emotionally,
      • behaviorally, and cognitively.
      Children From Violent Homes: Impact on Brain Functioning
    • Physical Impact
      • Hormone coritosal is released by the brain to respond to impending threat
      • Causes increase in adrenalin, heart rate, blood pressure, muscle tension
      • Sleep disturbances
      • Heightened state of arousal
      • Hyper vigilance / Startle response
    •  
    • Emotional Impact
      • Depression
      • Irritability
      • Anger
      • Fearfulness
      • Anxiety
      • Lack of affect
    •  
    • Behavioral Impact
      • Aggression
      • Regression
      • Nightmares
      • Separation Anxiety
      • Oppositional
      • Repetitive play
    • Cognitive Impact
      • Decrease in attention span
      • Difficulty concentrating
      • Confusion around traumatic event
      • Memory Impairment
      • Persistent intrusive thoughts & images
      • Poor self image and self esteem
    •  
      • The brain is responsible for moderating
      • the child’s emotional, behavioral, social, & motor functioning.
      • Therapeutic interventions can help bring
      • change in the child by influencing change in
      • the child’s brain.
      • Applying Principles of Neurodevelopment to Clinical Work with Maltreated and Traumatized Children (2006)
      Bruce Perry’s Neurosequential Model of Therapeutics (NMT)
      • Appropriate developmental level
      • Provide a sense of safety & predictability
      • Repetition
      • Relational enrichment
      • Experience of reward
      • Applying Principles of Neurodevelopment to Clinical Work with Maltreated and Traumatized Children (2006)
      Considerations for Interventions
      • Group structure is designed to foster:
      • Consistency
      • Predictability
      • Safety and ability to make choices
      • Relational interaction
      • Appropriate role modeling
      DVC Youth Support Groups
      • Welcome
      • Group Guidelines
      • Check-In
      • Group Snack
      • Introduction of Topic
      • Art Experiential
      • Processing and Sharing
      • Check-Out
      Support Group Structure
      • Provides predictability
      • Language of guidelines address issues related to abusive, hurting, and battering behaviors
      • Repetitive and consistent
      • Promotes opportunities for success
      Group Guidelines
    • Check-In
      • Sensory based activities that explore:
      • - Acceptance and trust
      • - Validation of experience
      • - Educate & normalize trauma reactions
      • - Promoting emotional expression
      • - Coping and stress management
      Art Experiential
    • A Terrible Thing Happened
      • Validation and Normalization of Common Trauma Reactions
    •  
    •  
    •  
    •  
    •  
    • References Perry, B. (2006). Applying Principles of Neurodevelopment to Clinical Work with Maltreated and Traumatized Children in Working with Traumatized Youth in Child Welfare edited by Nancy Boyd. The Guilford Press, New York: NY. Link to article: www.childtrauma.org/ctamaterials/NeurosequentialModel_06.pdf
    • Gretchen Miller, ATR-BC [email_address] gretchen-miller.com