Trauma by definition is unbearable. Intolerable. Overwhelming. Out of control.
In fact for many people, the memory of trauma is so upsetting that they will try to push it out of their minds, move on, act as if nothing happened.
Trauma affects not only those who are directly exposed to it, but also those around them. Wives of men who suffer from PTSD tend to become depressed, the children of depressed mothers struggle with anxiety and insecurity. Having been exposed to violence as a child makes if difficult to establish trusting relationships as an adult.
Not just and event that took place sometime in the past, it is an imprint. …a trauma imprint that leaves traces on our mind, body, and brain.
This imprint of trauma has ongoing consequences for how we manage to survive in the present.
HISTORICAL TRAUMA AMONG NATIVE AMERICANS
Presented by:
Dr. Tami De Coteau, PhD
Licensed Clinical Psychologist
DeCoteau Trauma-Informed Care & Practice, PLLC
www.decoteaupsychology.com
Present Day Trauma
Poverty, Violence, Suicide, Inadequate Education, Substance Abuse, Inadequate Health Care, etc.
Historical Trauma
Genocide
Indian Boarding Schools
Government Agencies
Centralized Authority, etc
Presented by Tami DeCoteau
I’ve entitled my presentation “Relationships Matter” because I am going to talk to you about the important bond between a child and his caregiver, and how that bond occurs and how it impacts the child at all level of development.
DeCoteau Trauma-informed Care - Relationships MatterAiki Digital
By Tami DeCoteau...
"I’ve entitled my presentation “Relationships Matter” because I am going to talk to you about the important bond between a child and his caregiver, and how that bond occurs and how it impacts the child at all levels of development."
This document discusses strong-willed children and provides guidance for parenting them effectively. It defines strong-willed children as spirited, passionate, and self-motivated individuals who see rules as guidelines and are creative problem-solvers. The document advises building strong relationships with unconditional love and respect to influence children, using calm, firm communication, explaining rules' purposes, and holding children accountable in a way that involves them in problem-solving. It emphasizes adapting to each child's unique needs and seeking help if safety is threatened.
Attachment forms through attuned interactions between infants and their caregivers. Secure attachment provides children with safety and trust, forming the basis for future relationships, self-worth, resilience to stress, and emotional regulation. Trauma and neglect can disrupt attachment, affecting brain development and increasing risks for mental and physical health issues. Trauma-informed care aims to repair attachment injuries by focusing on safety, connections, and managing emotions through empathic, regulated interactions.
This document discusses attachment disorders in youth. It identifies four main attachment styles: secure, avoidant, anxious, and ambivalent/disorganized. Symptoms and challenges of each style are described. Experiences like abuse, neglect or loss of a parent can lead to attachment problems. Treatment focuses on developing trust and connection through a PACE attitude of playfulness, acceptance, curiosity and empathy. Creating a coherent narrative by connecting a youth's story to behaviors and trauma can help repair attachments. Educating caregivers is also important for therapeutic parenting.
The document discusses attachment disorders and secure attachment in children. Secure attachment is formed through attuned interactions between caregiver and infant, which helps the infant feel safe and regulate their emotions and behaviors. Insecure attachment and attachment disorders can be caused by neglect, abuse, frequent caregiver changes and other traumatic experiences, and can impact brain development and lead to difficulties forming relationships and controlling emotions. Treatment focuses on forming a corrective attachment through structure, attunement, empathy, maintaining a positive effect, and supporting the development of reciprocity between child and caregiver.
The document summarizes the impact of developmental trauma on children's brain development and behavior. It discusses how adverse childhood experiences can dysregulate different parts of the brain, including the brain stem, diencephalon, and limbic system. When these areas are chronically dysregulated, it can lead to behaviors like emotional volatility, poor ability to learn from experiences, depression, anxiety, and social withdrawal in children. The document also discusses how childhood trauma is associated with increased risks of health problems, mental illness, smoking, alcoholism and drug use in adulthood.
HISTORICAL TRAUMA AMONG NATIVE AMERICANS
Presented by:
Dr. Tami De Coteau, PhD
Licensed Clinical Psychologist
DeCoteau Trauma-Informed Care & Practice, PLLC
www.decoteaupsychology.com
Present Day Trauma
Poverty, Violence, Suicide, Inadequate Education, Substance Abuse, Inadequate Health Care, etc.
Historical Trauma
Genocide
Indian Boarding Schools
Government Agencies
Centralized Authority, etc
Presented by Tami DeCoteau
I’ve entitled my presentation “Relationships Matter” because I am going to talk to you about the important bond between a child and his caregiver, and how that bond occurs and how it impacts the child at all level of development.
DeCoteau Trauma-informed Care - Relationships MatterAiki Digital
By Tami DeCoteau...
"I’ve entitled my presentation “Relationships Matter” because I am going to talk to you about the important bond between a child and his caregiver, and how that bond occurs and how it impacts the child at all levels of development."
This document discusses strong-willed children and provides guidance for parenting them effectively. It defines strong-willed children as spirited, passionate, and self-motivated individuals who see rules as guidelines and are creative problem-solvers. The document advises building strong relationships with unconditional love and respect to influence children, using calm, firm communication, explaining rules' purposes, and holding children accountable in a way that involves them in problem-solving. It emphasizes adapting to each child's unique needs and seeking help if safety is threatened.
Attachment forms through attuned interactions between infants and their caregivers. Secure attachment provides children with safety and trust, forming the basis for future relationships, self-worth, resilience to stress, and emotional regulation. Trauma and neglect can disrupt attachment, affecting brain development and increasing risks for mental and physical health issues. Trauma-informed care aims to repair attachment injuries by focusing on safety, connections, and managing emotions through empathic, regulated interactions.
This document discusses attachment disorders in youth. It identifies four main attachment styles: secure, avoidant, anxious, and ambivalent/disorganized. Symptoms and challenges of each style are described. Experiences like abuse, neglect or loss of a parent can lead to attachment problems. Treatment focuses on developing trust and connection through a PACE attitude of playfulness, acceptance, curiosity and empathy. Creating a coherent narrative by connecting a youth's story to behaviors and trauma can help repair attachments. Educating caregivers is also important for therapeutic parenting.
The document discusses attachment disorders and secure attachment in children. Secure attachment is formed through attuned interactions between caregiver and infant, which helps the infant feel safe and regulate their emotions and behaviors. Insecure attachment and attachment disorders can be caused by neglect, abuse, frequent caregiver changes and other traumatic experiences, and can impact brain development and lead to difficulties forming relationships and controlling emotions. Treatment focuses on forming a corrective attachment through structure, attunement, empathy, maintaining a positive effect, and supporting the development of reciprocity between child and caregiver.
The document summarizes the impact of developmental trauma on children's brain development and behavior. It discusses how adverse childhood experiences can dysregulate different parts of the brain, including the brain stem, diencephalon, and limbic system. When these areas are chronically dysregulated, it can lead to behaviors like emotional volatility, poor ability to learn from experiences, depression, anxiety, and social withdrawal in children. The document also discusses how childhood trauma is associated with increased risks of health problems, mental illness, smoking, alcoholism and drug use in adulthood.
Unresolved childhood attachment issues can lead to difficulties forming secure relationships as an adult. Patterns of attachment continue across generations, so adults with insecure attachments may struggle in relationships and in parenting. While attachment disorders in children are often treated successfully, adult attachment disorders are more complex and can be more difficult to treat. More recognition and treatment options are needed to help suffering adults form healthy attachments.
Robert Rhoton is a licensed psychologist in Arizona who provides clinical services for trauma, anxiety, depression, and personality disorders. He has taught various courses related to research methods, family systems theory, trauma, and ethics. Rhoton also conducts workshops on topics such as trauma and the brain, complex trauma, attachment disorders, and personality disorders. He is available for training and workshops through Psychological Health and Wellness.
Overview of dysregulated families edited versionRobert Rhoton
The document discusses characteristics of family dysregulation that stem from traumatic experiences in childhood. These experiences disrupt normal development and cause stress responses in the brain. Specifically, the brainstem and diencephalon regions involved in basic functions and arousal can become dysregulated, leading to issues like depression, anxiety, aggression, and substance abuse. The limbic system responsible for emotions is also impacted, resulting in arrested emotional maturity and difficulty regulating emotions. Trauma effectively rewires the brain's stress response systems.
Alcoholism Within A Multigenerational Traumagenic Family FrameworkRobert Rhoton
This is a presentation that presents the nature of traumagenic family dynamics and how those dynamics support the inter-generational transmission of trauma and addictions
Reactive Attachment Disorder (RAD) is a condition where children fail to form normal attachments to caregivers. There are two subtypes - inhibited and disinhibited. It results from pathogenic or severely neglectful care before age 5. Diagnosis involves disturbed social relationships and lack of appropriate response to caregivers. Treatment aims to enhance security, stability and caregiver sensitivity through parenting skills training, play therapy, and establishing consistent routines and discipline. The goal is to help the child form a secure attachment to promote healthy development.
This document provides an overview of a training on child trauma assessment. It introduces the goals of bringing trauma-informed practices to systems serving children. It discusses the importance of cultural and linguistic competence when working with diverse populations. It also covers topics like the brain-behavior connection, the impact of traumatic stress and neglect on child development, and social communication challenges that may arise from complex trauma.
Fostering connections: Responding to Reactive Attachment DisorderCynthia Langtiw
Presentation to Early Trauma Care, A volunteer group of parents, therapists, educators and other caregivers who have experienced the chaos and challenges associated with caring for individuals with Reactive Attachment Disorder (RAD)and Early Trauma and seek to share stories and helpful resources.
http://www.earlytraumacare.com/
Reactive attachment disorder (RAD) is characterized by inhibited or emotionally withdrawn behavior toward caregivers manifested as rarely seeking or responding to comfort when distressed. It results from extreme neglect such as lack of emotional nurturing or repeated changes in caregivers. Children with RAD show minimal social/emotional responsiveness, limited positive affect, and irritability. Treatment focuses on forming secure attachments through individual, family, and play therapy. RAD significantly impairs social relationships and is associated with developmental delays. It is differentiated from autism by histories of neglect rather than social communication deficits.
Resilience & Adult Attachment in Cases of Child TraumaJane Gilgun
This document provides an overview of resilience and adult attachment in cases of child trauma. It discusses key topics like adverse childhood experiences, definitions of trauma and complex trauma, neurobiology of trauma, and general styles of adult attachment. The document also presents case examples to illustrate typical reactions of adults with different attachment styles (secure/resolved, preoccupied, dismissive, disorganized) to child sexual abuse disclosures.
April 3, 2014-Trauma in Young Children Under 4-Years of Age: Attachment, Neur...MFLNFamilyDevelopmnt
The PowerPoint presentation for a 2 hour webinar exploring how young children are particularly vulnerable to the effects of trauma, especially when their relationships with their caregivers are affected. (Find the live recording of this webinar @ https://learn.extension.org/events/1416) This presentation examines the characteristics of trauma in young children who are 4-years of age and younger, formal diagnostic criteria as well as other signs and symptoms of trauma, the neurobiological underpinnings of traumatic experiences for children, and evidence-based interventions that may be useful for remediating the effects of trauma for young children and their families.
Disinhibited social engagement disorder DFS Trainingvijay88888
This document contains questions and answers about topics related to child development, attachment, and trauma. It discusses imprinting in humans and the importance of early love and caregiving. Reactive attachment disorder and disinhibited social engagement disorder are described. Treatment for these disorders focuses on providing security, stability and sensitivity to help form new attachments. Brief, positive interactions can help change stress responses and brain development in neglected children. Consultation with specialists may be needed to address related issues like feeding disorders.
Early Childhood Trauma and Brain Developmentnmdreamcatcher
This document summarizes Nicole Mondejar's presentation on building bright futures for children through early childhood programs. The presentation covered:
1) How stress and trauma impact brain development in young children
2) Common signs of stress and trauma in children aged 0-6
3) Best practices for intervention including the Neurosequential Model of Therapeutics and Attachment, Self-Regulation and Competencies framework
4) Local resources in Vermont for young children experiencing stress/trauma and their families
Reactive attachment disorder (RAD) occurs when children are unable to form healthy attachments with caregivers. It results from a lack of response to a child's needs which prevents the development of trust. Symptoms include emotional withdrawal, lack of eye contact, and no interest in interaction. RAD is caused by neglect, frequent changes in caregivers, or abuse. Treatment involves counseling, parenting classes, and addressing any other conditions present. Forming secure attachments early in life through consistent care is important for healthy social and emotional development.
Reactive Attachment Disorder (RAD) is a severe attachment disorder that affects young children and is characterized by a failure to form normal attachments to primary caregivers. Children with RAD do not bond with their parents or caregivers and may indiscriminately seek attention from any available adult. RAD is caused by neglect, abuse, or lack of consistent care early in life. It is diagnosed when inappropriate social behaviors emerge before age 5 and are accompanied by a history of disturbed care. Treatment aims to improve the responsiveness of caregivers and the child's ability to form attachments through parenting skills training and therapies.
Trauma during early childhood can negatively impact brain development in several ways. Experiences and interactions with caregivers during the first three years shape neural pathways. Trauma may lead to a smaller brain size, less neural connections, decreased myelination and increased stress hormone levels. It can result in altered brain activity and impair functions like learning, executive function, communication and emotional regulation. The effects depend on the timing, intensity and duration of the trauma, but early intervention can help mitigate damage and promote brain plasticity.
Attachment theory proposes that infants are born in an immature state requiring care and protection from a caregiver. Disruption to this attachment through events like abuse, neglect, or caregiver changes can result in reactive attachment disorder (RAD) characterized by inhibited or emotionally withdrawn behavior from caregivers. The DSM-V criteria for RAD include inconsistent seeking of comfort from caregivers when distressed and disturbances in social/emotional responsiveness. While effects are most common in neglected/abused children, RAD presentation and prevalence are not fully understood and treatments remain controversial with no single agreed-upon approach.
Attachment, trauma, emotional regulation in school to make sense of 'nonsensi...Helen Oakwater
Poor attachments, trauma, developmental delay can cause children act in apparently "nonsensical ways" which can make managing classrooms very tricky. Seeing childrens behaviour through the trauma lens throws new light on old issues and helps teachers manage challenging children with more empathy, compassion and effective strategies
Creating Trauma Safe Schools - Effects of PTSD in learning and educationMichael Changaris
This presentation explores the impact of PTSD on learning and education. It offers tools for educators, parents and families to increase learning, growth and development for the 10's of 1000's of children and adolescents who suffer from PTSD.
Personality disorders assessment & treatmentRobert Rhoton
The document discusses personality disorders and their causes. It notes that personality disorders were previously attributed solely to internal deficits, but are now understood to result from a combination of genetic and environmental factors. Environmental factors like childhood trauma, abuse, and an unstable family environment can interrupt normal development and contribute to personality disorders. The document also describes different memory and cognitive systems in the brain and how they relate to stress responses and trauma.
Unresolved childhood attachment issues can lead to difficulties forming secure relationships as an adult. Patterns of attachment continue across generations, so adults with insecure attachments may struggle in relationships and in parenting. While attachment disorders in children are often treated successfully, adult attachment disorders are more complex and can be more difficult to treat. More recognition and treatment options are needed to help suffering adults form healthy attachments.
Robert Rhoton is a licensed psychologist in Arizona who provides clinical services for trauma, anxiety, depression, and personality disorders. He has taught various courses related to research methods, family systems theory, trauma, and ethics. Rhoton also conducts workshops on topics such as trauma and the brain, complex trauma, attachment disorders, and personality disorders. He is available for training and workshops through Psychological Health and Wellness.
Overview of dysregulated families edited versionRobert Rhoton
The document discusses characteristics of family dysregulation that stem from traumatic experiences in childhood. These experiences disrupt normal development and cause stress responses in the brain. Specifically, the brainstem and diencephalon regions involved in basic functions and arousal can become dysregulated, leading to issues like depression, anxiety, aggression, and substance abuse. The limbic system responsible for emotions is also impacted, resulting in arrested emotional maturity and difficulty regulating emotions. Trauma effectively rewires the brain's stress response systems.
Alcoholism Within A Multigenerational Traumagenic Family FrameworkRobert Rhoton
This is a presentation that presents the nature of traumagenic family dynamics and how those dynamics support the inter-generational transmission of trauma and addictions
Reactive Attachment Disorder (RAD) is a condition where children fail to form normal attachments to caregivers. There are two subtypes - inhibited and disinhibited. It results from pathogenic or severely neglectful care before age 5. Diagnosis involves disturbed social relationships and lack of appropriate response to caregivers. Treatment aims to enhance security, stability and caregiver sensitivity through parenting skills training, play therapy, and establishing consistent routines and discipline. The goal is to help the child form a secure attachment to promote healthy development.
This document provides an overview of a training on child trauma assessment. It introduces the goals of bringing trauma-informed practices to systems serving children. It discusses the importance of cultural and linguistic competence when working with diverse populations. It also covers topics like the brain-behavior connection, the impact of traumatic stress and neglect on child development, and social communication challenges that may arise from complex trauma.
Fostering connections: Responding to Reactive Attachment DisorderCynthia Langtiw
Presentation to Early Trauma Care, A volunteer group of parents, therapists, educators and other caregivers who have experienced the chaos and challenges associated with caring for individuals with Reactive Attachment Disorder (RAD)and Early Trauma and seek to share stories and helpful resources.
http://www.earlytraumacare.com/
Reactive attachment disorder (RAD) is characterized by inhibited or emotionally withdrawn behavior toward caregivers manifested as rarely seeking or responding to comfort when distressed. It results from extreme neglect such as lack of emotional nurturing or repeated changes in caregivers. Children with RAD show minimal social/emotional responsiveness, limited positive affect, and irritability. Treatment focuses on forming secure attachments through individual, family, and play therapy. RAD significantly impairs social relationships and is associated with developmental delays. It is differentiated from autism by histories of neglect rather than social communication deficits.
Resilience & Adult Attachment in Cases of Child TraumaJane Gilgun
This document provides an overview of resilience and adult attachment in cases of child trauma. It discusses key topics like adverse childhood experiences, definitions of trauma and complex trauma, neurobiology of trauma, and general styles of adult attachment. The document also presents case examples to illustrate typical reactions of adults with different attachment styles (secure/resolved, preoccupied, dismissive, disorganized) to child sexual abuse disclosures.
April 3, 2014-Trauma in Young Children Under 4-Years of Age: Attachment, Neur...MFLNFamilyDevelopmnt
The PowerPoint presentation for a 2 hour webinar exploring how young children are particularly vulnerable to the effects of trauma, especially when their relationships with their caregivers are affected. (Find the live recording of this webinar @ https://learn.extension.org/events/1416) This presentation examines the characteristics of trauma in young children who are 4-years of age and younger, formal diagnostic criteria as well as other signs and symptoms of trauma, the neurobiological underpinnings of traumatic experiences for children, and evidence-based interventions that may be useful for remediating the effects of trauma for young children and their families.
Disinhibited social engagement disorder DFS Trainingvijay88888
This document contains questions and answers about topics related to child development, attachment, and trauma. It discusses imprinting in humans and the importance of early love and caregiving. Reactive attachment disorder and disinhibited social engagement disorder are described. Treatment for these disorders focuses on providing security, stability and sensitivity to help form new attachments. Brief, positive interactions can help change stress responses and brain development in neglected children. Consultation with specialists may be needed to address related issues like feeding disorders.
Early Childhood Trauma and Brain Developmentnmdreamcatcher
This document summarizes Nicole Mondejar's presentation on building bright futures for children through early childhood programs. The presentation covered:
1) How stress and trauma impact brain development in young children
2) Common signs of stress and trauma in children aged 0-6
3) Best practices for intervention including the Neurosequential Model of Therapeutics and Attachment, Self-Regulation and Competencies framework
4) Local resources in Vermont for young children experiencing stress/trauma and their families
Reactive attachment disorder (RAD) occurs when children are unable to form healthy attachments with caregivers. It results from a lack of response to a child's needs which prevents the development of trust. Symptoms include emotional withdrawal, lack of eye contact, and no interest in interaction. RAD is caused by neglect, frequent changes in caregivers, or abuse. Treatment involves counseling, parenting classes, and addressing any other conditions present. Forming secure attachments early in life through consistent care is important for healthy social and emotional development.
Reactive Attachment Disorder (RAD) is a severe attachment disorder that affects young children and is characterized by a failure to form normal attachments to primary caregivers. Children with RAD do not bond with their parents or caregivers and may indiscriminately seek attention from any available adult. RAD is caused by neglect, abuse, or lack of consistent care early in life. It is diagnosed when inappropriate social behaviors emerge before age 5 and are accompanied by a history of disturbed care. Treatment aims to improve the responsiveness of caregivers and the child's ability to form attachments through parenting skills training and therapies.
Trauma during early childhood can negatively impact brain development in several ways. Experiences and interactions with caregivers during the first three years shape neural pathways. Trauma may lead to a smaller brain size, less neural connections, decreased myelination and increased stress hormone levels. It can result in altered brain activity and impair functions like learning, executive function, communication and emotional regulation. The effects depend on the timing, intensity and duration of the trauma, but early intervention can help mitigate damage and promote brain plasticity.
Attachment theory proposes that infants are born in an immature state requiring care and protection from a caregiver. Disruption to this attachment through events like abuse, neglect, or caregiver changes can result in reactive attachment disorder (RAD) characterized by inhibited or emotionally withdrawn behavior from caregivers. The DSM-V criteria for RAD include inconsistent seeking of comfort from caregivers when distressed and disturbances in social/emotional responsiveness. While effects are most common in neglected/abused children, RAD presentation and prevalence are not fully understood and treatments remain controversial with no single agreed-upon approach.
Attachment, trauma, emotional regulation in school to make sense of 'nonsensi...Helen Oakwater
Poor attachments, trauma, developmental delay can cause children act in apparently "nonsensical ways" which can make managing classrooms very tricky. Seeing childrens behaviour through the trauma lens throws new light on old issues and helps teachers manage challenging children with more empathy, compassion and effective strategies
Creating Trauma Safe Schools - Effects of PTSD in learning and educationMichael Changaris
This presentation explores the impact of PTSD on learning and education. It offers tools for educators, parents and families to increase learning, growth and development for the 10's of 1000's of children and adolescents who suffer from PTSD.
Personality disorders assessment & treatmentRobert Rhoton
The document discusses personality disorders and their causes. It notes that personality disorders were previously attributed solely to internal deficits, but are now understood to result from a combination of genetic and environmental factors. Environmental factors like childhood trauma, abuse, and an unstable family environment can interrupt normal development and contribute to personality disorders. The document also describes different memory and cognitive systems in the brain and how they relate to stress responses and trauma.
This project aims to increase awareness of the social and emotional issues faced by students with disabilities. It will explore how trauma and disabilities can impact brain development and function, potentially causing issues with emotional regulation, memory, language, and other areas. The project also discusses providing teacher training to help them better understand and support students with disabilities. It will involve workshops to discuss topics like the brain, trauma, and building social emotional skills. The goal is to develop a more inclusive school environment.
AnnCathrin Joest, Professional Product. 9.6.2015Ann-Cathrin Jöst
This document provides activities to help mitigate the effects of trauma on the brain. It discusses how trauma can impact different brain regions including the brain stem, diencephalon, limbic system, and cortex. A variety of activities are presented targeting each brain region to help with self-regulation, emotional regulation, and interpersonal skills. The activities utilize things like breathing exercises, sensory activities, heavy exercise, and relaxation to help strengthen brain functioning impaired by trauma.
The document provides an overview of a training on child trauma assessment. It discusses the importance of cultural and linguistic competence when working with traumatized children. It then covers topics like the brain-behavior connection, the impact of traumatic stress and neglect on child development, and how children respond to trauma. The training aims to introduce trauma-informed practices to better serve traumatized children and their families.
This class offers developmental learning for educators working with children who have been exposed to overwhelming life events. This can occur in up to 25% of children in certain contexts. Traumatic experiences change neurobiological, social and educational development. Addressing the impact of trauma on learning can impact the long-term possibilities in a child's life
Holistic mindbody approach to trauma resolution. Trauma can be conscious or unconscious and can cause everything from depression to chronic pain via the autonomic nervous system stress response. Here I look at ways to overcome these 'unresolved emotional memories', usually laid down in childhood and exacerbated by adult events.
This document discusses the neurodevelopment of children and the impact of relationships and environment. It covers:
1. The brain develops most rapidly from ages 0-5, making this a critical period where experiences can have long-lasting effects.
2. The development of stress response systems originate in the lower brain and help regulate higher brain regions; poor regulation of these lower systems can dysregulate the higher brain.
3. Relationships and the environment a child experiences, whether nurturing or traumatic, are the most specific biological determinants as they shape brain development through use-dependent plasticity.
Influence of Parents’ Divorce on Separation Anxiety in Childreninventionjournals
Children experience separation from parents as a form of anxiety from the age of six to eight months to the age of five, and beyond. In a completely new form, it can also appear in adolescents. In this article I demonstrate some neuro-psychological aspects of the anxiety which children experience regarding the divorce of their parents; then I present the elements of the anxiety in relations between parents and children/adolescents. Next I present the structure of anxiety. At the end I describe strategies to diminish separation anxiety in children and adolescents regarding the separation (divorce) of their parents.
This document summarizes observations from a report card review at Carol City Middle School and discusses relevant psychology concepts. It describes the emotions and body language displayed by students, such as anxiety and hesitance. It also explains theories of emotion and how the limbic system and structures like the amygdala, hippocampus, thalamus, and hypothalamus are involved in processing emotions. Applied psychology concepts around validity in research are also summarized.
The document discusses the effects of childhood trauma on brain development and functioning. It explains how trauma impacts the triune brain, specifically overactivating the primitive survival brain and limbic system while underdeveloping the prefrontal cortex. This leads to altered stress responses, memory processing, and emotional regulation. Prolonged trauma in childhood can cause lasting changes to brain structure and hormone levels, increasing risks for mental health issues.
This document provides an overview of childhood trauma presented by Dr. Loghman Zaiim. It discusses how trauma affects the brain and body on neurological, hormonal and physiological levels. Specifically, it explains how trauma impacts the triune brain, causing changes in the limbic system, fight or flight response and long term health effects. It also outlines the common psychological, emotional, cognitive, behavioral and spiritual responses seen in individuals who experience childhood trauma.
The document discusses the importance of emotional intelligence and its role in education. It defines emotional intelligence as the ability to perceive, control, and evaluate emotions. The four branches of emotional intelligence are perceiving emotions, reasoning with emotions, understanding emotions, and managing emotions. Developing emotional intelligence provides benefits such as improved interpersonal relationships, psychological well-being, academic performance, and reduced disruptive behaviors. Techniques for teaching emotional intelligence in classrooms include circle teams, self-reflection quizzes, and morning check-ins. Overall, the document emphasizes that emotional intelligence is a learnable skill that should be explicitly addressed in schools.
This document provides an overview of mental health and mental illness. It discusses definitions of mental health from the WHO, components and indicators of good mental health, characteristics of mentally healthy people, and risk factors for mental illness. It also covers the biological foundations of mental health including the central nervous system, neurotransmitters, and the interaction between physical and mental health problems. Major theories of psychology and development are summarized, including Freud's psychosexual stages, Erikson's psychosocial theory, Piaget's cognitive development stages, and Sullivan's interpersonal theory. Common mental disorders, their impacts, and approaches to prevention and treatment are outlined. Key figures in the field like Freud and concepts such as defense mechanisms are explained.
This document summarizes key aspects of neuropsychological development from infancy through adolescence, including major developmental milestones, disorders, and treatment approaches. It discusses phases of brain development, Piaget's stages of cognitive development, myelination and executive function development through the teen years. Common childhood neurodevelopmental disorders like learning disabilities, ADHD, autism, and Tourette's syndrome are described. Treatment approaches for these disorders focus on behavioral, educational, social skills, and medical interventions.
The document discusses PTSD in adolescent bullying victims and school shooters. It explains that the adolescent brain processes peer aggression differently than the adult brain due to differences in neurological development. Specifically, the limbic system matures earlier than the prefrontal cortex in adolescents, resulting in higher emotional reactivity and risk-taking without strong reasoning abilities. This neurological gap may explain how severe bullying can lead to the development of PTSD in adolescents.
Experience Affects Brain Development
- Childhood is a time for learning (languages, music, motor skills most easily acquired)
- Number of synapses increases dramatically after birth
- Environment stimulated neuronal activity is critical for the elaboration of synaptic territories and "proper" connections
The SMARTest Device: The Brain, Integrative Learning and Building Resilience Morgan Appel
Morgan P. Appel is the Assistant Dean of Education and Community Outreach at UC San Diego Extension. This presentation contains information and resources about neuroscience, education, trauma-informed practices, and building resilience that are relevant for supporting students impacted by adversity or trauma. The document emphasizes the importance of relationships, consistency, safety, empowerment and enhancing self-regulation to create trauma-sensitive learning environments where all students can thrive.
The document discusses mental status assessment. It defines mental status as a person's emotional and cognitive functioning, which allows them to function socially and occupationally. A traumatic life event can tip the balance of mental status and cause transient dysfunction. Assessing mental status during traumatic events can identify strengths and help individuals mobilize coping skills. Optimal functioning aims for life satisfaction in relationships, work, and within oneself. The document also discusses factors that can affect the interpretation of mental status examinations, such as medical conditions or medications. It provides details on components assessed in a mental status exam including appearance, behavior, mood, affect, orientation, and cognitive functions.
This document discusses mental health and mental illness. It defines mental health as a state of well-being and balance between an individual and their environment according to the WHO. Key aspects of mental health include emotional intelligence, self-awareness, and resiliency. Mental illness is defined as maladaptive responses to stressors that interfere with daily life. Biological, psychological, and social factors can all contribute to mental illness. These include genetics, brain chemistry, trauma, and environmental stressors. The document provides an overview of the complex factors that influence both mental health and mental illness.
Similar to Best Practices Working With Trauma -- GPBH Conference 2017 (20)
share - Lions, tigers, AI and health misinformation, oh my!.pptxTina Purnat
• Pitfalls and pivots needed to use AI effectively in public health
• Evidence-based strategies to address health misinformation effectively
• Building trust with communities online and offline
• Equipping health professionals to address questions, concerns and health misinformation
• Assessing risk and mitigating harm from adverse health narratives in communities, health workforce and health system
Histololgy of Female Reproductive System.pptxAyeshaZaid1
Dive into an in-depth exploration of the histological structure of female reproductive system with this comprehensive lecture. Presented by Dr. Ayesha Irfan, Assistant Professor of Anatomy, this presentation covers the Gross anatomy and functional histology of the female reproductive organs. Ideal for students, educators, and anyone interested in medical science, this lecture provides clear explanations, detailed diagrams, and valuable insights into female reproductive system. Enhance your knowledge and understanding of this essential aspect of human biology.
Travel Clinic Cardiff: Health Advice for International TravelersNX Healthcare
Travel Clinic Cardiff offers comprehensive travel health services, including vaccinations, travel advice, and preventive care for international travelers. Our expert team ensures you are well-prepared and protected for your journey, providing personalized consultations tailored to your destination. Conveniently located in Cardiff, we help you travel with confidence and peace of mind. Visit us: www.nxhealthcare.co.uk
Osteoporosis - Definition , Evaluation and Management .pdfJim Jacob Roy
Osteoporosis is an increasing cause of morbidity among the elderly.
In this document , a brief outline of osteoporosis is given , including the risk factors of osteoporosis fractures , the indications for testing bone mineral density and the management of osteoporosis
Cell Therapy Expansion and Challenges in Autoimmune DiseaseHealth Advances
There is increasing confidence that cell therapies will soon play a role in the treatment of autoimmune disorders, but the extent of this impact remains to be seen. Early readouts on autologous CAR-Ts in lupus are encouraging, but manufacturing and cost limitations are likely to restrict access to highly refractory patients. Allogeneic CAR-Ts have the potential to broaden access to earlier lines of treatment due to their inherent cost benefits, however they will need to demonstrate comparable or improved efficacy to established modalities.
In addition to infrastructure and capacity constraints, CAR-Ts face a very different risk-benefit dynamic in autoimmune compared to oncology, highlighting the need for tolerable therapies with low adverse event risk. CAR-NK and Treg-based therapies are also being developed in certain autoimmune disorders and may demonstrate favorable safety profiles. Several novel non-cell therapies such as bispecific antibodies, nanobodies, and RNAi drugs, may also offer future alternative competitive solutions with variable value propositions.
Widespread adoption of cell therapies will not only require strong efficacy and safety data, but also adapted pricing and access strategies. At oncology-based price points, CAR-Ts are unlikely to achieve broad market access in autoimmune disorders, with eligible patient populations that are potentially orders of magnitude greater than the number of currently addressable cancer patients. Developers have made strides towards reducing cell therapy COGS while improving manufacturing efficiency, but payors will inevitably restrict access until more sustainable pricing is achieved.
Despite these headwinds, industry leaders and investors remain confident that cell therapies are poised to address significant unmet need in patients suffering from autoimmune disorders. However, the extent of this impact on the treatment landscape remains to be seen, as the industry rapidly approaches an inflection point.
These lecture slides, by Dr Sidra Arshad, offer a simplified look into the mechanisms involved in the regulation of respiration:
Learning objectives:
1. Describe the organisation of respiratory center
2. Describe the nervous control of inspiration and respiratory rhythm
3. Describe the functions of the dorsal and respiratory groups of neurons
4. Describe the influences of the Pneumotaxic and Apneustic centers
5. Explain the role of Hering-Breur inflation reflex in regulation of inspiration
6. Explain the role of central chemoreceptors in regulation of respiration
7. Explain the role of peripheral chemoreceptors in regulation of respiration
8. Explain the regulation of respiration during exercise
9. Integrate the respiratory regulatory mechanisms
10. Describe the Cheyne-Stokes breathing
Study Resources:
1. Chapter 42, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 36, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 13, Human Physiology by Lauralee Sherwood, 9th edition
Best Practices Working With Trauma -- GPBH Conference 2017
1. Presented by:
Tami De Coteau, PhD
Licensed Clinical Psychologist
DeCoteau Trauma-Informed Care & Practice, PLLC
www.decoteaupsychology.com
2. What Is Trauma?
Posttraumatic Stress Disorder – variety of symptoms
following exposure to a traumatic event. Clinical
presentation varies among individuals and may include:
Fear-based re-experiencing, emotional, and behavior symptoms.
Anhedonia or dysphoric mood and negative thoughts.
Arousal
Dissociation
Combination of all of these
Other Trauma- and Stressor-Related Disorders
Reactive Attachment Disorder – relationally inhibited and
emotionally withdrawn
Disinhibited Social Engagement Disorder – socially
disinhibited
3. What is Trauma?
Violence and betrayal in our own lives, as well as on our
histories and cultures.
Unbearable. Intolerable. Overwhelming. Out of Control.
Trauma has direct and indirect effects.
Imprint on the mind, body, and brain.
Traces of trauma remain in our minds, emotions, and
biology.
5. Neuroplasticity
Neuroplasticity has a clear age-dependent
determinant
Although plasticity occurs over an individual’s lifetime,
different types of plasticity dominate during certain
periods of one’s life and are less prevalent during other
periods.
In other words, there are “windows of opportunity” for full
acquisition of skill to occur
The environment plays a key role in influencing
plasticity.
The brain is shaped by the characteristics of a person’s
environment and by the actions of that person
6. Brain Development
Bottom Up – from primitive to most complex
Brain development is sequential. More complex
systems are dependent on development of less
complex systems.
For normal brain development to occur there must
be specific patterns of activity at specific times
during development = sensitive periods
Experiences (positive or negative) during sensitive
periods organizes brain systems.
Therefore, trauma during early childhood can effect
all future functional capabilities!
7. Activity Across Brain Regions
Brain Region Functions Critical
Period
Experiences
needed
Functional
Maturity
Cortex Thinking,
Planning,
Reasoning,
Creativity, &
Sensory
Integration
3 - 6 years Complex
conversations,
social
interactions,
exploration, safe,
fed, secure
Adult
Limbic Emotion,
Attachment
Memory, &
Sensory
Integration
1 - 4 years Complex
movement, social
experience,
narrative
Puberty
Diencephalon Sensory Motor &
Sensory
Processing :
6 months - 2
years
Complex
rhythmic
movement,
simple narrative,
affection
Childhood
Brain Stem State Regulation &
Sensory
Processing
In utero – 9
months
Rhythmic,
patterned input,
engaged
caregiving
Infancy
8. Trauma Leads to Problems with
Sensory Integration
The more effective our brain is at processing sensory
input, the more effective our behavioral output will
be.
90% of children with trauma have sensory difficulties.
9. Hippocampus
Part of the limbic system
Fully mature by age 3
Primary role is short-term
and long-term memory
Also plays important role in
spatial navigation
10. Cerebral Cortex
Outer layer of neural tissue
Fully mature at age 20
If it is not nurtured it does
not mature
Primary function is higher
brain function such as
thought and action
Where “true personality” is
held
13. Trauma Leads to Problems with
Attachment
Attachment is a system in the brain that that develops to ensure
infant safety and survival
The comfort, pleasure, and calm and balanced attuned
interaction between the infant and caregiver creates a sense of
safety within the infant
Forms the basis for:
all future relationships
sense of self-worth
resilience to stress
ability to regulate own emotions
make sense of life
create meaningful connections with others
14. In Normal Youth:
the brain mirrors what is being projected by the caregiver
In Traumatized Youth:
The mirror becomes inaccurate
Hypersensitive and highly reactive to negative nonverbal cues
Over-perceive negative behavior to mean presence of threats
Inability to recognize feelings
Difficulty with empathy
Mirror Neurons
15. Amygdala
Part of the limbic system
Limbic system is active in-
utero. Therefore infant is
born with feelings!
Primary role is processing of
memory, decision-making
and emotional reactions
Important role in expression
and modulation of
aggression
Survival based
“Boss” of the limbic system
20. Trauma & Left-Right Brain
Left side rational brain
Facts
Statistics
Sequence
Right side emotional
brain
Sensory experiences
Nonverbal signals
21. Problems of Traumatized Youth
Impulsivity
Hyperactivity
Distractibility & Inattention
Dysphoria
Emotional Numbing
Social Avoidance
Dissociation
Sleep Problems
School Failure
Anger
Eating Difficulties
Relationship Difficulties
Aggression/Violence
Substance Abuse
Disrespectfulness
Refusal to attend school
Refusal to follow instructions
Regressed or delayed
development
Sensory Issues
22. Trauma-Informed Care
Amygdala is overactive in traumatized children
Goal of TIC is to de-activate the amygdala when it is
over-firing
When the amygdala is de-activated, compassion is
activated
TIC rebuilds the child’s brain!
24. Trauma-Informed Care
The greater the intensity, frequency, and duration of
the child’s trauma, then the greater the intensity,
frequency and duration of the intervention
TIC must have breadth and depth
Must include sensory, relational, therapeutic, etc.
Strategies
Some research shows that 1 month of intensive
intervention is required for every year of life
25. Trauma-Informed Care
Every misbehavior is an attempt to fulfill an unmet
childhood need
Must look to understand the meaning behind the
behavior
Relationship trauma can only be healed by relational
interventions
26. 3 Pillars of Trauma-Informed Care
S
A
F
E
T
Y
C
O
N
N
E
C
T
I
O
N
S
M
A
N
A
G
I
N
G
E
M
O
T
I
O
N
S
27. Citations
Karen, R. 1998. Becoming Attached: First Relationships and How They
Shape Our Capacity to Love. Oxford Press, New York, NY.
Perry, B. 2009. Examining Child Maltreatment Through a
Neurodevelopmental Lens: Clinical Applications of the
Neurosequential Model of Therapeutics. Journal of Loss and Trauma,
14:240-255.
Trevarthen, Colwyn, & Kenneth J. Aitken. 2001. Infant
Intersubjectivity: Research, Theory, and Clinical Applications. Journal
of Child Psychology and Psychiatry 42, 3 – 48.
Editor's Notes
According to the Diagnostic and Statistical Manual Fifth Edition
Fear based...flashbacks
Emotional and behavioral
Arousal – such as anxiety or panic
Dissociation – a sort of Splitting off or detaching from out thoughts, memory or physical sensations
These types of labels describe the clinical presentation required to meet the criteria for a diagnosis of a trauma-related disorder. But they don’t really described to us the deeply distressing and disturbing experience of trauma.
Trauma by definition is unbearable. Intolerable. Overwhelming. Out of control.
In fact for many people, the memory of trauma is so upsetting that they will try to push it out of their minds, move on, act as if nothing happened.
Trauma affects not only those who are directly exposed to it, but also those around them. Wives of men who suffer from PTSD tend to become depressed, the children of depressed mothers struggle with anxiety and insecurity. Having been exposed to violence as a child makes if difficult to establish trusting relationships as an adult.
Not just and event that took place sometime in the past, it is an imprint. …a trauma imprint that leaves traces on our mind, body, and brain.
This imprint of trauma has ongoing consequences for how we manage to survive in the present.
Following a traumatic event, the traces of trauma remain in our minds and emotions….impact our capacity for joy and intimacy.
The traces of trauma impact even our biology and impair our immune systems. Trauma literally impacts how our DNA is coded, which is then passed to our offspring.
For example, Language must be learned during early childhood in order for language skill to be fully acquired.
Attachment is an interactive process involving non-verbal communication.
It is an evolutionary fact that our brains are structured to connect to one another.
Attachment is a system….
The comfort…..
Secure attachment…..
Attuned – make receptive or aware
Mutually attuned – receptive or aware of one another
Attachment forms the basis for all future relationships…..
Show upside down triangle of health development vs. upright triangle of unhealthy development.
Trauma is a visceral feeling. When something is visceral you literally feel it in your gut. It’s intuitive.
So Trauma is a sensation in the body.
The vagus nerve connects to the brain stem, also known as the 10th cranial nerve, part of the downstairs brain.
When the Vagus nerve senses safety, it signals down to our heart and lungs, slowing HR and breathing. And we feel calm, relaxed.
When the vagus nerve senses threat, it sends an alarm signal that increases heart rate and breathing and sends us into a flight or flight response.
It also produces gut-wrenching feelings and heartbreak.
But not everyone responds to trauma in the same way.
Whenever we feel threatened our first line of defense is to call out for help and comfort from the people around us. But if no one comes, our system second line of defensive is the fight or flight response, a much more primitive survival method. We fight, we run.
However, if this fails, we are trapped, held down and cannot escape, the body tries to preserve itself by shutting down. We are then in a state of freeze or collapse.
The result is a feeling of numbness of not being present or alive. They may not even register pain.
For many people the fight or flight response is preferred. Which explains why so many people with trauma seek chaos and danger. It may also explain why people with trauma are prone to cutting,
The left and right sides of the brain process memories in dramatically different ways.
The left brain is often referred to as the “rational brain”. It remembers facts, statistics, and the sequence of events.
The right brain is referred to as the “emotional brain”. It stores the memories of sound, touch, smell and the emotions these senses evoke. It automatically reacts to voices, gestures and facial features, and places we’ve experienced in the past. The right brain is intuitive
Under ordinary circumstances these two sides of the brain work together.
However, most of the imprints of trauma are stored in the emotional brain. So when something reminds a person of their traumatic past, their right brains reacts automatically, as if the trauma is happening in the present. Without the capacity of left brain sequencing we cannot determine cause and effect. We react without knowing why or what caused our reaction. Afterwards, they may look for somebody to blame for their reaction.
We all want to move beyond our trauma, but the part of the brain that ensures our survival, otherwise known as the downstairs brain, is not very good at denial.
Long after trauma is over, the downstairs brain still reacts to the slightest hint of danger and secretes massive amounts of stress hormones.
These stress hormones are responsible for the unpleasant emotions and intense physical sensations associated with trauma, such fear, panic, racing heart, sweating, paranoia, and feeling as though your outside your body looking in.
Connections are central – Safety comes from connection; Managing emotions comes from connection
Therefore, Healing comes from connections.