Karen Pennifold is a school support counselor with 15 years of experience working with behavioral youth. She works with Woods Homes, a children's mental health center, to provide counseling support in 6 Calgary Catholic elementary schools. Her presentation provides classroom strategies for managing behaviors related to conditions like ADHD, ODD, anxiety, and PTSD. She emphasizes the importance of structure, routines, addressing basic needs, and using positive reinforcement, visual supports, and calming activities.
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
Woods Homes provides mental health services to children and families in Calgary and surrounding areas. They have partnered with the Calgary Catholic School District to provide treatment to children experiencing behavioral and emotional challenges through "Starting Points" classrooms in mainstream elementary schools. Understanding a child's behavior requires knowing their family history, any diagnoses or medications, home and school environments, triggers, warning signs, strengths, and motivations. As adults working with children, it is important to be proactive, set clear expectations, offer choices, and avoid power struggles by de-escalating situations before a full crisis occurs.
This document outlines a school project aimed at helping students coping with single-parenting due to the loss of a parent. The project involved conducting counseling sessions for 21 students from grades 6 and 7 who had lost a parent. Through these sessions, the students were able to openly express their emotions and better understand and accept their situation. The school also provided financial assistance to some students and worked to boost their self-confidence. As a result, the students' socialization, self-esteem, and ability to accept reality improved. The school plans to continue supporting these students.
This document provides an overview of a workshop on understanding trauma and recovery. It discusses what trauma is, common symptoms and impacts on development. Statistics on trauma experiences of students at one organization are presented. The document encourages moving beyond seeing problem behaviors and instead understanding physiological impacts. It explores therapeutic interventions like connection, emotional regulation strategies, and mindfulness.
This document provides tips for parents on helping children cope with stress and anxiety during the COVID-19 pandemic. It recommends that parents stay calm, listen to children's concerns, and offer reassurance. It also suggests maintaining routines, focusing on family bonding activities, connecting with teachers about virtual schooling, practicing good hygiene, and being open about feelings with children. The goal is to help children feel informed and in control while reducing fear through open communication and support.
The document discusses setting limits with children using the Love and Logic approach. Some key points:
1) Parents should focus on self-care and see discipline methods as "experiments" rather than judge themselves on outcomes, as children's responses will vary.
2) Problems should be handed back to children through empathy and natural consequences rather than parents taking ownership.
3) Using "enforceable statements" about what is allowed rather than orders (e.g. "breakfast is served until 7:15") can help reduce power struggles.
4) Explicitly teaching expectations and having practice runs can help children understand routines better.
Karen Pennifold is a school support counselor with 15 years of experience working with behavioral youth. She works with Woods Homes, a children's mental health center, to provide counseling support in 6 Calgary Catholic elementary schools. Her presentation provides classroom strategies for managing behaviors related to conditions like ADHD, ODD, anxiety, and PTSD. She emphasizes the importance of structure, routines, addressing basic needs, and using positive reinforcement, visual supports, and calming activities.
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
Woods Homes provides mental health services to children and families in Calgary and surrounding areas. They have partnered with the Calgary Catholic School District to provide treatment to children experiencing behavioral and emotional challenges through "Starting Points" classrooms in mainstream elementary schools. Understanding a child's behavior requires knowing their family history, any diagnoses or medications, home and school environments, triggers, warning signs, strengths, and motivations. As adults working with children, it is important to be proactive, set clear expectations, offer choices, and avoid power struggles by de-escalating situations before a full crisis occurs.
This document outlines a school project aimed at helping students coping with single-parenting due to the loss of a parent. The project involved conducting counseling sessions for 21 students from grades 6 and 7 who had lost a parent. Through these sessions, the students were able to openly express their emotions and better understand and accept their situation. The school also provided financial assistance to some students and worked to boost their self-confidence. As a result, the students' socialization, self-esteem, and ability to accept reality improved. The school plans to continue supporting these students.
This document provides an overview of a workshop on understanding trauma and recovery. It discusses what trauma is, common symptoms and impacts on development. Statistics on trauma experiences of students at one organization are presented. The document encourages moving beyond seeing problem behaviors and instead understanding physiological impacts. It explores therapeutic interventions like connection, emotional regulation strategies, and mindfulness.
This document provides tips for parents on helping children cope with stress and anxiety during the COVID-19 pandemic. It recommends that parents stay calm, listen to children's concerns, and offer reassurance. It also suggests maintaining routines, focusing on family bonding activities, connecting with teachers about virtual schooling, practicing good hygiene, and being open about feelings with children. The goal is to help children feel informed and in control while reducing fear through open communication and support.
The document discusses setting limits with children using the Love and Logic approach. Some key points:
1) Parents should focus on self-care and see discipline methods as "experiments" rather than judge themselves on outcomes, as children's responses will vary.
2) Problems should be handed back to children through empathy and natural consequences rather than parents taking ownership.
3) Using "enforceable statements" about what is allowed rather than orders (e.g. "breakfast is served until 7:15") can help reduce power struggles.
4) Explicitly teaching expectations and having practice runs can help children understand routines better.
This document discusses factors that can contribute to the disruption of an adoption placement. It identifies potential issues with the adoptive parents, the adopted child, and the adoption system. It provides a checklist for professionals to use before a placement breaks down. Finally, it outlines strategies for supporting the child, adoption workers, adoptive parents, and siblings through the disruption process.
The document discusses resilience and stress in childhood. It defines resilience as the ability to recover from misfortune without being overwhelmed. Protective factors that foster resilience in children include caring relationships, high expectations, and opportunities for participation. The document also describes different types of stressors, sources of stress, and how stress affects children physically and behaviorally. It outlines the stages children go through in responding to stress and provides general guidelines for helping children cope, such as modeling good stress management and teaching relaxation techniques. Specific suggestions are also given for helping children cope with the stress of moving.
This document outlines appropriate behavior management techniques for foster parents and agency staff. It provides guidance on establishing clear and consistent rules, using praise and rewards, giving age-appropriate responsibilities, avoiding power struggles, and preventing problems. It also lists punishments that are strictly prohibited, such as physical discipline, humiliation, deprivation of needs, and restraint. The goal is for staff and foster parents to utilize positive behavior techniques to promote children's well-being and development.
What would the world look like today if we all practiced meditation and mindfulness at an early age? Learn why kids should adopt a regular meditation practice. Check out http://www.mindvalleyacademy.com/blog/mind/meditation-for-kids for more info.
This document discusses adolescent education and psychology. It covers several key topics:
1. Adolescence is a crucial stage of development between ages 12-18 where teens struggle with identity and influences from home vs. environment. Tight parental guidance is important to prevent losing teens to negative influences.
2. Adolescents can experience rebelliousness, depression, and tendency to join peer groups. Parents must provide support and guidance to help teens through this stage in a healthy way.
3. Adolescent psychology deals with common issues teens face like pregnancy, drugs, eating disorders, and depression. Peer influences can also affect behaviors and identity development.
4. Open communication between parents and teens is important
The document discusses how children of different ages cope with stress. For infants, coping is dominated by behavioral rather than cognitive responses due to their limited executive functioning. Caregiver sensitivity and secure attachment are essential for healthy development and better coping. As children age into toddlerhood and preschool, their ability to regulate emotions and use problem-focused coping strategies develops slowly. During middle childhood, children can verbalize feelings and seek social support outside the family, with girls doing so more than boys. In adolescence, peers and siblings become important sources of support while parents still influence coping strategies. The family environment plays a key role in children's coping abilities at all stages.
This document discusses the importance of building strong relationships between parents and children through connection, attunement, mindfulness, and emotional coaching. It emphasizes that parenting is about nurturing the child by meeting their needs for safety, trust and understanding. When children feel securely attached to their parents, they learn to regulate their own emotions and develop self-discipline. The document provides many strategies for strengthening the parent-child bond such as setting aside special one-on-one time each day, reconnecting after separations, prioritizing family time in the evenings, and using routines to make transitions smoother.
Anxiety disorders in children and teens can have serious effects on health, self-esteem, social well-being, and of course on academic performance. But they’re often difficult to detect. In this webinar, our researchers examine the factors that contribute to anxiety disorders in kids and how to recognize the signs, as well as the latest insights on treatment and prevention.
Watch the full webinar recording at https://explore.ucalgary.ca/overcoming-anxiety-schools
This document provides an overview of guidance skills for children, including direct and indirect guidance techniques. It discusses the goals of guidance as maintaining self-esteem, promoting appropriate behavior, and teaching self-control and prosocial skills. Effective guidance involves suggestions rather than commands, encouragement, open-ended questions, modeling behaviors, and being nurturing. Specific guidance techniques covered include positive reinforcement, consequences, warnings, time-outs, I-messages, praise, suggestions, prompting, redirecting, modeling, listening, ignoring, and encouraging. The goal is to effectively guide children's behavior while promoting a positive self-concept.
Disability is a natural part of the human experienceLubna Nawaz
When parents learn that their child has a developmental delay or disability, it comes as a tremendous shock and trauma. Common initial reactions include denial, fear for the child's future, guilt, rejection, confusion, and depression. However, seeking support from other parents, communicating with family, learning about the condition, focusing on the child's humanity rather than the disability, and maintaining hope can help parents cope and provide the best support for their child. The key is accepting reality, finding programs and resources, and remembering that the child's worth is not defined by any condition.
Preventing and responding to wandering and bolting behaviors 2Terry Reynolds
This document provides information on preventing and responding to wandering and bolting behaviors in individuals with autism spectrum disorders. It discusses why these behaviors occur and outlines seven steps for prevention: 1) securing the home environment, 2) ensuring the individual can be identified, 3) making schools and programs secure, 4) creating a safety plan, 5) alerting neighbors, 6) alerting first responders, and 7) educating the individual. It also provides guidance on responding to a crisis, including searching likely locations, contacting emergency contacts, and requesting an alert be issued when calling 911. The overall goal is to educate families on safety strategies while also understanding why these behaviors manifest.
Preventing and responding to wandering and bolting behaviorsTerry Reynolds
This document provides information on preventing and responding to wandering and bolting behaviors in individuals with autism spectrum disorders. It discusses developing safety plans involving securing the home, ensuring the individual can be identified, making programs secure, creating emergency plans, educating the individual, and responding in crisis situations. Prevention involves multiple steps like home safety measures, identification methods, school safety plans, neighborhood alerts, and individual education on safety skills, coping strategies, and emergency responses. Response to a crisis centers around immediately searching likely areas and contacting authorities to issue alerts.
Parental Presence – Building foundations of change for our childrenJane mitchell
The document discusses several aspects of parental presence that are important for therapeutic parenting of children who have experienced developmental trauma. It discusses:
1) The importance of a calm physical presence to help children feel cared for, accepted, and begin developing trust. Simple physical presence can help regulate children's emotions.
2) Keeping children "in mind" when apart by using reminders like photos, notes, smells to reassure them of the parental bond. This helps children who struggle with separation due to inappropriate early care.
3) Providing a narrative by describing what you see in the child, to reinforce the messages of care, acceptance and that the child is important. This was how parents naturally interact with pre
Depression in children and Adults by Anne MareteFredrick Kariuki
1) Irene's 7-year-old daughter was exhibiting signs of depression including being miserable, sensitive, tearful and losing interest in activities. 2) Children can experience depression due to biological, physiological and environmental factors like peer pressure, academic pressure, abuse, and parental issues. 3) Signs of depression in children include not playing, ignoring people, loss of interest and complaints of physical ailments. Depression can be treated through therapy, medication, lifestyle changes, and parental support.
Class 1: Integrative Parenting for Attachment Traumaatcnebraska
This document summarizes key points from a presentation on raising children affected by attachment trauma. It discusses how early life experiences shape children's core beliefs and behaviors. Children who experienced trauma may live with a hyper-aroused "survival brain" and have difficulties with emotion regulation, trust, and focusing. Their challenging behaviors are understood as reflexive responses to trauma rather than intentional misbehavior. Therapies like EMDR and family therapy can help rewire the brain and establish a secure attachment to support healing. Parents are encouraged to understand their children through a trauma lens to develop empathy and use integrative parenting strategies.
How to Deal with Stress in Children - Children can also experience stress and when it does not treated properly. It can cause disease physically, emotionally and mentally. So, how do you as a parent know the symptoms of stress in children? What caused it? What can be done to help the child out of stress?
Keeping Mothers in Mind: Trauma informed approaches to supporting mothers who...BASPCAN
The document summarizes research on the impact of violence and trauma on mothers and their young children. It finds that violence can negatively impact mothers' mental health, parenting abilities, and children's development. However, it also discusses factors that can mitigate harm, such as a supportive caregiver and early intervention. The document advocates for trauma-informed and relationship-focused approaches, like the Mothers in Mind program, to help healing and repair in mother-child relationships affected by violence.
Pat exhibits disruptive behaviors like tantrums, hitting and screaming during discrete trial training sessions. There are three potential reasons for these behaviors: the tasks may be too difficult, the tutor does not provide strong enough reinforcers, or the tutor provides attention after disruptive behaviors. To address this, the tutor should make tasks easier, use stronger reinforcers like playing, and limit attention after disruptive behaviors. Playing is especially important as a reinforcer for children with functional skills.
1) The document provides guidance for teachers on supporting students during stressful times.
2) It advises teachers to care for their own mental health and wellbeing so they can better support students, who are all affected by stress but each in unique ways.
3) The document also recommends teachers listen to students, use relaxation strategies, seek information on stress symptoms, and limit media exposure related to traumatic events.
1) The document provides guidance for teachers on supporting students during stressful times.
2) It recommends that teachers care for their own mental health and wellbeing so they are able to support students.
3) While all children will be affected by stress, the impact will be unique for each child depending on their individual resilience and prior experiences. Teachers should acknowledge students' emotions but not attempt counseling.
This document discusses factors that can contribute to the disruption of an adoption placement. It identifies potential issues with the adoptive parents, the adopted child, and the adoption system. It provides a checklist for professionals to use before a placement breaks down. Finally, it outlines strategies for supporting the child, adoption workers, adoptive parents, and siblings through the disruption process.
The document discusses resilience and stress in childhood. It defines resilience as the ability to recover from misfortune without being overwhelmed. Protective factors that foster resilience in children include caring relationships, high expectations, and opportunities for participation. The document also describes different types of stressors, sources of stress, and how stress affects children physically and behaviorally. It outlines the stages children go through in responding to stress and provides general guidelines for helping children cope, such as modeling good stress management and teaching relaxation techniques. Specific suggestions are also given for helping children cope with the stress of moving.
This document outlines appropriate behavior management techniques for foster parents and agency staff. It provides guidance on establishing clear and consistent rules, using praise and rewards, giving age-appropriate responsibilities, avoiding power struggles, and preventing problems. It also lists punishments that are strictly prohibited, such as physical discipline, humiliation, deprivation of needs, and restraint. The goal is for staff and foster parents to utilize positive behavior techniques to promote children's well-being and development.
What would the world look like today if we all practiced meditation and mindfulness at an early age? Learn why kids should adopt a regular meditation practice. Check out http://www.mindvalleyacademy.com/blog/mind/meditation-for-kids for more info.
This document discusses adolescent education and psychology. It covers several key topics:
1. Adolescence is a crucial stage of development between ages 12-18 where teens struggle with identity and influences from home vs. environment. Tight parental guidance is important to prevent losing teens to negative influences.
2. Adolescents can experience rebelliousness, depression, and tendency to join peer groups. Parents must provide support and guidance to help teens through this stage in a healthy way.
3. Adolescent psychology deals with common issues teens face like pregnancy, drugs, eating disorders, and depression. Peer influences can also affect behaviors and identity development.
4. Open communication between parents and teens is important
The document discusses how children of different ages cope with stress. For infants, coping is dominated by behavioral rather than cognitive responses due to their limited executive functioning. Caregiver sensitivity and secure attachment are essential for healthy development and better coping. As children age into toddlerhood and preschool, their ability to regulate emotions and use problem-focused coping strategies develops slowly. During middle childhood, children can verbalize feelings and seek social support outside the family, with girls doing so more than boys. In adolescence, peers and siblings become important sources of support while parents still influence coping strategies. The family environment plays a key role in children's coping abilities at all stages.
This document discusses the importance of building strong relationships between parents and children through connection, attunement, mindfulness, and emotional coaching. It emphasizes that parenting is about nurturing the child by meeting their needs for safety, trust and understanding. When children feel securely attached to their parents, they learn to regulate their own emotions and develop self-discipline. The document provides many strategies for strengthening the parent-child bond such as setting aside special one-on-one time each day, reconnecting after separations, prioritizing family time in the evenings, and using routines to make transitions smoother.
Anxiety disorders in children and teens can have serious effects on health, self-esteem, social well-being, and of course on academic performance. But they’re often difficult to detect. In this webinar, our researchers examine the factors that contribute to anxiety disorders in kids and how to recognize the signs, as well as the latest insights on treatment and prevention.
Watch the full webinar recording at https://explore.ucalgary.ca/overcoming-anxiety-schools
This document provides an overview of guidance skills for children, including direct and indirect guidance techniques. It discusses the goals of guidance as maintaining self-esteem, promoting appropriate behavior, and teaching self-control and prosocial skills. Effective guidance involves suggestions rather than commands, encouragement, open-ended questions, modeling behaviors, and being nurturing. Specific guidance techniques covered include positive reinforcement, consequences, warnings, time-outs, I-messages, praise, suggestions, prompting, redirecting, modeling, listening, ignoring, and encouraging. The goal is to effectively guide children's behavior while promoting a positive self-concept.
Disability is a natural part of the human experienceLubna Nawaz
When parents learn that their child has a developmental delay or disability, it comes as a tremendous shock and trauma. Common initial reactions include denial, fear for the child's future, guilt, rejection, confusion, and depression. However, seeking support from other parents, communicating with family, learning about the condition, focusing on the child's humanity rather than the disability, and maintaining hope can help parents cope and provide the best support for their child. The key is accepting reality, finding programs and resources, and remembering that the child's worth is not defined by any condition.
Preventing and responding to wandering and bolting behaviors 2Terry Reynolds
This document provides information on preventing and responding to wandering and bolting behaviors in individuals with autism spectrum disorders. It discusses why these behaviors occur and outlines seven steps for prevention: 1) securing the home environment, 2) ensuring the individual can be identified, 3) making schools and programs secure, 4) creating a safety plan, 5) alerting neighbors, 6) alerting first responders, and 7) educating the individual. It also provides guidance on responding to a crisis, including searching likely locations, contacting emergency contacts, and requesting an alert be issued when calling 911. The overall goal is to educate families on safety strategies while also understanding why these behaviors manifest.
Preventing and responding to wandering and bolting behaviorsTerry Reynolds
This document provides information on preventing and responding to wandering and bolting behaviors in individuals with autism spectrum disorders. It discusses developing safety plans involving securing the home, ensuring the individual can be identified, making programs secure, creating emergency plans, educating the individual, and responding in crisis situations. Prevention involves multiple steps like home safety measures, identification methods, school safety plans, neighborhood alerts, and individual education on safety skills, coping strategies, and emergency responses. Response to a crisis centers around immediately searching likely areas and contacting authorities to issue alerts.
Parental Presence – Building foundations of change for our childrenJane mitchell
The document discusses several aspects of parental presence that are important for therapeutic parenting of children who have experienced developmental trauma. It discusses:
1) The importance of a calm physical presence to help children feel cared for, accepted, and begin developing trust. Simple physical presence can help regulate children's emotions.
2) Keeping children "in mind" when apart by using reminders like photos, notes, smells to reassure them of the parental bond. This helps children who struggle with separation due to inappropriate early care.
3) Providing a narrative by describing what you see in the child, to reinforce the messages of care, acceptance and that the child is important. This was how parents naturally interact with pre
Depression in children and Adults by Anne MareteFredrick Kariuki
1) Irene's 7-year-old daughter was exhibiting signs of depression including being miserable, sensitive, tearful and losing interest in activities. 2) Children can experience depression due to biological, physiological and environmental factors like peer pressure, academic pressure, abuse, and parental issues. 3) Signs of depression in children include not playing, ignoring people, loss of interest and complaints of physical ailments. Depression can be treated through therapy, medication, lifestyle changes, and parental support.
Class 1: Integrative Parenting for Attachment Traumaatcnebraska
This document summarizes key points from a presentation on raising children affected by attachment trauma. It discusses how early life experiences shape children's core beliefs and behaviors. Children who experienced trauma may live with a hyper-aroused "survival brain" and have difficulties with emotion regulation, trust, and focusing. Their challenging behaviors are understood as reflexive responses to trauma rather than intentional misbehavior. Therapies like EMDR and family therapy can help rewire the brain and establish a secure attachment to support healing. Parents are encouraged to understand their children through a trauma lens to develop empathy and use integrative parenting strategies.
How to Deal with Stress in Children - Children can also experience stress and when it does not treated properly. It can cause disease physically, emotionally and mentally. So, how do you as a parent know the symptoms of stress in children? What caused it? What can be done to help the child out of stress?
Keeping Mothers in Mind: Trauma informed approaches to supporting mothers who...BASPCAN
The document summarizes research on the impact of violence and trauma on mothers and their young children. It finds that violence can negatively impact mothers' mental health, parenting abilities, and children's development. However, it also discusses factors that can mitigate harm, such as a supportive caregiver and early intervention. The document advocates for trauma-informed and relationship-focused approaches, like the Mothers in Mind program, to help healing and repair in mother-child relationships affected by violence.
Pat exhibits disruptive behaviors like tantrums, hitting and screaming during discrete trial training sessions. There are three potential reasons for these behaviors: the tasks may be too difficult, the tutor does not provide strong enough reinforcers, or the tutor provides attention after disruptive behaviors. To address this, the tutor should make tasks easier, use stronger reinforcers like playing, and limit attention after disruptive behaviors. Playing is especially important as a reinforcer for children with functional skills.
1) The document provides guidance for teachers on supporting students during stressful times.
2) It advises teachers to care for their own mental health and wellbeing so they can better support students, who are all affected by stress but each in unique ways.
3) The document also recommends teachers listen to students, use relaxation strategies, seek information on stress symptoms, and limit media exposure related to traumatic events.
1) The document provides guidance for teachers on supporting students during stressful times.
2) It recommends that teachers care for their own mental health and wellbeing so they are able to support students.
3) While all children will be affected by stress, the impact will be unique for each child depending on their individual resilience and prior experiences. Teachers should acknowledge students' emotions but not attempt counseling.
This booklet offers parents, caregivers, and other adults suggestions on how to help children cope with the effects of disaster, as well as how to be prepared before a disaster strikes.
Human Development II - Guidance Problemsbartlettfcs
This document discusses common causes of behavioral problems in young children and effective ways to deal with them. Environmental causes include overstimulation, disruptions to routine, noise, and long waiting times. Personal experiences that can cause problems are frustration, physical issues, stress, and family stressors. Prolonged stress can negatively impact brain development. The document outlines specific behavioral issues like negativism, stealing, anger, biting, tattling, body exploration, thumbsucking, and fears. It provides guidance on how to address each problem, emphasizing understanding the child's perspective, preventing misbehavior, and helping the child develop coping skills.
The document discusses supporting children and families during end of life and palliative care. It covers stressors in critical care environments, providing support for dying children, adolescents, parents, and siblings. It discusses facilitating communication and decision making. Child life specialists can help children understand illness, cope with procedures, express feelings, and say goodbye. The document also discusses supporting grieving children and families, considering developmental, cultural, and religious factors. Child life specialists develop skills in areas like play facilitation, communication, group work, self-reflection to provide bereavement support.
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.
This article provides guidance for parents on how to talk to their children about tragic events like school shootings. It recommends being honest but using simple language appropriate for the child's age. Explanations should be kept short, around three sentences. It also suggests acknowledging children's fears but reassuring them that they are safe, and encouraging open communication. Parents should watch for physical or behavioral symptoms indicating stress and keep their family's faith as a source of comfort and strength.
This document provides an overview of trauma-informed transportation for foster children. It discusses how childhood trauma affects brain development and behavior. Traumatized children may experience abnormal behaviors due to their brain prioritizing survival over reasoning. The document emphasizes understanding behaviors from a trauma-informed lens rather than judging them as "bad." The goal is for transporters to help children feel safe and soothed.
This document discusses a child development seminar that took place on November 14th and 28th. It covers several topics related to child development, including a review of key issues like nature vs nurture. Five aspects of development are outlined, including physical, motor, cognitive, social-emotional, and language. Temperament and the 9 temperament traits are defined. Birth order characteristics and strategies for parenting intense, anxious, or slow-to-adapt children are also summarized. Common childhood anxiety disorders and the impact of trauma on children are reviewed.
68 DOMESTIC VIOLENCE
EXCHANGE SEPTEMBER/OCTOBER 2010
In 1980, Karen Stephens became director
of Illinois State University Child Care Center
and instructor in child development for ISU
Family and Consumer Sciences. She is
author of the electronic parent newsletter,
“Parenting Exchange” located at
www.ChildCareExchange.com.
Fostering resilience in children
exposed to domestic violence
Practical strategies EC staff can put into action
by Karen Stephens
Whether staff realizes it or not, early
childhood programs are not just fun and
engaging places for children to play and
learn. For some children, our programs
are bonafide daytime havens from
turmoil. I’m speaking specifically about
those children who find themselves in
the cross-fire of violence between the
people they love most in the world —
their own family members. The vio-
lence might be verbal intimidation and
humiliation, or a combination of verbal
and physical attack. Either way, it’s terri-
fying for the children witnessing assault
behind closed doors. Whether violent
episodes in the home are a one-time
occurrence — or a long time, repeated
pattern of family dysfunction — the
fallout of violence leaves a mark on
children’s emotional spirit and overall
development, including typical brain
development.
Children enmeshed in violence don’t
experience a relaxed, predictable, or
trusting home life. In fact, children
exposed to home violence often experi-
ence symptoms of post-traumatic stress
disorder (PTSD) just as adults do after
enduring violence. Domestic violence
robs children of their childhood. And
while early childhood staff can’t erase
the effects of violence on children’s
individual make-up, they can become
a positive mediating factor. By nurtur-
ing children’s ability to rebound from
challenges, early childhood profession-
als can help children become resilient,
despite their early experiences with
trauma.
To become an effective ‘resilience factor’
for children, we must be aware of the
effects of violence on children. Early
childhood staff — especially classroom
teachers and caregivers — need to be
alert to symptoms that suggest children
may feel under siege in their own home.
With that knowledge, we can make
specific adjustments in our classrooms
and programs to increase children’s re-
silience. If we do so with intentional and
consistent effort, we can help trauma-
tized children feel more trusting, safe,
secure, and hopeful about life, despite
their personal experience with family
violence. We can be an intervention to
show children an alternative view of
human interaction that is characterized
by dignified interactions and respectful
conflict resolution. It’s another side of
life they desperately need to believe in.
Children’s behavioral clues
indicating trauma due to
domestic violence
Following are some symptoms early
childhood staff might observe. A cluster
of behaviors should be considered a ‘re.
The document discusses parenting a child with a disability. It covers several topics:
1. The various types of stress parents may experience - internal (attitudes/expectations), external (situational factors), and physiological (health).
2. Common stressors associated with raising a child with disabilities like worry, guilt, difficult behaviors, financial burden, and lack of services.
3. Strategies for coping with different types of stressors such as developing a support system, positive thinking, assertiveness skills, and ensuring proper self-care.
4. The impact on siblings, including potential resentment/shame but also development of empathy, and the importance of communication.
5. General advice
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The document discusses pediatric counseling and play therapy. It notes that children experience stressors like adults but lack a shield from them. Counseling for children is different due to factors like age, brain development, and emotions. Play therapy is described as using toys and games to help children express feelings and deal with behavioral/emotional difficulties. The goals are to improve expression, self-observation, coping skills, and relationships. Elements of play therapy include safety, love, security, reassurance and diversion.
The document provides an overview of autism spectrum disorder (ASD) and guidance for working with children who have ASD. [1] It defines ASD as a neurological disorder that affects the brain's functioning and development, causing issues with social interaction, communication, and behavior. [2] Signs of ASD include repetitive motions, avoiding eye contact, speech delays, digestive issues, and poor motor skills. [3] The document offers tips for helping children with ASD, such as using visual aids to facilitate communication and providing sensory toys or breaks when a child seems overstimulated.
Biting is a common behavior among children ages 1-3 as they learn about their world. It can occur for reasons such as teething pain, curiosity, seeking attention, or frustration. Educational Playcare recognizes biting as developmentally appropriate but upsetting. Their approach is to understand the underlying cause, notify families of incidents, and work with families to identify situations that trigger biting and develop effective responses rather than punishment. This includes providing appropriate outlets for strong feelings, communication tools, supervision during risky situations, and maintaining predictable routines and activities to reduce stress.
This document outlines guidelines for safeguarding children from abuse and neglect. It defines child abuse and the different categories of abuse. It emphasizes the importance of protecting children's welfare by preventing maltreatment. It provides guidance on identifying signs of abuse, how to share concerns appropriately, and the key legislation around child protection. The overall message is that safeguarding children is a collaborative effort that requires vigilance, care, and following proper procedures to ensure children's well-being and development.
Similar to E booklet 8 ways to trauma-proof your child when safe-proof is not working (20)
Procrastination is a common challenge that many individuals face when it comes to completing tasks and achieving goals. It can hinder productivity and lead to feelings of stress and frustration.
However, with the right strategies and mindset, it is possible to overcome procrastination and increase productivity.
In this article, we will explore the causes of procrastination, how to recognize the signs of procrastination in oneself, and effective strategies for overcoming procrastination and boosting productivity.
Understanding of Self - Applied Social Psychology - Psychology SuperNotesPsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
As we navigate through the ebbs and flows of life, it is natural to experience moments of low motivation and dwindling passion for our goals.
However, it is important to remember that this is a common hurdle that can be overcome with the right strategies in place.
In this guide, we will explore ways to rekindle the fire within you and stay motivated towards your aspirations.
You may be stressed about revealing your cancer diagnosis to your child or children.
Children love stories and these often provide parents with a means of broaching tricky subjects and so the ‘The Secret Warrior’ book was especially written for CANSA TLC, by creative writer and social worker, Sally Ann Carter.
Find out more:
https://cansa.org.za/resources-to-help-share-a-parent-or-loved-ones-cancer-diagnosis-with-a-child/
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Inspire: Igniting the Spark of Human Potential
Inspiration is the force that propels individuals from ordinary to extraordinary. It transforms ideas into innovations, dreams into realities, and individuals into icons. This article delves into the multifaceted nature of inspiration, exploring its sources such as nature, art, personal experiences, and the achievements of others, and its profound impact on personal growth, societal progress, and cultural evolution. Through the lens of historical figures and timeless quotes, we uncover how inspiration fuels creativity, drives societal change, and ignites the spark of human potential.
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E booklet 8 ways to trauma-proof your child when safe-proof is not working
1. Helping Children and Adolescent Coping with
a Disaster or Traumatic Event
A Guide for Parents, Teachers and Caregivers
Ko Teik Yen MBA, B.Sc (Hons), PCDHyp, MBSC,
Principal of Academy of Asian Parenting & Hypnotherapy
Founder of Asian Hypnotherapy Centre for Smoking Cessation & Trauma Healing
Web page: www.asianparentingacademy.com; www.asianhypnotherapycentre.com
Email : tyko@asianparentingacademy.com
2. Possible Reactions to a
Disaster or Traumatic Event01
table of contents
8 tips that parents, teachers
and caregivers can provide to
support their children in the
recovery process
02
When More Help is Needed & A
Note of Caution!
03
Who Are We?
References and Online
Resources
04
3. 3
Scope of Discussion
1. The psychological impact of intense
coverage of disasters/incidents such as
MH370 on children and adolescent.
2. What can parents, teachers &
caregivers do to restore a sense of safety
and security in this situation of
uncertainties and anxiety?
3. Tips to help children and teenager
coping with the psychological impact in
the aftermath of a traumatic event.
introduction
“Adult support and reassurance is the
key to helping children through a
traumatic time”
5. 5
POSSIBLE REACTIONS TO A DISASTER OR
TRAUMATIC EVENT
The devastating effects of disasters can have tremendous
psychological impacts on those directly and indirectly
involved, even for those who learn about the event through
television broadcast, social media, or newspaper
coverage.
Affected individuals may have various stress reactions that
present psychological, as well as physical symptoms.
Section 01
6. 6
POSSIBLE REACTIONS TO A DISASTER OR
TRAUMATIC EVENT
Children are no exception--
understandably many young
children may feel frightened,
confused and overwhelmed.
They may confuse with why
and how bad things could
happen to normal or good
people.
Some children may feel
helpless and guilty because
they cannot take on adult
roles to contribute and
respond to a trauma or
disaster.
Some may even blame
themselves for the event.
Section 01
section 01
7. 7
POSSIBLE REACTIONS TO A DISASTER OR
TRAUMATIC EVENT
Whether children directly experiencing a trauma, watch it
on TV or internet, or overhear others discussing it, they can
feel stress, helpless, confused, or anxious. Some may have
immediate reaction; others may have delay reaction.
This booklet will help parents, teachers and caregivers,
learn some common reactions, respond in an effective
and helpful way, and know when to seek support.
Section 01
section 01
“Some may have
immediate reaction;
others may have
delay reaction”
8. 8
POSSIBLE REACTIONS TO A DISASTER OR
TRAUMATIC EVENT
Many of the reactions
mentioned below are normal
when children and youth are
handling the stress right after
an event. However, if any of
these behaviours persist more
than 2 to 4 weeks, or if they
suddenly appear later on,
these children may need more
help coping.
PRESCHOOL CHILDREN,
0–6 YEARS OLD, very
young children may go
back to thumb sucking or
wetting the bed at night
after a trauma. They may
fear strangers, darkness,
or monsters..
It is fairly common for
preschool children to become
clingier with a parent,
caregiver, or teacher or to
want to stay in a place
where they feel safe. They
may express the trauma
repeatedly in their play or
tell exaggerated stories
about what happened.
Section 01
section 01
9. 9
POSSIBLE REACTIONS TO A DISASTER OR
TRAUMATIC EVENT
Some children’s eating and
sleeping habits may change.
They also may have aches and
pains that cannot be
explained. Other symptoms to
watch for are aggressive or
withdrawn behaviour,
hyperactivity, speech
difficulties, and disobedience.
CHILDREN, 7–10 YEARS OLD,
may fear going to school and
stop spending time with
friends. They may have trouble
paying attention and do poorly
in school overall. Some may
become aggressive for no
clear reason. Or they may act
younger than their age by
asking to be fed or dressed by
their parent or caregiver.
Section 01
section 01
10. 10
POSSIBLE REACTIONS TO A DISASTER OR
TRAUMATIC EVENT
ADOLESCENTS AND
TEENAGERS, 11–18 YEARS
OLD, already going through a
lot of physical and emotional
changes because of their
developmental stage. So, it
may be even harder for them
to deal with trauma. Older
teens may deny or suppress
their reactions to themselves
and their caregivers.
They may respond with a
routine “I’m OK”, “Nothing
happen” and go into isolation
or remain silence when they
are upset. Or, they may
complain about physical
discomfort or pains because
they cannot identify what is
really bothering them
emotionally.
Some may get irritated easily
or having mood swing at home
and/or at school, resisting
and challenging structures or
instructions. They also may
engage in risky behaviours
such as using alcohol or
speeding, driving haphazardly.
Section 01
section 01
11. 11
POSSIBLE REACTIONS TO A DISASTER OR
TRAUMATIC EVENT
HOW PARENTS, CAREGIVERS,
AND TEACHERS CAN SUPPORT
CHILDREN’S RECOVERY
By creating an open
environment where they feel
free to ask questions, we can
help them cope with stressful
events, and reduce the risk of
lasting emotional difficulties.
Although these may be
difficult conversations, it is
crucial for their learning in
dealing with life’s
uncertainties.
The good news is that children
and youth are usually quite
resilient. Most of the time they
get back to feeling ok soon
after a trauma.
With appropriate support from
the adults around them, they
always recover and thrive. The
most important ways to help are
to make sure children feel
connected, understood, and
loved.
“The good news is that children
and youth are usually quite
resilient.”
Section 01
section 01
12. 8 tips that parents,
teachers and
caregivers can provide
to support their
children in the recovery
process.
section 02
13. 13
Tips 1: Be a role model
Be a role model that provide a
sense of calm and reassuring.
Children learn from observing
their parents and teachers.
They will be very curious in
how you respond to events.
They also learn from listening
to your conversations with
other adults.
It’s ok for children and youth
to see adults sad or crying.
However, violence behaviour
such as screaming, hitting or
kicking furniture or walls can
be very scary for children.
Violence behaviour can
further frighten children or
lead to more trauma.
Adults can show children and
youth how to take care of
themselves. If you stay in good
physical and emotional health,
you are more likely to be
readily available to support
the children you care about.
Be a role model for self-care,
set routines, eat healthy
meals, get enough sleep,
exercise, and find ways to
relax yourself.
Section 02
section 02
14. 14
Tips 2: Listen to them first
Parents, teachers, and other
caregivers can help children
express their emotions
through conversation, writing,
drawing, and singing. If
children want to talk about a
trauma, let it be.
Accept their feelings and tell
them it is ok to feel sad,
upset, worries or stressed.
Crying is often a way to relieve
stress and grief. Let them cry
if they wanted to. Pay
attention and be an attentive
listener.
Section 02
section 02
15. 15
Tips 3: Check for their feelings and thoughts
What are they hearing in
school or seeing on TV?
Watch news coverage on TV or
the Internet with them. And,
restrict access so they have
time away from reminders
about the trauma. Don’t let
talking about the trauma
occupy the family or
classroom discussion all the
time.
Allow them to ask questions.
Create an open and
supportive environment where
children know they can ask
questions.
However, it's best not to force
children to talk about things
unless and until they're ready
and willing.
Ask your child or the children
in your care what worries
them and what might help
them cope.
Use words and concepts
children can understand.
Adjust your explanations to
the child's age, language, and
developmental level.
Section 02
section 02
16. 16
Tips 4: Let them express their feelings and
emotions appropriately
Remember that children tend
to personalize situations. For
example, they may worry
about their own safety and the
safety of immediate family
members, friends and
neighbours. Some may even
felt that they somehow at fault
and blame themselves for the
unfortunate events.
Acknowledge and validate the
child's thoughts, feelings, and
reactions, even it may sound
inappropriate and avoid
judging. Let them know that
you take their questions and
concerns seriously.
Be prepared to repeat
information and explanations
several times.
Some information may be
hard to accept or understand.
Asking the same question
over and over may also be a
way for a child to ask for
reassurance.
“Be prepared to repeat
information and explanations
several times.”
Section 02
section 02
17. 17
Tips 5: Help children find ways to express
themselves
Some children may not want
to talk about their thoughts,
feelings, or fears. They may be
more comfortable drawing
pictures, playing with toys, or
writing stories or poems. All
these expressions allow the
events to be processed in
their memory and integrate
into their learnings.
Allow this to take place at
their own pace.
Offer comfort with gentle
words, a hug when
appropriate, or just being
present with them.
Section 02
section 02
18. 18
Tips 6: Identify the good thing that comes out
of the event
Encourage them to do
something within their control.
Adults can help children and
youth see the good that can
come out of a trauma.
Heroic actions, families and
friends who help, and support
from people in the community
are examples.
Children may better cope with a
trauma or disaster by helping
others.
They can write caring letters,
draw a well-wishing card to
those who have been hurt or
have lost their homes/family
members; they can send thank
you notes to people who
helped.
They can even initiate charity
to raise fund, donate toys and
other materials for the victims
or the affected family
members.
Encourage these kinds of
activities. Encourage children
to participate in recreational
activities so they can move
around and play with others.
Section 02
section 02
19. 19
Tips 7: Use this opportunity to educate your
children and blame nobody
If human violence or error
caused an event, be careful
not to blame a cultural, racial,
or ethnic group, or persons
with mental disabilities.
This may be a good
opportunity to talk with
children about discrimination
and diversity.
Focus on what we have learnt
from the incident and not
putting the blame on any
parties. Let children know that
they too are not to be blamed
when bad things happen. Give
children honest answers and
information. Children will
usually know, or eventually
find out, if you're "making
things up."
It may affect their ability to trust
you or your reassurances in the
future. Explain to them the
actions that the relevant
authorities have taken to
prevent this from happening
again.
It's a good opportunity to show
children that when something
unfortunate happens, there are
lessons to be learned.
Section 02
section 02
20. 20
Tips 8: Re-establish the routine in life
Spend more time with the
children than usual, at least
for the next few days.
Returning to school activities
and getting back to routines at
home is important too. Let
them know that in time, the
tragedy will pass. Try not to
downplay the danger, instead
talk about our ability to cope
with tragedy and get through
the ordeal.
Excuse traumatized children
from chores for a day or two.
After that, make sure they go
back to normal routine, have
age-appropriate tasks and can
participate in a way that
makes them feel useful again.
Section 02
section 02
21. 21
One thing to avoid in this digital age
Avoid letting children
expose to those
frightening images or
news too often. The
repetition of such scenes
can be disturbing and
confusing.
.
Although parents and
teachers may follow the
news and the daily events
with close scrutiny, many
children just want to be
children. Bring them to the
park and give everyone a
break.
Section 02
section 02
23. 23
When More Help Is Needed (1)
In rare occasions, a child and
their family may have trouble
getting past a trauma. Parents
or caregivers may be afraid to
leave a child alone.
Teachers may see that a
student is upset or seems
different. It would be very
helpful for everyone to work
together.
Consider talking with a mental
health professional to help
identify the areas of difficulty.
Together, everyone can decide
how to help and learn from
each other.
If a child has lost a loved one,
consider working with
someone who knows how to
support children who are
grieving.
Consider seeking more help if a
child:
• is preoccupied with
questions or concerns about
any kind of disasters;
• has ongoing sleep
disturbances;
• has intrusive thoughts or
worries; or
• has recurring fears about
death, leaving parents, or going
to school.
Section 03
section 03
24. 24
When More Help Is Needed (2)
If you as parent feel anxious,
angry or depressed, you are
not alone. Talk to friends,
family or colleagues who likely
are experiencing the same
feelings. Seek help if feelings
of anxiety and depression
continue, even after order has
been restored, or if these
feelings begin to overwhelm
you.
“Coping with traumatic event
have to start with you as
parents, teachers or
caregivers first.”
Section 03
section 03
25. 25
A NOTE OF CAUTION!
Be careful not to pressure children to talk about a trauma
or join in expressive activities. While most children will
easily talk about what happened, some may become
frightened.
Some may even get traumatized again by talking about it,
listening to others talk about it, or looking at drawings of
the event. Allow children to remove themselves from these
activities, and monitor them for signs of distress.
Section 03
section 03
Allow children the time
and space to process
this memory at their
own pace and terms!
27. 27
Who Are We?
Academy of Asian Parenting &
Hypnotherapy is founded by
Ko Teik Yen with the mission
to EMPOWER modern Asian
parents in the 21st Century by
supporting, training and
coaching Asian parents. We
strive to provide the latest
insight into human social,
emotional and cognitive
development
using scientifically proven
and parents tested
strategies and skills to
allow their children and
parents themselves to
flourish and fulfil their true
potential.
.
Section 04
section 04
28. 28
Who Are We?
TY Ko is a graduate of National University of Malaysia with a degree in life
science and a Master degree from University of South Australia, as well as a
graduate of London College of Clinical Hypnosis with International Advance
Diploma in Clinical Hypnosis. Currently, he is a member of the British Society
of Clinical Hypnosis as well as an affiliate member of Academy of Family
Physicians Malaysia. He lectures regularly in Singapore and Malaysia for
London College of Clinical Hypnosis as well as conducts workshops and
seminars on parenting skills.
He is the author of the upcoming book entitled: "Parenting 2.0 - Empowering
Moms and Dads with Scientifically Proven Insights, Strategies and Skills to
Raise Respectful, Responsible, Resilience and Resourceful Children".
Section 04
section 04
29. 29
References and Online resources
American Academy of Pediatrics
www.aap.org
Center for the Study of Traumatic Stress
www.cstsonline.org
National Child Traumatic Stress Network
www.ncstn.org
National Commission on Children and
Disasters. (2010). National Commission
on Children and Disasters: 2010 report to
the President and Congress. AHRQ
Publication No. 10-MO37. Rockville, MD:
Agency for Healthcare Research and
Quality. From
http://archive.ahrq.gov/prep/nccdreport/
nccdreport.pdf (accessed March 13,
2014).
Section 04
30. contact information
For more info, please contact
us at
info@asianparentingacademy.com
Or
info@asianhypnotherapycentre.com
+6012-392 5057
thank you