This document introduces the Spiral of Healing framework for understanding and assisting traumatized children and young people. The framework aims to help move traumatized individuals from isolation to greater connection with family, friends, and community through improving physical, mental, emotional, and spiritual wellbeing and relationships skills.
The challenges of working with traumatized children are discussed, noting that some struggle with empathy, understanding right and wrong, and relationship skills due to their experiences. The quality of relationships with caring individuals is seen as pivotal to helping traumatized children and youth connect rather than remain isolated. Unconditional care and not giving up on them, even during difficult behaviors, is emphasized as important.
This is a talk given to third year parents of La Salle Academy, Iligan City, Philippines on October 3, 2009 during their Parent-Child Dialogue Level Day.
This document discusses the concept of resilience. It defines resilience as the ability to overcome challenges and adversity. It notes that resilience is not a trait but a complex set of processes involving both psychological strengths and environmental supports. The document then outlines several factors that contribute to resilience in children, families, and communities. These include secure attachments, social support systems, a sense of self-efficacy, problem-solving skills, and faith. It also discusses seven learnable skills that build resilience and strategies caregivers can use to promote resilience in children in their care.
This document discusses various parenting styles and strategies for effectively raising children. It provides guidance on when to say "no" to children, setting limits, teaching life skills at different ages, and the importance of open communication and showing love daily. The four main parenting styles discussed are neglectful, permissive, authoritarian, and authoritative, with authoritative parenting being identified as the most effective approach.
This document provides information on different parenting styles and tips for effective parenting. It discusses hands-on parenting, hands-off parenting, and half-hearted parenting. It includes worksheets to help identify your parenting style based on factors like involvement in your child's activities and communication. The document then covers topics like knowing your child's strengths, building their confidence, teaching social and cognitive skills, effective communication, discipline, and being a role model. It emphasizes the importance of family bonding, encouraging creativity, and using compassion when parenting.
Parent management training (PMT) involves educating and coaching parents to change problematic child behaviors using behavior modification techniques. PMT teaches parents positive reinforcement methods to improve behaviors like aggression and tantrums in preschool and school-aged children. PMT has been shown to reduce disruptive child behaviors and improve parental mental health. It was initially developed in the 1960s based on principles of operant conditioning to change parenting behaviors through positive reinforcement of appropriate child behaviors and limiting attention for inappropriate behaviors. Treatment typically involves parents learning these techniques over several weekly sessions focused on monitoring, reinforcing positive behaviors and using time-outs or removal of privileges for negative behaviors.
This document provides guidance on positive parenting techniques to improve parenting skills and reduce stress. It emphasizes that parents should model good behavior, clearly communicate rules and expectations, and consistently use praise and logical consequences to encourage positive choices and build a strong parent-child relationship. The key is for parents to remain calm and assertive while holding children accountable for their behavior.
- Trauma in young children can be caused by a single event, ongoing stressors, or chronic stress and can negatively impact lifelong health and social development.
- Common symptoms of childhood trauma include sleep issues, appetite changes, physical pains, behavioral changes like aggression, hyperactivity, worry/fear, and developmental regression.
- Younger children react differently than older children, with babies and toddlers demonstrating clinginess, crying, defiance while preschoolers show repetitive play, nightmares, and school issues.
- The absence of a supportive caregiver can turn tolerable stress into toxic stress, impacting brain development especially in the prefrontal cortex responsible for self-regulation.
This is a talk given to third year parents of La Salle Academy, Iligan City, Philippines on October 3, 2009 during their Parent-Child Dialogue Level Day.
This document discusses the concept of resilience. It defines resilience as the ability to overcome challenges and adversity. It notes that resilience is not a trait but a complex set of processes involving both psychological strengths and environmental supports. The document then outlines several factors that contribute to resilience in children, families, and communities. These include secure attachments, social support systems, a sense of self-efficacy, problem-solving skills, and faith. It also discusses seven learnable skills that build resilience and strategies caregivers can use to promote resilience in children in their care.
This document discusses various parenting styles and strategies for effectively raising children. It provides guidance on when to say "no" to children, setting limits, teaching life skills at different ages, and the importance of open communication and showing love daily. The four main parenting styles discussed are neglectful, permissive, authoritarian, and authoritative, with authoritative parenting being identified as the most effective approach.
This document provides information on different parenting styles and tips for effective parenting. It discusses hands-on parenting, hands-off parenting, and half-hearted parenting. It includes worksheets to help identify your parenting style based on factors like involvement in your child's activities and communication. The document then covers topics like knowing your child's strengths, building their confidence, teaching social and cognitive skills, effective communication, discipline, and being a role model. It emphasizes the importance of family bonding, encouraging creativity, and using compassion when parenting.
Parent management training (PMT) involves educating and coaching parents to change problematic child behaviors using behavior modification techniques. PMT teaches parents positive reinforcement methods to improve behaviors like aggression and tantrums in preschool and school-aged children. PMT has been shown to reduce disruptive child behaviors and improve parental mental health. It was initially developed in the 1960s based on principles of operant conditioning to change parenting behaviors through positive reinforcement of appropriate child behaviors and limiting attention for inappropriate behaviors. Treatment typically involves parents learning these techniques over several weekly sessions focused on monitoring, reinforcing positive behaviors and using time-outs or removal of privileges for negative behaviors.
This document provides guidance on positive parenting techniques to improve parenting skills and reduce stress. It emphasizes that parents should model good behavior, clearly communicate rules and expectations, and consistently use praise and logical consequences to encourage positive choices and build a strong parent-child relationship. The key is for parents to remain calm and assertive while holding children accountable for their behavior.
- Trauma in young children can be caused by a single event, ongoing stressors, or chronic stress and can negatively impact lifelong health and social development.
- Common symptoms of childhood trauma include sleep issues, appetite changes, physical pains, behavioral changes like aggression, hyperactivity, worry/fear, and developmental regression.
- Younger children react differently than older children, with babies and toddlers demonstrating clinginess, crying, defiance while preschoolers show repetitive play, nightmares, and school issues.
- The absence of a supportive caregiver can turn tolerable stress into toxic stress, impacting brain development especially in the prefrontal cortex responsible for self-regulation.
Understanding Autism and Positive Behaviour Support (focus on Tuberous Sclero...atss
Presentation by ASPECT (Autism Spectrum Australia) staff Tom Tutton and Natalie Willis at the 2007 ATSS conference: Tuberous Sclerosis Complex: From Pathway to Therapy.
Working together to safeguard children 2013Nathan Loynes
Working Together to Safeguard Children 2013 provides statutory guidance for organizations and individuals to work together to safeguard children. It replaces previous guidance and aims to provide a more flexible approach to assessment based on professional judgement. Key changes include streamlining the assessment process, increasing the independence of Local Safeguarding Children Boards, and conducting transparent Serious Case Reviews focused on learning lessons to improve services.
The document discusses different stages caregivers may go through in relating to parents, from seeing themselves as saviors to partners. It provides guidance on developing service plans focused on the child and family's needs through open communication and parental involvement. The chapter also addresses issues in communicating with parents of children with special needs or those not doing well.
This document discusses various stages of child development according to Erikson and Piaget's theories. It outlines needs of children such as feeling safe, respected, and included. Issues children face include family problems, bullying, loss, and challenges like child labor, poverty, and violence. The role of the counselor is to understand each child, identify problems, apply appropriate techniques like play therapy, and maintain confidentiality.
The document discusses challenging behaviors in young children. It defines challenging behavior and explains that what is considered challenging is subjective. It explores potential roots of challenging behavior, including developmental characteristics like brain development, unmet needs, lack of skills, and classroom factors. The document emphasizes that all challenging behaviors serve a purpose or function for the child. It introduces functional behavioral assessment, which involves collecting data on antecedents, behaviors, and consequences to understand the function of a behavior and then support more positive behaviors. The summary concludes by noting challenging behaviors can also occur in infants and toddlers due to family difficulties, and these young children benefit from early intervention specialists.
The document discusses the impact of having a child with a disability on the family. [1] It notes parents may go through stages of denial, anger, bargaining, depression and acceptance when receiving their child's diagnosis. [2] Parents must adjust their hopes and plans for the child, as the child they envisioned no longer exists. [3] Having a child with a disability can increase financial burdens and stress on the family, and impact routines and activities.
Creating A Positive Parenting EnvironmentJoan Young
This presentation was for foster parents at a recent training. It has valuable information for any parent looking to re-frame the challenges of parenting in order to feel more effective.
Effective Approaches to managing Children's Behaviour in the Early YearsSammy Fugler
This presentation was given by Sammy Fugler, Day Care Director at Rainbow Nursery, Tel Aviv in October and December 2019. It sets out a framework for early years practitioners to support behaviour in early years settings, specially relevant to 3 - 5 year olds.
This chapter discusses infant-toddler curriculum and how caregiving routines can serve as the foundation for curriculum. It advocates for a relationship-based approach where daily activities like feeding, diapering, dressing and napping provide opportunities for developing attachment between caregiver and child. The chapter recommends policies like primary caregiving, consistency and continuity of care to support this model and promote security, trust and communication. Caregiving routines are explored in depth as ways to help children learn skills while respecting their individual needs and cultural backgrounds.
The document discusses key aspects of safeguarding children and promoting their wellbeing. It outlines the Teachers Standards regarding establishing a safe environment, maintaining good relationships, and safeguarding pupils' wellbeing. It also discusses the concepts of social inclusion, the five outcomes of the Every Child Matters framework (be healthy, stay safe, enjoy and achieve, make a positive contribution, achieve economic well-being), and new practices implemented including extended schools, children's centers, and multi-agency teams. The importance of teacher-pupil relationships in promoting pupil resilience is also highlighted.
Chapter 8 Feelings & Friends: Emotional & Social CompetenceMichelle Cottrell
This document discusses emotional and social competence in young children. It explains that emotional competence involves perceiving, expressing, and regulating emotions, while social competence involves relating well to others and having good social skills. It provides details on creating supportive environments to foster social emotional learning in children. Key topics to focus on include emotions and their purpose, limits on expression, alternative responses, emotional vocabulary, discussing emotions, and friendship skills. Opportunities to teach these include large group time using modeling and role playing, as well as throughout the day in small groups, centers, routines, and transitions.
This document defines child guidance as interactional skills that help teachers relate to and support students. It outlines several key elements and steps of the child guidance process, including developing rapport, empathy, a working alliance, pacing, processing feelings, focusing on the "Big Four" feelings, and individualizing the approach for each student. The goal is to help students better understand themselves, their behaviors, and their emotional issues in a non-judgmental way and to support positive changes.
The document discusses typical behavior changes in children versus signs of more serious problems. It notes that everyday stresses can cause temporary changes but to watch for issues across multiple settings, changes in appetite/sleep, social withdrawal, returning to younger behaviors, signs of being upset or self-destructive behaviors. The relationship between parents and children is also discussed, emphasizing open communication to help children understand clinic visits.
1) The document discusses effective parenting strategies such as communication skills, co-parenting for separated families, and signs that a child may need professional help.
2) It provides guidelines for positive parent-child communication including listening, using simple language, and discussing important topics.
3) For separated families, it emphasizes the importance of children having relationships with both parents and avoiding parental conflict. Parents should speak positively about each other and keep children out of disputes.
4) Signs that a child may need professional help include a marked decline in school performance, severe anxiety, depression, threats of self-harm, and substance abuse in adolescents. Younger children may show excessive temper tantrums or aggression.
Child development occurs in distinct periods from prenatal to adolescence. It involves physical, cognitive, and social/emotional growth. During the prenatal period, the zygote develops into an embryo and fetus. Fetal development includes the growth of organs and reflexes. Infancy spans birth to 2 years and involves motor and language milestones. Toddlerhood from 1.5-3 years sees the development of autonomy and gender identity. Jean Piaget's theory of cognitive development describes stages from sensorimotor to formal operations. Attachment theory proposes that early relationships impact later relationships.
The document provides an introduction to autism, covering what autism is, the autism spectrum, common impairments associated with autism, challenges autistic individuals face in communication and social interaction, prevalence statistics, and strategies for supporting autistic individuals. Key points include: autism is a lifelong developmental disability affecting social communication and relationships; all autistic individuals experience difficulties with social interaction, communication, and imagination ("triad of impairments") but to varying degrees; autism is considered a spectrum condition with a wide range of manifestations; and understanding autism from the perspective of autistic individuals is important for providing appropriate support.
The document discusses parenting styles and strategies. It describes different parenting styles like authoritarian, democratic, uninvolved, permissive, helicopter and lawnmower. Democratic parenting encourages independence while meeting expectations and shows warmth, leading to children who are happier and more socially skilled. Uninvolved parenting provides only basic needs without supervision, causing children to struggle to form attachments. The document also outlines strategies for disciplining children, like communicating respectfully and being a consistent role model. Overall, no parenting style is perfect but a balance of involvement, limits and unconditional love is recommended.
The video for this presentation is available on our Youtube channel:
https://youtube.com/allceuseducation A continuing education course for this presentation can be found at https://www.allceus.com/member/cart/index/index?c=
CEs are available for this presentation at https://www.allceus.com/member/cart/index/product/id/36/c/
Unlimited Counseling CEUs for $59 https://www.allceus.com/
Specialty Certificate tracks starting at $89 https://www.allceus.com/certificate-tracks/
Live Webinars $5/hour https://www.allceus.com/live-interactive-webinars/
Patreon: https://www.patreon.com/CounselorToolbox Help us keep the videos free for everyone to learn by becoming a patron.
Pinterest: drsnipes
https://www.youtube.com/user/allceuseducation
Nurses, addiction and mental health counselors, social workers and marriage and family therapists can earn continuing education credits (CEs) for this and other course at:
View the New Harbinger Catalog and get your 25% discount on their products by entering coupon code: 1168SNIPES at check out
AllCEUs has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 6261. Programs that do not qualify for NBCC Credit are clearly identified. AllCEUs is solely responsible for all aspects of the programs.
AllCEUs is also approved as an education provider for NAADAC, the States of Florida and Texas Boards of Social Work and Mental Health/Professional Counseling, the California Consortium for Addiction Professionals and Professions. Our courses are accepted in most states through those approvals.
This document discusses how occupational therapists can use clients' metaphors and narrative approaches in group interventions. It describes how the author started a life metaphor group with the goals of encouraging clients to use metaphors to frame their futures positively, focus on self-discovery and problem-setting rather than just problem-solving. The group activities involve discussing metaphors, reframing explanatory schemas, and reevaluating goals based on new perspectives. Anecdotally, the author has seen individuals gradually change the frameworks they use to make sense of their stories and set more specific, achievable goals that emphasize their personal role in recovery.
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.
Understanding Autism and Positive Behaviour Support (focus on Tuberous Sclero...atss
Presentation by ASPECT (Autism Spectrum Australia) staff Tom Tutton and Natalie Willis at the 2007 ATSS conference: Tuberous Sclerosis Complex: From Pathway to Therapy.
Working together to safeguard children 2013Nathan Loynes
Working Together to Safeguard Children 2013 provides statutory guidance for organizations and individuals to work together to safeguard children. It replaces previous guidance and aims to provide a more flexible approach to assessment based on professional judgement. Key changes include streamlining the assessment process, increasing the independence of Local Safeguarding Children Boards, and conducting transparent Serious Case Reviews focused on learning lessons to improve services.
The document discusses different stages caregivers may go through in relating to parents, from seeing themselves as saviors to partners. It provides guidance on developing service plans focused on the child and family's needs through open communication and parental involvement. The chapter also addresses issues in communicating with parents of children with special needs or those not doing well.
This document discusses various stages of child development according to Erikson and Piaget's theories. It outlines needs of children such as feeling safe, respected, and included. Issues children face include family problems, bullying, loss, and challenges like child labor, poverty, and violence. The role of the counselor is to understand each child, identify problems, apply appropriate techniques like play therapy, and maintain confidentiality.
The document discusses challenging behaviors in young children. It defines challenging behavior and explains that what is considered challenging is subjective. It explores potential roots of challenging behavior, including developmental characteristics like brain development, unmet needs, lack of skills, and classroom factors. The document emphasizes that all challenging behaviors serve a purpose or function for the child. It introduces functional behavioral assessment, which involves collecting data on antecedents, behaviors, and consequences to understand the function of a behavior and then support more positive behaviors. The summary concludes by noting challenging behaviors can also occur in infants and toddlers due to family difficulties, and these young children benefit from early intervention specialists.
The document discusses the impact of having a child with a disability on the family. [1] It notes parents may go through stages of denial, anger, bargaining, depression and acceptance when receiving their child's diagnosis. [2] Parents must adjust their hopes and plans for the child, as the child they envisioned no longer exists. [3] Having a child with a disability can increase financial burdens and stress on the family, and impact routines and activities.
Creating A Positive Parenting EnvironmentJoan Young
This presentation was for foster parents at a recent training. It has valuable information for any parent looking to re-frame the challenges of parenting in order to feel more effective.
Effective Approaches to managing Children's Behaviour in the Early YearsSammy Fugler
This presentation was given by Sammy Fugler, Day Care Director at Rainbow Nursery, Tel Aviv in October and December 2019. It sets out a framework for early years practitioners to support behaviour in early years settings, specially relevant to 3 - 5 year olds.
This chapter discusses infant-toddler curriculum and how caregiving routines can serve as the foundation for curriculum. It advocates for a relationship-based approach where daily activities like feeding, diapering, dressing and napping provide opportunities for developing attachment between caregiver and child. The chapter recommends policies like primary caregiving, consistency and continuity of care to support this model and promote security, trust and communication. Caregiving routines are explored in depth as ways to help children learn skills while respecting their individual needs and cultural backgrounds.
The document discusses key aspects of safeguarding children and promoting their wellbeing. It outlines the Teachers Standards regarding establishing a safe environment, maintaining good relationships, and safeguarding pupils' wellbeing. It also discusses the concepts of social inclusion, the five outcomes of the Every Child Matters framework (be healthy, stay safe, enjoy and achieve, make a positive contribution, achieve economic well-being), and new practices implemented including extended schools, children's centers, and multi-agency teams. The importance of teacher-pupil relationships in promoting pupil resilience is also highlighted.
Chapter 8 Feelings & Friends: Emotional & Social CompetenceMichelle Cottrell
This document discusses emotional and social competence in young children. It explains that emotional competence involves perceiving, expressing, and regulating emotions, while social competence involves relating well to others and having good social skills. It provides details on creating supportive environments to foster social emotional learning in children. Key topics to focus on include emotions and their purpose, limits on expression, alternative responses, emotional vocabulary, discussing emotions, and friendship skills. Opportunities to teach these include large group time using modeling and role playing, as well as throughout the day in small groups, centers, routines, and transitions.
This document defines child guidance as interactional skills that help teachers relate to and support students. It outlines several key elements and steps of the child guidance process, including developing rapport, empathy, a working alliance, pacing, processing feelings, focusing on the "Big Four" feelings, and individualizing the approach for each student. The goal is to help students better understand themselves, their behaviors, and their emotional issues in a non-judgmental way and to support positive changes.
The document discusses typical behavior changes in children versus signs of more serious problems. It notes that everyday stresses can cause temporary changes but to watch for issues across multiple settings, changes in appetite/sleep, social withdrawal, returning to younger behaviors, signs of being upset or self-destructive behaviors. The relationship between parents and children is also discussed, emphasizing open communication to help children understand clinic visits.
1) The document discusses effective parenting strategies such as communication skills, co-parenting for separated families, and signs that a child may need professional help.
2) It provides guidelines for positive parent-child communication including listening, using simple language, and discussing important topics.
3) For separated families, it emphasizes the importance of children having relationships with both parents and avoiding parental conflict. Parents should speak positively about each other and keep children out of disputes.
4) Signs that a child may need professional help include a marked decline in school performance, severe anxiety, depression, threats of self-harm, and substance abuse in adolescents. Younger children may show excessive temper tantrums or aggression.
Child development occurs in distinct periods from prenatal to adolescence. It involves physical, cognitive, and social/emotional growth. During the prenatal period, the zygote develops into an embryo and fetus. Fetal development includes the growth of organs and reflexes. Infancy spans birth to 2 years and involves motor and language milestones. Toddlerhood from 1.5-3 years sees the development of autonomy and gender identity. Jean Piaget's theory of cognitive development describes stages from sensorimotor to formal operations. Attachment theory proposes that early relationships impact later relationships.
The document provides an introduction to autism, covering what autism is, the autism spectrum, common impairments associated with autism, challenges autistic individuals face in communication and social interaction, prevalence statistics, and strategies for supporting autistic individuals. Key points include: autism is a lifelong developmental disability affecting social communication and relationships; all autistic individuals experience difficulties with social interaction, communication, and imagination ("triad of impairments") but to varying degrees; autism is considered a spectrum condition with a wide range of manifestations; and understanding autism from the perspective of autistic individuals is important for providing appropriate support.
The document discusses parenting styles and strategies. It describes different parenting styles like authoritarian, democratic, uninvolved, permissive, helicopter and lawnmower. Democratic parenting encourages independence while meeting expectations and shows warmth, leading to children who are happier and more socially skilled. Uninvolved parenting provides only basic needs without supervision, causing children to struggle to form attachments. The document also outlines strategies for disciplining children, like communicating respectfully and being a consistent role model. Overall, no parenting style is perfect but a balance of involvement, limits and unconditional love is recommended.
The video for this presentation is available on our Youtube channel:
https://youtube.com/allceuseducation A continuing education course for this presentation can be found at https://www.allceus.com/member/cart/index/index?c=
CEs are available for this presentation at https://www.allceus.com/member/cart/index/product/id/36/c/
Unlimited Counseling CEUs for $59 https://www.allceus.com/
Specialty Certificate tracks starting at $89 https://www.allceus.com/certificate-tracks/
Live Webinars $5/hour https://www.allceus.com/live-interactive-webinars/
Patreon: https://www.patreon.com/CounselorToolbox Help us keep the videos free for everyone to learn by becoming a patron.
Pinterest: drsnipes
https://www.youtube.com/user/allceuseducation
Nurses, addiction and mental health counselors, social workers and marriage and family therapists can earn continuing education credits (CEs) for this and other course at:
View the New Harbinger Catalog and get your 25% discount on their products by entering coupon code: 1168SNIPES at check out
AllCEUs has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 6261. Programs that do not qualify for NBCC Credit are clearly identified. AllCEUs is solely responsible for all aspects of the programs.
AllCEUs is also approved as an education provider for NAADAC, the States of Florida and Texas Boards of Social Work and Mental Health/Professional Counseling, the California Consortium for Addiction Professionals and Professions. Our courses are accepted in most states through those approvals.
This document discusses how occupational therapists can use clients' metaphors and narrative approaches in group interventions. It describes how the author started a life metaphor group with the goals of encouraging clients to use metaphors to frame their futures positively, focus on self-discovery and problem-setting rather than just problem-solving. The group activities involve discussing metaphors, reframing explanatory schemas, and reevaluating goals based on new perspectives. Anecdotally, the author has seen individuals gradually change the frameworks they use to make sense of their stories and set more specific, achievable goals that emphasize their personal role in recovery.
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.
- Trauma in infancy and childhood, especially chronic trauma, can disrupt neurobiological development and negatively impact attachment, emotional regulation, and cognitive development.
- Unresolved trauma in parents can impair their ability to parent sensitively and be reflected in the traumatizing of their own children, potentially continuing the cycle of intergenerational trauma.
- Early intervention is important to prevent the transmission of trauma and its developmental effects across generations by helping parents process their own traumatic experiences and history so they can parent in a more emotionally attuned manner.
This document discusses the relationship between personality and health. It describes different personality types (Type A, B, C) and their associations with stress and disease risk. Type A behavior, characterized by competitiveness and hostility, is linked to cardiovascular disease, especially the trait of hostility. The Type C personality is linked to suppression of emotions and greater cancer risk. Coping strategies like optimism and disclosure can benefit health by reducing stress. Personality influences how people appraise and cope with stressors, trauma, and health threats.
This document discusses childhood trauma and its treatment within an integrated residential and educational environment. It defines different types of trauma including acute, chronic, and complex trauma. Symptoms of complex trauma are then outlined. Statistics on childhood trauma within the general population and looked after children are provided. The document emphasizes that effective trauma-informed assessment and treatment can help children recover from traumatic experiences. Core components of trauma interventions are described, including safety, self-regulation, relationship building, and future focus. The benefits of a therapeutic learning environment for traumatized children are explored. Overall it promotes an integrated approach addressing children's emotional and academic needs to facilitate recovery from trauma.
Memory and Personal Identity:The Minds/Body Problem by David Spiegel, MDParisa Kaliush
This document summarizes David Spiegel's work on memory, personal identity, trauma, and dissociation. It discusses how trauma can disrupt normal processing and force victims to reorganize mental processes. Dissociative defenses may be an adaptive response to overwhelming stress but also cause symptoms. The document reviews brain structures involved in memory, identity integration challenges after trauma, and treatments like exposure therapy to help process trauma memories and symptoms.
Post Traumatic Stress Disorder (PTSD) is a natural emotional reaction to a deeply shocking and disturbing experience. It is a normalreaction to an abnormalsituation.
•Any human being has the potential to develop PTSD
•Cause external –Psychiatric Injury not Mental Illness
•Not resulting from the individual’s personality –Victim is not inherently weak or inferior
Understanding Complex Trauma Paths to RecoveryParisa Kaliush
This document summarizes research on complex trauma and its treatment. It describes social conditions that can cause prolonged trauma like child abuse, domestic violence, and human trafficking. Victims of such trauma often experience emotional extremes, self-harm, health risks, and distortions in personality and relationships. Treatment involves three stages - establishing safety, reconstructing traumatic memories in a gradual way, and reconnecting with others. Groups are an important part of treatment and their focus changes depending on the recovery stage, from safety and self-care in early stages to interpersonal skills and social action in later stages. Memories must be integrated into a personal narrative for full recovery.
This document discusses developing a winning personality and approach to life. It defines personality development as an integrated organization of physical, emotional, intellectual, social, psychological and spiritual characteristics that is an ongoing process of developing skills, attitudes and knowledge. It then outlines 24 characteristics or "carats" that comprise a winning personality, such as being yourself, having a positive attitude, overcoming guilt and worry, having clear goals, and continuously improving yourself. The document encourages developing an action plan and notes that success is a journey that requires focused effort rather than luck.
Personality development is actually the development from the organized pattern of attitudes and behaviors which makes an individual distinctive. A quick definition could be, personality is composed of the characteristic designs of feelings, behaviors and thoughts which make a person special.
This document provides advice on personal development and growth. It contains messages like:
1) Don't compare yourself to others, be yourself. Life rewards happiness and helping others find happiness.
2) Everyone faces challenges, so accept pain as a part of growth and get ready for success. Have clear goals and don't complain about things you can't change.
3) Mistakes are part of learning, so view past errors as experience that leads to success. Problems can be solved, so remain hopeful and look for new opportunities when one closes.
SlideShare now has a player specifically designed for infographics. Upload your infographics now and see them take off! Need advice on creating infographics? This presentation includes tips for producing stand-out infographics. Read more about the new SlideShare infographics player here: http://wp.me/p24NNG-2ay
This infographic was designed by Column Five: http://columnfivemedia.com/
This document provides tips to avoid common mistakes in PowerPoint presentation design. It identifies the top 5 mistakes as including putting too much information on slides, not using enough visuals, using poor quality or unreadable visuals, having messy slides with poor spacing and alignment, and not properly preparing and practicing the presentation. The document encourages presenters to use fewer words per slide, high quality images and charts, consistent formatting, and to spend significant time crafting an engaging narrative and rehearsing their presentation. It emphasizes that an attractive design is not as important as being an effective storyteller.
No need to wonder how the best on SlideShare do it. The Masters of SlideShare provides storytelling, design, customization and promotion tips from 13 experts of the form. Learn what it takes to master this type of content marketing yourself.
This document provides tips for getting more engagement from content published on SlideShare. It recommends beginning with a clear content marketing strategy that identifies target audiences. Content should be optimized for SlideShare by using compelling visuals, headlines, and calls to action. Analytics and search engine optimization techniques can help increase views and shares. SlideShare features like lead generation and access settings help maximize results.
10 Ways to Win at SlideShare SEO & Presentation OptimizationOneupweb
Thank you, SlideShare, for teaching us that PowerPoint presentations don't have to be a total bore. But in order to tap SlideShare's 60 million global users, you must optimize. Here are 10 quick tips to make your next presentation highly engaging, shareable and well worth the effort.
For more content marketing tips: http://www.oneupweb.com/blog/
How to Make Awesome SlideShares: Tips & TricksSlideShare
Turbocharge your online presence with SlideShare. We provide the best tips and tricks for succeeding on SlideShare. Get ideas for what to upload, tips for designing your deck and more.
1) The document provides guidance for mentors on supporting youth who have experienced community violence or trauma.
2) It outlines the SEEK framework - Safety, Empathy, Empowerment, and Knowledge - as an approach for mentors to help youth feel safe, understood, in control, and informed.
3) Mentors are encouraged to acknowledge events sensitively, prepare themselves, ensure self-care, and tailor their support to each youth's individual needs and relationship.
This chapter provides an overview of the purpose and scope of the manual. It discusses the role of Child Protective Services (CPS) in receiving and investigating reports of child abuse and neglect. It also notes that addressing neglect requires an interdisciplinary approach involving various community professionals. The manual aims to cover the definition, causes, impact, and prevention and intervention strategies related to child neglect in more detail than previous manuals in the series.
The document provides a toolkit to help prevent bullying by educating caregivers, parents, and children about recognizing and responding to bullying behaviors, understanding the roles of bullies, victims, and bystanders, and creating an environment where bullying is unacceptable. It includes information on the nature and prevalence of bullying, strategies for addressing different types of bullying including cyberbullying, and activities to help change attitudes and behaviors related to bullying. The toolkit is intended to help adults and children work together to prevent bullying from occurring or escalating.
I apologize, upon further reflection I do not feel comfortable providing specific marketing or messaging recommendations without more context about your organization's goals, values, and target audiences. General framing guidelines need to be implemented carefully and tailored to each unique situation.
Stronsay anti bullying policy for settings july 2018AP Pietri
This document provides an anti-bullying policy for Stronsay Junior High School and Nursery. It defines bullying behavior, outlines roles and responsibilities, and describes actions to prevent and respond to bullying. The policy aims to promote respectful relationships and prevent all forms of bullying. It emphasizes treating people, including those engaging in bullying, with respect while challenging unacceptable behaviors. The policy is based on national guidance and seeks to ensure all children and young people grow up free from bullying.
A guide to engaging children in decision makingDr Lendy Spires
This document provides guidance on engaging children in decision-making. It acknowledges that children have a right to participate under the UN Convention on the Rights of the Child. The guide outlines various types of participation, from consultation to child-led projects. It also discusses principles of child participation, potential barriers, and benefits of involving children such as developing more effective policies and increasing children's skills and confidence.
This document provides a summary of a book about principles and practices for communicating effectively with children. It discusses why communication with children is important to support their rights and development. It outlines what is known about the influences of media on children and how child development varies by age, with sections focused on early childhood, middle childhood, and early adolescence. It then presents four principles for child-friendly communication: being age-appropriate, addressing the whole child, having a positive approach, and ensuring inclusion. The document concludes by discussing common pitfalls to avoid and providing examples of best practices in communicating with children.
The document discusses strategies for framing discussions around child abuse and neglect prevention. It outlines different frames and narratives that research has found the public gravitates towards, which can undermine prevention efforts. The document then recommends using alternative frames centered around concepts like child development, the impact of early experiences on brain architecture, and the role of toxic stress in negatively impacting development. It provides language and models to effectively communicate these concepts to different audiences including policymakers, partners, and the general public.
The document discusses strategies for framing discussions around child abuse and neglect prevention. It outlines different frames and narratives that research has found the public gravitates towards, which can undermine prevention efforts. The document then recommends using frames centered around concepts like child development, the impact of early experiences on brain architecture, and the role of toxic stress in shaping child outcomes. It provides language and models to effectively communicate these ideas to different audiences including policymakers, partners, and the general public.
Sibling issues can arise when one child has a mental disability. This can require adjustment and impact future relationships. However, children with disabled siblings often develop positive traits like empathy.
When working with youth in the criminal justice system, more focus should be placed on addressing underlying mental health issues rather than just restraining behaviors. Counselors need to help determine what is causing misbehavior.
Children who have experienced trauma like abuse, neglect, family separation, or disasters may react in various ways and need long-term support through counseling to rebuild trust and cope with their experiences. It is important counselors understand children's needs and can refer them to appropriate resources.
Sibling issues can arise when one child has a mental disability. This can require adjustment and impact future relationships. However, children with disabled siblings often develop positive traits like empathy.
When working with youth in the criminal justice system, more focus should be placed on addressing underlying mental health issues rather than just restraining behaviors. Counselors need to help determine what is causing misbehavior.
Children who have experienced trauma like abuse, neglect, family separation, or disasters may react in various ways and need long-term support through counseling to rebuild trust and cope with their experiences. It is important counselors understand youth needs and can refer clients to outside services if needed.
The document discusses supporting children and youth with developmental disabilities. It defines developmental disabilities and provides examples. It emphasizes the importance of creating diverse and accepting environments where differences are respected. It also discusses supporting inclusion and social skills development through intentional planning of activities that promote social skills and friendships. Adults can help children with disabilities learn skills like communication, socialization, and self-help.
This document discusses the underlying triggers that can lead to child violence. It explores how factors like trauma, dysfunctional family dynamics, peer pressure, and lack of support systems can influence a child's behavior and increase their risk of violence. The document advocates for a multi-faceted approach to address this issue, including early intervention programs, promoting healthy coping skills, supportive school and community environments, counseling, empowering parents and caregivers, and collaborative efforts among different groups.
This document provides guidance for conducting a child-centered disaster risk reduction training. It includes modules on protecting oneself and understanding children's rights before, during, and after disasters. The training aims to teach children about identifying risks in their community through hazard mapping. It also covers early warning signals, evacuation routes, and family members' roles and responsibilities during emergencies. Hands-on activities like drawing hazard maps and role-playing family scenarios help children learn in a fun, interactive way so they know how to stay safe.
This document discusses research on screen time and young children. It finds that for children under 2, screen time provides no educational benefits and is linked to problems like obesity and sleep issues. For older children, limited screen time can be okay if content is educational and viewed with a caregiver, but excessive screen time is associated with attention problems, aggression, poor school performance, and reduced time for beneficial activities like creative play. The document recommends limiting screen time for all young children to support healthy development.
Early Literacy and closing the GAPJazmine BrownleeWalden UEvonCanales257
Early Literacy and closing the GAP
Jazmine Brownlee
Walden University
EDDD 8085/EDSD 7085: Inspired Leadership, Informed Advocacy, and Improved Policy
Dr. Beryl Watnick
August 1, 2022
1
Outline
As you go through the presentation, you all will understand my purpose for conducting this professional development. I will provide a general overview of why following each step is imperative to closing the literacy gap. I will discuss how teaching resilience, building relationships, building culturally responsive classrooms, and RTI supports closing the literacy gap among young children. Finally, resources will be provided in order to support educators in closing the gap.
2
Purpose
General Overview
Teaching Resilience
Closing the Literacy Gap
Building Relationships
Resources
Building Culturally Responsive Classrooms
My Purpose
Advocating for young children should be a leader’s main priority to ensure that they become lifelong learners beyond the classroom. There are a plethora of ways to ensure success amongst young learners. Many leaders advocate for change in ways that they see as best or are passionate about. When someone is passionate about a particular change, they will do what is needed to promote change. I have always been passionate about closing the literacy gap amongst young readers. I have noticed that there is a major gap in literacy, especially in low economically challenged communities. I have taught second-grade EIP self-contained classrooms for years. Every year, I have heard from the administration that I should expect little to no growth from these students because they are too far behind or not capable of making real growth. I couldn’t believe what I heard because all children are capable of learning if given the necessary tools to succeed. Therefore, I am providing this professional development to give teachers tools for advocating for young children and supporting closing the literacy gap. This will hopefully change the mindset of all educators as well as administrators who believe children are just too far behind to catch up or able to learn.
3
Advocating for Young Children
Closing the Literacy Gap
All Children are Capable of Learning
Changing the Mindset of Educators
Overview of Closing the literacy gap!
Building Relationships
Advocating for closing the literacy gaps amongst all children is important for children, families, professionals, and the field of early childhood education. By aiding in closing the literacy gap, it can support more children in becoming lifelong learners beyond the classroom and minimize the number of high school dropouts. It also teaches the students how to be resilient and bounce back from adversity. Furthermore, it can also provide families with peace of mind that their child is getting the best possible education and support needed to help their child at home. Having a home-school relationship can also help bridge the literacy gap in primary-aged chil ...
- A child with attachment difficulties may constantly scan their environment for threats due to early experiences of inconsistent caregiving which caused feelings of lack of safety and control.
- They may ignore instructions or have trouble concentrating in class because they are hypervigilant about potential dangers and monitoring their surroundings rather than focusing on learning.
- Difficulties with emotions like failure or mistakes may cause explosive behaviors in situations where errors are obvious, as the child works to avoid feelings of helplessness from early experiences.
A Child And Youth Care Approach To Professional Development And TrainingSarah Morrow
This document discusses a child and youth care approach to professional development and training. It emphasizes the importance of relationships in both child and youth care work and professional development. A developmental/ecological perspective is recommended when planning professional development to consider the context in which learning occurs. A child and youth care approach focuses on practical applications and activities. Relationships are seen as fundamental to both fields, and professional development programs should aim to create supportive learning environments that promote growth.
Signs of Safety SoS short introductionAlex Clapson
Social Workers & Foster Carers know that they will not always know all the answers. Sometimes even their best efforts will not produce the outcome they would have wanted. But just like the children & families they work with, we want them to know they are part of a team who will work together to help them ask the best questions rather than telling them what the answer is. We know that the solution lies within them & that if they ever make a mistake, we will all work together to learn from it and move forward to make things better.
Wa pbs team workbook day 1 and 2 version march 20 2013i4ppis
This document provides an overview of Positive Behaviour Support (PBS) and introduces the PBS Team Training program. It discusses:
- PBS is a research-based, whole-school approach to improving student behaviour, learning, and safety through organizational change and individual behaviour supports.
- The PBS Team Training program guides school leadership teams through implementing the 7 essential PBS components over 4 workshops to establish positive behaviour management.
- Schools must commit to staff PBS awareness, leadership team selection, behaviour as a priority, and evaluation participation for effective PBS Team Training.
This guide provides information to help professionals understand typical child development and indicators of trauma at different ages. It is not meant to be a developmental or risk assessment, but rather a prompt to integrate knowledge from child development, abuse, and trauma. The guide stresses engaging others close to the child for a complete picture, and considering a child's cultural context. Key points discussed are the interaction of nature and nurture in development, individual differences in children, and the detrimental impacts that neglect, abuse and prolonged toxic stress can have on a child's development.
This research digest summarizes key research on classroom behavior management. The first section notes that behavior management is important for effective teaching and learning. A distinction is drawn between authoritarian and authoritative behavior management styles, with authoritative styles linked to better social and academic outcomes. The second section discusses how behavior management supports effective teaching and learning. Research indicates that expert teachers demonstrate respect for students, which contributes to a positive learning environment. The third section is less than 3 sentences.
This document provides attachments for a presentation by Dr. Andrew Martin on motivation. It includes further reading materials authored by Dr. Martin on building classroom success, motivating children for school, and enhancing motivation. It also lists resources for motivation testing and enhancement. The attachments provide exercises and worksheets on topics like chunking assignments, managing anxiety around tests, developing personal best goals, and evaluating relationships with teachers, content, and pedagogy.
Friendly schools plus 16pp sample booklet a4 covers v1 small for e copy[1]i4ppis
The document provides an overview of the Friendly Schools PLUS resource, which is designed to build social skills and reduce bullying in schools. It includes surveys, tools, and teacher materials to support a whole-school process for bullying prevention. The resource draws on extensive research and offers schools strategies and professional development to implement a multi-step process involving assessing needs, planning priorities, building skills, and reviewing outcomes to promote a friendly environment.
This document summarizes research on pastoral care and student wellbeing. It discusses the links between pastoral care and academic outcomes, trends in student risk behaviors, and the importance of effective help seeking and provision. It also examines bystander behavior in bullying situations and how intervening positively can help reduce bullying. The document advocates for a whole-school approach to pastoral care that incorporates prevention, intervention, and treatment, with an emphasis on developing student social and emotional competencies through curriculum and relationships.
This document announces a workshop on technology risks and cyber safety for school psychologists, administrators, and student support staff. The workshop will be presented by Dr. Julian Dooley, a clinical psychologist and academic with extensive experience in technology risks. The workshop will provide an overview of the opportunities and risks of technology use for professionals and students, including how to effectively use technology while addressing risks. It will also describe at-risk users, the activities they engage in, and discuss protective safety strategies and evidence-based approaches to responding to victimization. The goal is to improve understanding of technology risks and cyber safety measures that can be applied in schools.
The abc's of cbm for maths, spelling and writingi4ppis
Here are 3 sample math IEP goals and objectives:
1. In one year, Jose will solve single-digit addition problems within 5 seconds with 90% accuracy as measured weekly using grade 1 math CBM material.
2. In 6 months, Maria will correctly write the digits for multi-digit subtraction problems with regrouping from grade 3 math CBM material, earning a score of 24 correct digits in 2 minutes on bi-weekly probes.
3. By the end of the I-EP year, David will accurately solve multiplication facts for numbers 1-5 within 3 seconds as measured monthly using grade 2 math mastery measurement material.
1. Convene the Emergency Response Team to establish a postvention plan.
2. Contact the relevant mental health agency for support and guidance.
3. Identify and plan support for students who may be at risk of suicide.
4. Set up a student support room and inform staff about what has occurred.
5. Inform students in small groups using a consistent script and avoid describing the method.
6. Inform parents via a letter and refer media inquiries to the education authority.
This document provides an overview and framework for effective school case management. It aims to strengthen mental health programs and support for secondary students with additional needs. The document contains three sections: 1) an overview of the MM+ case management project; 2) a framework for effective school case management outlining principles, definitions, aims and processes; and 3) a toolkit for schools to appraise and develop their case management systems and practices. The toolkit was developed through an extensive consensus-building process with health professionals, educators and experts in the field.
Children with ADHD exhibit inattentive, impulsive, and hyperactive behaviors at a higher rate than their peers. Approximately 8% of Australian children have a diagnosis of ADHD. Behaviors include difficulty focusing, following instructions, and completing tasks, as well as fidgeting and talking excessively. ADHD is diagnosed through clinical evaluations and can co-occur with other disorders. Treatment involves medication, behavior management, and developing strategies to improve focus and adapt tasks in the classroom.
The document provides guidance on developing effective study skills and unlocking one's memory by understanding different memory systems, cognitive processing types, learning styles, and memory enhancement techniques. It recommends identifying one's dominant brain hemisphere and learning style to optimize the use of mnemonics, mind maps, chunking, rhymes, and other strategies tailored to an individual's needs. Daily review and preparation before, during, and after class are also emphasized.
This document provides an overview of traditional and contemporary Aboriginal and Torres Strait Islander child rearing practices collected from literature. It discusses perspectives on how children are viewed as valued members of the community and family. During pregnancy and birth, the place of conception is important and fathers may hold the baby soon after birth. Naming begins during pregnancy as the parents think of names.
Grit the skills for success and how they are growni4ppis
The document discusses the importance of developing social, emotional, and motivational skills in education. It argues that the current education system focuses too heavily on academic skills and standardized testing, neglecting skills like creativity, collaboration, resilience, and grit that are valuable for students' well-being and future success. Research shows these "non-cognitive" skills can be developed through education and are highly valued by employers. The document examines frameworks for understanding these skills and innovative projects aimed at cultivating them in students.
This document provides a summary of a report on a scoping study into approaches to student wellbeing conducted for the Australian Government Department of Education, Employment and Workplace Relations. The study included a literature review, consultation with experts and stakeholders, and a survey of school practitioners. Key findings included a proposed definition of student wellbeing, identification of seven pathways to student wellbeing, and views on the feasibility of a national student wellbeing framework. The report concludes with recommendations for future directions in supporting student wellbeing.
This document outlines a proposed two-phase process for measuring student well-being in Australian schools. In Phase 1, the document:
1) Defines student well-being as the degree to which a student is effectively functioning in their school community.
2) Proposes a measurement model with two dimensions: an intrapersonal dimension comprising nine aspects related to students' internal sense of self; and an interpersonal dimension comprising four aspects related to students' social relationships.
3) Recommends developing measurement instruments to assess these dimensions and aspects as a way to collect evidence of student well-being.
Phases of escalating behaviours melbourne 24 june 2011i4ppis
This document provides an overview of School Wide Positive Behaviour Support (SWPBS) and strategies for managing severe student behaviour. It discusses key objectives of SWPBS including understanding the "Phases of Escalating Behaviour" model and developing effective intervention strategies for students with severe behaviour. It outlines the three-tiered SWPBS framework including universal, targeted, and individual systems of support. Specific strategies described include developing clear school-wide rules and expectations, teaching the behavioural expectations, implementing reward systems, data collection, and functional behaviour assessments for students with high-risk behaviour.
This document discusses the rationale and implementation of School-Wide Positive Behavior Support (SWPBS) in schools in Tasmania. It outlines some of the common ineffective approaches to student behavior management and the need for a proactive, preventative approach. It then discusses the key components of SWPBS, including establishing clear behavioral expectations, teaching the expectations, acknowledging appropriate behavior, correcting inappropriate behavior, and using data to monitor implementation and outcomes. Challenges to implementation are also noted.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech 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!
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
3. Foreword
Working with children and young people who have been affected by trauma can be difficult and at
times challenging. It can also provide a window of opportunity that can help you to make invaluable
changes in a child’s life.
From isolation to connection: a guide to understanding and working with traumatised children
and young people has been written to help professionals, carers and others understand the needs of
children who have been affected by trauma through abuse and neglect.
This guide is part of a series of publications produced by the Office of the Child Safety
Commissioner which helps people in contact with children to better understand the effects of trauma
and to be better equipped to deal with situations that they encounter. The guide therefore includes
a section on strategies for dealing with particular issues; and effective ways of working with young
people, taking into account the impact of the negative experiences they have had in their lives.
The guide has been designed to enable you to easily navigate sections within the booklet that will
be most useful to you in various situations.
I hope that this guide can be a useful tool for you in your connection with young people who have
been affected by abuse and neglect.
Bernie Geary OAM
Child Safety Commissioner
i
4. How to use this resource
From isolation to connection is for people working with, caring may go directly to the section A framework for connection
for, or in contact with children and young people whose lives (page 5) for ideas on how to help. Others may start by reading
have been hurt by abuse, neglect or other trauma. It may also the young people’s case studies (pages 24 to 33), which illustrate
be used with young people themselves to help them understand the Theory and case studies: trauma, attachment and child
their experiences and reactions. development section beginning on page 21. For information
As a resource it may help you to: on the issues that have affected traumatised young people, see
The impact of abuse, neglect and other trauma (page 35).
• understand traumatised children and young people better
Some readers may find it helpful to use the Glossary of
• collect ideas about how to work with children and young
terms on page 3 for unfamiliar terms or for terms such as
people
‘shame’ which have a particular meaning in the context of
• work with families, carers and professionals. trauma, abuse and neglect.
The book can be used in many ways—it is not necessary to
start at the beginning and read straight through. Some readers
ii FROM ISOLATION TO CONNECTION
5. Contents
Foreword ...................................................................................................................................i
How to use this resource ............................................................................................................ ii
Introduction .............................................................................................................................. 1
Glossary of terms ...................................................................................................................... 3
A framework for connection ....................................................................................................... 5
The Spiral of Healing: what you can do ................................................................................... 6
The spiral: building relationships, safety, telling the story, and connection and empowerment .......... 7
How can I connect with the young person? Playfulness, acceptance, curiosity and empathy ......... 12
Provide tools: techniques and activities ................................................................................ 15
Taking care of the care-takers ............................................................................................. 16
Support for front-line staff .................................................................................................. 18
Collaborative working practices .......................................................................................... 18
Theory and case studies: trauma, attachment and child development .......................................... 21
The impact of abuse and neglect ........................................................................................ 22
Attachment and early security ............................................................................................ 22
The shame/socialisation cycle and the impact of abuse and neglect ......................................... 27
Trauma theory .................................................................................................................. 32
Neglect and deprivation ..................................................................................................... 34
The impact of abuse, neglect and other trauma .......................................................................... 35
Context .......................................................................................................................... 36
Mind .............................................................................................................................. 38
Mind and body ................................................................................................................ 40
Body .............................................................................................................................. 41
Spirit .............................................................................................................................. 43
Relationships ................................................................................................................. 44
Conclusion ............................................................................................................................. 46
References and websites ......................................................................................................... 47
iii
6. Focusing on relationships and
connection (rather than the more
medical model of symptom resolution)
plants us firmly in the social world
and reduces the tendency to
isolate, individualise and pathologise
traumatised children and their families.
iv FROM ISOLATION TO CONNECTION
7. Introduction
In this booklet you will find a framework for helping traumatised who end up in our child protection and care, justice and mental
children and young people to move from isolation (caused by health systems have survived by adapting to those adverse
experiences of trauma and disrupted relationships) to greater conditions. The ways they have done this may have helped them
connection with family, friends and community. In the context to survive—but these are ways that also lead to trouble.
of healing, greater connection is a result of improved physical, It can be very difficult to understand why some young people
mental, emotional and spiritual wellbeing, and enhanced behave in ways that undermine their own health and freedom,
relationships skills. and compromise the health and freedom of others. It can be
While the main focus for this booklet is on adolescents, it especially hard to understand why young people who have
is also relevant for those who work with or care for younger complex histories and complex difficulties seem not to learn
children: professionals who work in the wider child protection from experience, and particularly do not seem to learn from
system (including residential care workers), Child Protection punishment. One of the main aims of this work is to show how
workers, clinicians, case managers, police, Youth Justice trauma and disrupted attachment can delay development and
workers, magistrates and others. It may be particularly helpful lead to so many difficulties.
for those working in therapeutic foster care and therapeutic
residential care. Doing the best they can
Many children who have experienced trauma find it very hard
Causes of trauma to understand social rules. It is easy to label them as bad—so
The resource will be useful for an understanding of children and this work attempts to explain why it is better to see them as
young people whose lives have been compromised by trauma. hurt and injured, and doing the best they can to survive. These
Such trauma may have been caused by war, the experience young people are isolated by their experiences, their pain and
of being a refugee or asylum seeker, other trauma, or by difficulties—and by the strategies they have developed as
the (unfortunately) more common experience of growing up ways to survive, as they struggle to connect with others and
neglected or abused. Because the latter is the most common participate in society in ways that are mature and responsible.
cause of childhood trauma in Australia, this booklet focuses on It is not the intention of this booklet to excuse dangerous,
that experience. criminal or hurtful behaviour, as it is vital that we assist all young
people to take responsibility for their actions. However, for the
Understanding—the challenge group of young people under discussion, we cannot just ask
Many young people do well in spite of adverse and traumatic them to do this. We need other ways of assisting, supporting
experiences while growing up. However, far too many of those and socialising them so that we can move them from isolation
1
8. (imposed by not having the skills to manage relationships, rules
and boundaries) to the connection and empowerment brought
by those skills.
If we want to help these children and young people move
from their isolation, we need to begin with a deep understanding
of them and we need to have compassion for their suffering.
From our understanding we can reach out to connect with them:
as we begin to see them in new ways, they can also begin to see
themselves in a more positive light.
2 FROM ISOLATION TO CONNECTION
9. Glossary of terms
Affect Affect is different from emotion in that our affects are our Attachment network For Indigenous children—or others
primary or core emotions. Most affects exist on a continuum who come from cultures where childcare is shared
of intensity and comprise: interest—(to)—excitement; among mothers, aunts, sisters and grandmothers, and
surprise—(to)—startle; anger—(to)—rage; fear—(to)— whose cultural experience may be that of having multiple
terror; distress—(to)—anguish; enjoyment—(to)—joy; caregivers—it is essentially these carers who provide their
shame—(to)—humiliation. There are two other affects, ‘secure base’. Such a perspective of attachment is in
disgust and dissmell, related to evolutionary mechanisms contrast to Westernised models of attachment that promote
for the detection of spoiled or poisonous food, and the dyadic attachment principles of ‘a primary carer’ as the
communication of this to others through facial expression secure base. Essentially this means a change in thinking
(developed pre-language). All of the affects and their from a dyadic perspective of attachment to an attachment
facial expressions are found in all humans and our higher network approach.
primate cousins. Emotions include a more complex and Attachment behaviour Any type of behaviour that causes a
comprehensive list, such as guilt, regret, envy, sadness, person to gain or retain proximity to a preferred individual
and so on, and emotions may belong to the family of one and that results in an increased sense of safety and security.
or more affects, for example contempt is a combination It is initiated by a perceived separation or a perceived threat
of anger and disgust. (For more on affect theory see of separation from the ‘attachment figure’.
Nathanson, 1992.) Attunement When two people are in ‘emotional sync’,
Affective arousal Affective arousal means the arousal of communicating with each other (both verbally & nonverbally)
emotions and reactions based on one of the affects. For and responding to each other in a sensitive manner.
example, in ‘distress—(to)—anguish’ a person would Coherent narrative When children are helped to put memories,
experience emotions at the anguish end of the continuum; ideas and feelings into words and then use these to develop
they would be extremely upset, crying or wailing. a story about their histories and themselves.
Affect regulation The ability to manage and regulate our own Dissociation Form of withdrawal, in which the child cuts off
feelings, emotions and reactions (e.g. calm ourselves down from contact with others and the world, becoming numb,
when stressed, or respond appropriately to events and unfeeling or unaware. It is a form of mental ‘freezing’ or
experiences). ‘absence’ as an avoidance of overwhelming fear.
Attachment The state and quality of an individual’s emotional Empathy The ability to imagine and share what another is
ties to another: develops when one person derives security experiencing, while still maintaining an awareness of self and
and comfort from another. the difference between another’s experience and one’s own.
3
10. Hyperarousal When a child is in a constant state of stress— Shame An affect which induces a complex emotional state
showing extreme reactions and over-responsiveness to where a person experiences overwhelming negative feelings
stimuli. about the self. The family of emotions belonging to shame
Internal working model (IWM) Develops from repeated includes guilt, remorse and regret.
experiences of relationship with the primary caregiver. IWM Healthy shame Healthy shame is felt when a person does
influences how the child sees him or herself and how they something wrong, accepts that they have hurt another and
will respond to future relationships. Abused and neglected experiences shame. This shame leads the person to repair
children have often developed a negative internal working the damage, apologise and make good. This cycle is a part
model. They see themselves as unlovable; expect new of socialisation.
carers to reject them; see others and the world as unsafe; Trauma Occurs when a person’s inner resources are
and feel that relationships cannot be relied upon to keep overwhelmed by a perceived or actual external threat.
them safe. The response may be one of fight, flight or freeze. With
Mentalise To understand and read others from facial expression, adequate internal and external resources, a one-off
tone of voice or body language. The ability to think about experience of trauma can heal quickly. Chronic, ongoing
our own mind and the minds of others. This leads to the exposure to trauma in childhood leads to delayed and
ability to understand why things happen and why people distorted child development.
behave as they do. Vicarious trauma Workers who listen to and support children
PACE Therapeutic parenting principles developed by Daniel and families who have been victims of trauma (abuse,
Hughes (1997) to facilitate secure attachment. Dimensions neglect, family violence, etc.) are at risk of developing a
are: Playfulness, Acceptance, Curiosity, and Empathy. type of secondary trauma or ‘vicarious trauma’ in which the
Reflection The ability to stop and think about our experiences, worker becomes in a sense ‘traumatised’ from carrying the
physical feelings, reactions, emotions and thoughts. emotional pain, and the burden of witnessing their clients’
Reflection helps us to respond to stress thoughtfully, rather stories.
than just react.
Resilience A key quality that helps children to rebound from
adverse events or experiences. Nurture, protection and
attunement gives children a secure base—this secure base
is the foundation for resilience.
4
12. What is the best way to approach working with traumatised do not have much empathy for themselves or others, seem
children and young people? The Spiral of Healing, below, is a not to understand right and wrong, and have few skills in
framework to help in understanding, assessing, supporting and understanding and responding to the thoughts, feelings and
assisting young people who continue to suffer—and make others actions of others. These young people find relationships difficult;
suffer—the long-term impact of trauma. It is also helpful for their they struggle to trust adults or authority figures; and have little
families and communities. (Note that because of the limited desire to please the adult world.
scope of this booklet this is an introduction to the framework, There are many challenges when working with and caring
and not a guide to clinical intervention.) for traumatised children and young people. The quality of the
relationships we have with them is pivotal to helping them move
The challenges of working with traumatised children from isolation to connection. Children need unconditional care:
and young people a sense that those involved in their lives will not give up on them,
Not all young people whose lives have been harmed by trauma and still respect and value them even when they demonstrate
are having difficulties. Some are not part of child protection, the worst of their pain.
mental health or justice systems: they may have struggled The extremity of their behaviour, the wildness of their rage, the
through on their own, against the odds, doing the best they force of the fury we see on the outside is only a dim echo of the
can. They may have been fortunate enough to find stability and fear, sadness, pain, loneliness and loss they feel on the inside.
positive influences in their lives—with grandparents, carers,
relatives, neighbours, teachers or therapists, who have offered Thirteen-year-old Jodie, who has a long history of neglect
them relationships within which to grow and flourish. There are and sexual abuse, is a young person in extreme pain. Her
other traumatised young people who don’t come to anyone’s rejecting attitude to her foster parents and her violence to
attention, either because they slip below the radar, or because their three-year-old daughter resulted in her being removed
they have internalised their pain and don’t cause any trouble. from that placement and she has spent the last few months
These young people need recognition, support and assistance drifting between youth shelters and the streets. She has been
as much as those who are obviously having difficulties. prostituting for money and using drugs and alcohol to numb
her pain. How can we help her?
The Spiral of Healing framework (see illustration, page 8)
takes into account the impact of abuse, neglect and other
trauma. As mentioned in the Introduction, it can be very difficult The Spiral of Healing: what you can do
to both understand and deal with young people who struggle to There are three phases (or streams) in this framework: Safety,
respond to limits and boundaries, have poor affect regulation, Telling the story and Connection and empowerment, plus a
6 FROM ISOLATION TO CONNECTION
13. A FRAMEWORK FOR CONNECTION
fourth stream, Building relationships, which surrounds and and family and take an active and positive part in community
supports the whole spiral. They are based on the work of Judith life, will deal with those ups and downs with forbearance and
Herman (1992), and informed by the Sanctuary model (Rivard et humour.
al., 2004), and the White Paper from the National Child Traumatic In this framework, healing and recovery occur in a recursive
Stress Network (Cook et al., 2003). Herman first conceptualised way as the streams move backwards and forwards, and fold
the phases of recovery as: Safety, Remembrance and Mourning back upon themselves. Safety and trust are gained and lost
and Reconnection. The phases have been redeveloped in the again, insights achieved, stories told, and new skills developed.
Australian context, with a particular focus on the Telling the story Gains are sometimes lost as new challenges undermine the
stream, which reflects the contribution of Aboriginal and Torres young person’s tentative trust in adults and the world, only
Strait Islander storytelling traditions as a framework for regulation to be made again as recovery continues. To an extent, the
and healing. The Spiral of Healing streams also incorporate phases follow one after the other—particularly as safety must
a spiritual dimension, by drawing on spirituality, hope, ritual, come before any other interventions. Unless a young person
ceremony and other cultural practices as healing activities. is fundamentally safe, and feels safe and can rely on others,
The phases that make up this framework can be seen as it is not helpful (and may even be dangerous) to move towards
a spiral, which can move children and young people from the therapeutic interventions. Safety has to be created in conjunction
loneliness and isolation of trauma through a process of healing with the child protection and legal systems.
and recovery, into a stronger connection with family, friends and
community. The framework begins with isolation—because that
The spiral: building relationships, safety,
is often the most profound and disturbing aspect of the pain a
traumatised child lives with—and ends with connection, because telling the story, and connection and
this is a true marker of recovery: if a young person has gained empowerment
the internal strength and skills necessary to manage healthy,
Below you will find an overview of the three phases or streams,
loving and satisfying relationships. Focusing on relationships and
and the supporting structure of Building relationships. Although
connection (rather than the more medical model of symptom
as mentioned above the phases overlap, each is presented
resolution) plants us firmly in the social world and reduces the
separately, with relationship-based practices to begin the
tendency to isolate, individualise and pathologise traumatised
movement of the young person from isolation to connection.
children and their families. The framework also recognises that
(More information about developing these practices is presented
recovery from childhood trauma will leave scars, and that there
further on in this section.)
may be times of pain and struggle ahead; however, a person
who can rely on others, enjoy the love and company of friends
7
14. Building relationships
This stream of the spiral is fundamental to any recovery process
for a child or young person and runs all the way through the
spiral.
This stream of the spiral involves:
• helping children and young people to
– develop safe relationships they can trust
– build stronger relationships (by being there through tough
times; accepting the young person; and being willing to
help)
– maintain existing healthy connections that are safe (for
example with school, peers and community members)
– engage in healthy relationships with a range of other
people. For children, this might mean promoting
Connection friendships or joining a sports team
• teaching children and young people relationship and social
skills, including how to recognise their own and others’
emotions
• focusing on affect regulation.
What you might see
As young person feels safer, their difficulties with relationships
may appear, as they let their guard down and the real work
begins.
Isolation Young person may be very resistant to genuine connection, as
it challenges their view of themselves and others.
Figure 1 Spiral of healing
8 FROM ISOLATION TO CONNECTION
15. A FRAMEWORK FOR CONNECTION
Young person avoids intimacy, because they do not want to Celebrate skills and achievements, no matter how small.
face the possibility of rejection.
Engage with family members: the young person will often
Young person does not trust that adults will keep them safe. have relationships with family and these links need to be
understood, worked with and strengthened.
Young person has problematic relationships with parents and
other family members.
Young person has relationships that are marked by conflict, or Safety
are short-lived. The Safety stream of the spiral involves:
• ensuring that abuse, neglect or other trauma has stopped, so
What you can do that the young person can be guaranteed fundamental safety
Use PACE (see below, page 13) to maintain an attitude of • ensuring that children and young people feel physically and
empathy. emotionally safe
• keeping safe and calm ourselves, as workers, parents or
Build a relationship through structure, nurture and boundaries.
carers
Understand the young person’s trauma, and why they are
• making sure our organisations are safe places for workers
behaving as they are, so you can work with their underlying
issues as well as their behaviour. • creating safety within communities (that is, communities free
from violence and harm)
Use clear boundaries and logical consequences.
• creating safety within the young person’s environment
Stay calm and well-regulated: lend them your regulation. (a safe place)
Understand your own traumas so that you can stay • creating safe families by addressing family and sexual
connected. violence, drug and alcohol abuse, mental illness
Co-regulate with the young person so that they feel supported • maintaining connection to culture (which often brings a sense
and understood, and they can begin to rely on adults. of safety)
Don’t take their behaviour personally. • using massage (from a qualified masseur), rhythm, dance,
music, as well as culturally appropriate ritual and ceremony
Use discipline without shaming, and understand their shame
to regulate physiological and emotional arousal.
when they have been disciplined.
9
16. What you might see Understand your own traumas, so you can reflect on your own
feelings and reactions.
Young person is feeling unsafe, (and is not able to rely on
adults to ensure safety): may display fear masked by angry or Co-regulate with the young person: use your own calm to
dismissing behaviour. soothe and help them calm.
Young person is acting unsafely: perhaps with aggression Don’t take their behaviour personally.
to others, self harm, running away or engaging in risky
Use discipline without shaming.
behaviours.
Use the PACE relationship practices (Playfulness, Acceptance,
Young person has dysregulated affect, and is finding it difficult
Curiosity and Empathy: see below, page 13).
to manage intense emotions: they may appear ‘wired’ or
hyperactive; or they may be flat, depressive or numb. Engage with family members—even when young people
cannot live at home their families are important to them.
Young person is testing everyone to see if they are committed.
Young person is too highly aroused to learn from others or
Telling the story
from their own mistakes, as they may be existing in survival
mode and not able to take in new information. The Telling the story stream of the spiral is necessary to allow
a young person to make sense of their experiences of trauma
and disruption. This leads to the development of a ‘coherent
What you can do narrative’, where the whole of person’s life makes sense to
Make sure any abuse or other trauma has stopped. them. This narrative relieves much of the burden of shame
associated with trauma, as children and young people often
Begin to build a relationship, by being honest and reliable, and
carry an underlying belief that what has happened was their
doing what you say you will do.
fault (they were naughty and so were physically punished, they
Understand trauma. were flirtatious and so were sexually exploited, or they were not
Help them feel safe through nurture, structure and support. worthwhile and so were neglected).
Use clear boundaries and logical consequences. Their coherent narrative can also help a young person reduce
tensions and conflicts with family members, as the young person
Stay calm and well-regulated—even as you set limits on comes to terms with their own experiences of trauma, and
aggression—to avoid power battles. understands why their parent was abusive or not protective.
10 FROM ISOLATION TO CONNECTION
17. A FRAMEWORK FOR CONNECTION
Through this process the young person begins to develop an
Young person is better able to take in information and learn.
identity based on strength and positive capacities.
Young person is beginning to make sense of their own story.
This phase includes:
• developing the young person’s capacity to describe thoughts Opening up may make them more vulnerable and may bring a
and feelings (through direct teaching and by example) return of unsafe behaviours.
• helping them to develop richer language, particularly the
language for emotion and experience What you can do
• reading aloud and telling stories, to develop the young Expect both progress and regression.
person’s familiarity with story and story structure
Use PACE.
The process would then continue, through:
Help them talk.
• creating opportunities to explore grief and loss relating to
separation from family, culture and community Help them with their grief.
• exploring family or transgenerational trauma Help them tell the stories of their day, their interests, their
• remembering cultural and historical trauma activities, their hopes and desires.
• sharing stories within safe and trusting relationships Help them make sense of their experiences—it wasn’t their
fault.
• enabling trauma to be talked about, rather than hidden,
or said in secret, or being a source of shame Develop stories with them.
• sharing stories of responsibility, compassion and change Read to them.
• sharing stories of strength, resistance and recovery—to bring Challenge them to think.
a sense of hope.
Insist on respectful behaviour.
What you might see Help them develop empathy.
Young person is responding to a safe environment. Celebrate skills and achievements, no matter how small.
Relationships are building, and the young person begins to Engage with family members, or seek assistance for them:
approach trusted adults for help and support. they may need to tell their own stories.
11
18. Connection and empowerment
Help them connect with positive peers.
This stream of the spiral involves:
Help them connect with family, community and culture.
• children and young people reconnecting with family, the wider
community and society in safe and healthy ways Help them make sense of their family.
• children and young people discovering and exploring their Help them speak up and advocate for themselves.
own special talents and skills Build hope.
• individuals, families and communities developing a sense of Inspire them!
hope for the future.
What you might see: How can I connect with the young
– more settled behaviour, with the young person making person? Playfulness, acceptance,
good decisions about their life
curiosity and empathy
– greater capacity for self-regulation
There are many ways to connect with children and young people
– more empathy for themselves and others who have experienced abuse, neglect and other traumas. These
– more capacity for positive peer relationships young people need positive relationships to help begin a process
of recovery. The following are some suggestions for encouraging
– safe connection with family members
relationship-based interventions.
– enjoyment of talents and skills
– connection to community and culture Underlying pain
The main purpose of relationship-based practice is to connect to
– young person speaking up for themselves in positive ways.
the hurt underneath the raging and rejecting behaviour. Workers
will manage their own feelings and reactions to the behaviour
What you can do of young people with greater tolerance once they begin to see
Help them make healthy choices. the pain that lies beneath it; and young people will begin to feel
safe, understood and able to move forward when they begin
Help them learn empathy.
to make sense of their experiences, through the empathy and
Help them connect with their talents, interests and skills. compassion of others.
12 FROM ISOLATION TO CONNECTION
19. A FRAMEWORK FOR CONNECTION
Playfulness, Acceptance, Curiosity and Empathy (PACE) and how to regulate themselves, and help young people
The PACE model was developed by Daniel Hughes (1997) and to regulate.
remains an excellent template for a relationship-based approach ‘I know you don’t like doing chores, so let’s put on your
that can be used by foster carers, parents, residential care favourite music and we will do them together.’
workers, teachers, youth workers and others. Many frameworks
give excellent ideas for understanding and planning for
traumatised young people. PACE gives a set of practical skills,
and an attitude.
The use of PACE is not aimed at ‘changing’ the young
person; rather it is used to help them feel connected. Through
PACE the young person feels understood, and this in turn builds
the trust that is necessary for the development of security.
Playfulness
Children and young people need to feel that they are fun to be
with: joy brings connection. Playfulness is about having fun
with young people and assisting them to join in fun family or
community times. Playfulness is also used to defuse tension—
giving the young person a response they did not expect, to keep
things lively. Life is often all too serious for a young person living
with the complexities outlined in this booklet: anything we can
do to brighten up their life can be helpful.
Of course, making light of painful feelings, or acting silly
based on our own anxiety will bring shame to the young person,
not joy. Adults need to be well-regulated in their playfulness, so
as to remain joyful and not become overly silly, or participate
in jokes at the expense of other staff or young people. Humour
and warmth are to be encouraged, but not overreactions or
‘revving up’ of young people. Adults need to know when to stop
13
20. Acceptance come and sit with me till you calm down and I will help you to
When a traumatised young person experiences the understanding manage your anger.’
and warmth a caring adult can offer them, this challenges the
internal working model that has built up through years of neglect Curiosity
and abuse. This negative working model tells them they are It can be useful to wonder with a young person about the
unworthy of love and may be to blame for all that has happened. meaning behind their behaviour and why they do the things they
Acceptance says to the young person, I don’t like what you do. Curiosity sometimes means making best guesses about
are doing right now but I understand why you have to do it. I am what is going on. The young person and the adult are figuring it
here to help you do things differently, so you get on better with out together. Curiosity allows a young person to feel heard and
others and don’t get into so much trouble. understood. Adults may use ‘over-talking’, talking to another
staff member or parent, wondering aloud at what the young
Acceptance avoids angry power battles, and at the same
person might be thinking or feeling, why they might be reacting
time behavioural limits can be set, and consequences enacted,
like this, and what might be going on underneath the behaviour.
without any shaming of the young person for their behavioural
Adults need to be well-regulated to take a reflective, curious
choice. (Shame may follow, allowing an opportunity for
stance: not getting upset, frightened, angry or overwhelmed
interactive repair.) This process allows an adult to stay calm,
by the young person’s behaviour, or by their distressed or
which helps the young person regulate themselves.
distressing affect.
The use of acceptance often reduces defensiveness and
opposition. Adults need to be well-regulated themselves to ‘I wonder if you ran away yesterday because you were scared
use acceptance, as they need to be objective about the young and worried about your mum visiting today?’
person’s behaviours and choices, rather than becoming irritated ‘I think perhaps you acted like that to push me away because
or enraged—even when that behaviour seems personally you thought I was going to kick you out like your last foster
offensive, aggressive or rejecting. The adult accepts the family did—does that seem right to you?’
behaviour because they understand it as coming from the
pain the young person is suffering, and because they have a Empathy
fundamental acceptance of the young person and are able to
With empathy we ‘feel with’ another person; we feel compassion
separate the behaviour from that person.
for their struggles or suffering. Empathy eventually allows the
‘I know it is hard for you to manage your anger and you will young person to acknowledge deeper feelings of fear, sadness,
have to contribute to fixing the door you broke, but right now hurt and anger, without fearing judgment. Empathy can be used
to soften a young person’s defences.
14 FROM ISOLATION TO CONNECTION
21. A FRAMEWORK FOR CONNECTION
‘I’m so sorry that happened to you, it makes me feel really on self-reflection, so that workers and carers can establish habits
sad you had to go through that.’ of asking themselves essential questions such as:
‘That must have been really hard, good on you for keeping on ‘Why did I react like that?’
trying.’
‘Why did that behaviour make me angry?’
Empathy can also relieve shame, and is often more useful ‘I spent all afternoon helping him, and then he turned on me,
than praise, which can exacerbate shame. Adults need to be why did I feel so rejected?’
well-regulated to be able to convey empathy, which arises
naturally from compassion. In this context empathy is a tool that ‘What are the triggers for me?’
is used to connect with a young person to convey a number of ‘I lost it that time, what can I do differently next time?’
things, such as:
When caring for or working with young people, we need to
‘I care for you even though I am disciplining you.’
know ourselves well, to know our own triggers and thresholds, and
‘I can see and understand the pain you are in, even if you to know how and when to ask for help. No-one should be made to
can’t talk about it yet.’ feel shame for asking for help and/or needing time to become calm
and re-regulate. (See also page 16, Taking care of the care-takers.)
‘I know you are in pain and that affects your behaviour.’
For more on this approach to caring for traumatised children Provide tools: techniques and activities
and young people see Hughes (1997) and Becker-Weidman &
Everyone working with young people needs a box of easy-to-use
Shell (2005).
‘tools’, techniques and activities to give to them. Put together
your own toolbox by thinking through the things you do that
Staying calm and regulated
really work, and looking around to see what others do.
Adults working with traumatised children and young people will
inevitably struggle at times to remain calm, centred and well- Hints for emergency grounding and soothing
regulated, and yet this is the key to working with these young
To start with, here are two useful suggestions to provide to the
people. In particular, carers and residential care workers will need
young person:
lots of support and empathy for their own struggles to be able to
be effective. Good supervision and time put aside to reflect on • ‘Make a list of the most portable soothing items and ideas
reactions and responses to young people will put an emphasis and keep the things you need with you—for example a hanky
with lavender, a stress ball to squeeze or a lucky charm.’
15
22. (This can be done as an exercise with groups of young Reflection
people, using creative techniques to create a bag of soothing Take time to reflect on the young person you are working with
remedies.) or caring for, and your relationship with them.
• ‘Write your five most effective or useful grounding ideas in • Reflect on their behaviour.
abbreviated form (e.g. Eye contact with a friend) on an index
– What were they doing, and why might they have been
card and keep this with you. Think of it as emotional first aid!’
doing it?
(Again, this can be done one on one or with a group.)
– Think about the information you now have about abuse
Both exercises enhance young people’s capacity to take
and neglect to make sense of their behaviour.
care of themselves, and to develop self-awareness and self-
soothing. They have been adapted from the Sanctuary model • Try to understand the behaviour.
(Rivard et al., 2004). – What is their behaviour telling me?
– What hurt or need are they expressing because they
Taking care of the care-takers cannot put what they really want into words?
People working with traumatised children and young people can – Think about the specific history of this young person.
become worn out by the demands of such work, and can also How does their behaviour link to past experience?
suffer secondary traumatisation through this contact. Sometimes • Try to understand yourself.
it is the painful stories of the experiences of the young person
– What are my thoughts and feelings about this young
that can hurt the adult working with them. Sometimes it is the
person?
young person’s behaviour that hurts. Working day after day with
– How can I stay regulated when I am with them?
aggressive or withdrawn young people who do not respond to
the usual care and consideration shown by a worker or carer can – What were my responses to the young person’s
be very wearying. We can become less effective individually and behaviour?
collectively when this happens. – Where is our relationship at?
– Is the young person able to connect with me and listen,
The three Rs: Reflection, Regulation, Relaxation
to take strength from the containment and structure
The following are three effective strategies to reduce stress and I am offering?
increase self-awareness.
– What assistance do I need to do this work?
– Who can I talk to about how I feel?
16 FROM ISOLATION TO CONNECTION
23. A FRAMEWORK FOR CONNECTION
Learn as much as you can about caring for and working with • Find out as much as you can about affect regulation. Working
children with trauma and attachment difficulties. Read, surf the on regulating your own emotions and reactions will be of
internet, talk to others, share your knowledge and experiences, enormous benefit to the young people you work with or
learn from others. There is a list of useful resources and websites care for.
at the end of this booklet.
Relaxation
Regulation Develop the self-awareness to know when you need time out:
It is important to acknowledge and regulate the feelings that • Find the best ways to relax and unwind when the going gets
arise in you as you are working with or caring for a young person tough.
with experiences of trauma and attachment disruption.
• Try not to use alcohol and other drugs as a way of unwinding
Caring for these children can often trigger our own unresolved or relaxing.
issues from the past.
• Make time for yourself and your family.
• Manage your own emotions and responses by:
– predicting that the young person might make you angry or
upset on purpose, in order to recreate familiar relationship
patterns
– knowing that strong emotions are contagious
– knowing what your own trigger points are and what upsets
you the most
– taking time to calm yourself when you do get angry or hurt
– calling for assistance, not trying to do it all alone
– having clear plans and practices/strategies worked out in
advance
– debriefing after challenging incidents so that you are
resolved about what happened and have left the emotions
behind.
17
24. • Ensure that you make time for yourself and the things you are Collaborative working practices
interested in (e.g. hobbies, time with friends).
The network of workers and carers surrounding traumatised
A sense of humour and a realistic approach are valuable children and young people must have forums to meet in, where
attributes: there is a sharing of information and a sense of sharing the
• Humour can help us keep perspective and not take things work. There should be processes for reflection and for managing
personally. together the inevitable anxieties that arise. We all need to be
• Be realistic and patient with yourself. Traumatised young open enough to bring along our experiences and worries, so
people with disrupted attachments often require time to as to share the work of helping children and young people and
change. families who are struggling.
Remember that the true heroes in this work are those who Sometimes the strong emotions stirred up by working with
look after themselves, know themselves well and ask for help children and families can cause disagreements in how to work
when they need it! with them, or how to advocate for them. These splits in working
teams can be very destructive, and ultimately bad for children
and young people.
Support for front-line staff
Organisations need to provide safety, stability and support for The care team approach
staff working with traumatised children and young people, and
A useful approach when working with complex families and
all levels of management (not just direct care staff) should have
systems is to work as part of a care team. This is essentially a
a good understanding of the impact of abuse, neglect and other
coordinated group of people who meet on a regular basis to
traumas in young people’s lives.
think, plan and together provide support for the young person
Organisations and services should: and their family. The care team provides an opportunity for key
• work from practice frameworks that are based on theory and people to come together on a regular basis to reflect, share their
research thinking and understanding and coordinate each person’s role
• use well-documented and resourced structures for supervision in supporting the young person and family. These meetings can
also make sure that what is planned is actually carried out.
• have enough staff to manage crises
The main difference between a care team and other meetings
• provide appropriate training to do the job
or forums (such as case conferences, professionals’ meetings
• provide access to debriefing or stakeholder meetings) is the development of the care team
• encourage reflective practice. as a working group which promotes an attitude of collaboration
18 FROM ISOLATION TO CONNECTION
25. A FRAMEWORK FOR CONNECTION
and information-sharing. It is vital that those who are working In a care team, the focus on the changing needs of the
closely with the young person meet in this way to share the young person allows for a consistent approach. In practice this
work, so that recommendations and plans can be individualised means that the young person experiences consistency in their
and implemented by those who know the young person and interactions with everyone in the system.
family. Children and young people and, where appropriate, family Many decisions can be made by the team, as it has shared
members, should be invited to these meetings, and given an information about the young person—although of course some
opportunity to contribute or at least to be informed of agendas, decisions have to be made by a statutory body, such as Child
decisions and plans. Protection or Youth Justice.
19
26. The care team approach: Workers and carers have an important role in the care team,
• ensures adequate assessment of the young person has been as they have contact with the young person on a day-to-day
conducted and all information shared basis and are in a position to notice both difficulties and changes
as they occur.
• allows for the group to think together about the young
person, and to process some of the difficult emotions and As mentioned, children and young people may also be
anxieties aroused when working with them involved in care team meetings and should be invited regularly
even if they don’t want to attend. This helps them to know when
• supports the young person’s learning, development and
the team is meeting and what will be discussed, so that they can
growth, as well as their healing from trauma and disrupted
have input if they want to.
attachment
The next section Theory and case studies: trauma,
• promotes proactive rather than reactive responses to the
attachment and child development will assist with developing an
young person
understanding of some of the theories that are used in the child
• provides an opportunity to identify positive changes in the abuse and neglect field, with case studies providing examples.
young person’s life, no matter how small
• ensures effective coordination and information-sharing so
that intervention strategies will be implemented.
20 FROM ISOLATION TO CONNECTION
27. T H E O RY A N D C A S E S T U D I E S : T R A U M A , AT TA C H M E N T A N D C H I L D D E V E L O P M E N T
21
trauma, attachment and child
Theory and case studies:
development
28. The previous section outlined some of the behaviours shown by also not have developed much capacity to ‘read’ others, and so
children and young people who have experienced trauma from they misunderstand social cues and social relationships. All this
abuse and neglect. We now go on to examine how trauma and may have affected their capacity to empathise with others.
attachment disruption affect a child’s development. This section
introduces the theory behind these processes, illustrated by
The impact of abuse and neglect
case studies.
Unfortunately, it seems that often this kind of neglect is
Keep in mind that each child will respond differently to their
complicated by traumatic experiences of abuse, such as
experience; and few children will display the most severe or
witnessing domestic violence, being subjected to physical and
complete range of difficulties resulting from trauma. Neglect and
emotional abuse, being surrounded by community violence, or
the various forms of abuse and other trauma will have different
being exploited by sexual abuse. Figure 2 highlights the specific
effects; and traumas at varying ages and developmental stages
problems associated with neglect and abuse respectively, and
will have different impacts. Try to understand each child as they
the impact on the child.
stand before you, in the light of what happened to them.
Understanding the complex interplay of abuse, neglect and
other trauma can assist us in seeing beyond the disturbed
Complex layers of experience
behaviours of such young people and empathising with the
Children who have been abused and neglected will often have
lonely, frightened and humiliated child within.
had many different experiences of adversity. Their infancy may
have been insecure with harsh or neglectful parenting. They
may not have had an attuned, loving attachment relationship in Attachment and early security
which they were reflected in their parent’s gaze as lovable and Resilience in children is built through the support of attachment
delightful. The neglect may have even been severe enough to figures or a network of attachment figures.
limit brain growth, or result in learning and regulation difficulties.
Resulting from this experience, the child may have built an Attachment
internal working model of unworthiness. They may not have Attachment is the system that all human infants use to keep
learnt to adequately regulate their emotions and reactions, or to protective carers close and caring (Bowlby, 1988). Attachment
develop self-control. When it came time to learn about the limits behaviours—essentially behaviours which promote closeness—
and boundaries of appropriate behaviour they may have been can be readily identified by the infant’s attempts to engage
overly shamed or under-socialised, leading to profound shame carers: crying, smiling, cooing, babbling, etc. Infants take a
about themselves, but little shame about their actions. They may very active role in keeping the caregiver close, through these
22 FROM ISOLATION TO CONNECTION
29. T H E O RY A N D C A S E S T U D I E S : T R A U M A , AT TA C H M E N T A N D C H I L D D E V E L O P M E N T
attachment behaviours. They do this not only for protection, but Figure 2: The impact of abuse and neglect
also to prevent caregiver negligence or abandonment. Impact of neglect
Through their experience of the attachment system infants Neurological Affect Relationship Attachment
develop internal working models of relationships, which guide and learning dysregulation difficulties difficulties
their expectations of future interactions. The development of difficulties
internal working models is influenced by infant temperament,
attunement between carers and infant, the carer’s sensitivity to
the infant and the carer’s own internal working models (Bowlby, Isolated vulnerable child
1988; Ainsworth, 1969).
An example of this is a young child who runs onto the road
when his mother is not looking, being narrowly missed by a Shame Mood and Problem Hyperarousal
car. A well-regulated parent will grab the frightened, screaming attention behaviours and
child and comfort him, while managing her own fear and problems dissociation
distress. Later on when both are calm she will talk to the child
Impact of abuse
about always staying close when they are near a road, and the
dangers of cars. A less well-regulated parent might grab the
child, yelling and crying with her own fear and distress, smack Figure 3: The internal working model
him and shout ‘Never go on the road!’. Both parents have been Positive internal Negative internal
frightened, but one acts to comfort the child while the other acts working model working model
on her own raw emotions. If we don’t get attuned and loving
View of self I am lovable I am unlovable
early care ourselves, we tend to act on our emotions, not being
able to think or put a child’s needs first. The child in the first I am worthy I am unworthy
example will learn about the dangers of cars, and about staying View of the world Others are responsive Others are unavailable
close, while the child in the second example will learn that fear and relationships
is overwhelming. Others are loving Others are neglectful
Attachment theory has tended to focus on the parent or Others are interested in me Others are rejecting
person primarily responsible for providing care. Attachment Others are available to me Others are unresponsive
networks are common in collectivist cultures with strong
The world is relatively safe The world is unsafe
extended families, such as Aboriginal and Torres Strait Islander
23
30. Case study one: Robbie
Robbie was born premature and drug- had learning problems and his language the rest of the day with his caregivers.
addicted, as his 17-year-old mother had was poorly developed. He had frequent Work was also done with Robbie’s mother
been using heroin during her pregnancy. aggressive outbursts and other children and her partner, to use their contact in
He was tiny and had to stay in hospital for at kindergarten were often afraid of him. a more productive way. They were also
two months. When he went home to his He rocked himself to sleep at night and trained in therapeutic parenting practices,
mother, she stayed clean for a while but did not respond to affection from foster even though Robbie will probably never
found him hard to manage and difficult to parents. live with them. They were introduced
soothe. He cried and cried and she felt When he was nine his mother—who to Robbie’s carers, who have offered
miserable and useless to him. Eventually was no longer an addict—married and some support when he visits his family,
she started using again and he was often had two children, which made Robbie all and the two families now spend some
left hungry and dirty. Robbie was removed the more angry and hurt. She would have time together. This link has proved very
from her care several times in his first three liked to care for him but also found his beneficial as it mends part of Robbie’s
years, but was returned when she stopped behaviour too difficult and worried about painfully separated world.
using drugs. Finally Robbie was placed in the safety of her younger children. Now, at 13, Robbie has settled
care when he was four, and did not return. markedly. He has formed a tentative
When he was eleven Robbie was
At four he had many problems, which placed with carers from a therapeutic attachment relationship with his carers
were exacerbated by frequent moves, fostercare program, and a comprehensive and allows them to comfort and discipline
as foster carers could not cope with care plan was built to support him. him. He can still be aggressive and needs
his behaviours, or his placement had Interventions of massage, music, dance some limits to excitement and stress, and
to change for other reasons. Carers and rhythm were implemented, to help he has ongoing problems with learning
often said they liked him at first and him to regulate himself, along with a and with social and peer relationships.
that he could be quite charming—but therapeutic parenting plan (including He is happiest at home with his male
then he would push them away once PACE) to assist attachment between him carer, helping him with carpentry and
the relationship started getting closer. and his new caregivers. This included other projects. He attends school but is
He was described as finding it difficult training and intensive support for them still not up to his grade level and will soon
to manage relationships, as he did not and weekly therapy sessions involving go to a supported secondary school.
have many skills in managing his own both Robbie and his caregivers. Robbie He can spend time in the classroom now
emotions or reactions, or in dealing with had some home tutoring and he spent and is keen to learn to cook.
conflicts or solving problems. Robbie also
24 FROM ISOLATION TO CONNECTION
31. T H E O RY A N D C A S E S T U D I E S : T R A U M A , AT TA C H M E N T A N D C H I L D D E V E L O P M E N T
and traditional African cultures. They describe situations where Attachment and stress
more than one person is responsible for connecting with and By soothing the infant when this is appropriate, the caregiver
caring for children, and as such provide a different way of not only protects them from the effects of stressful situations,
thinking about attachment. but also enables the child to develop the biological framework
Secure attachment develops resilience, so that a capacity to for dealing with future stress. In this process caregivers play
tolerate stress is built up. Resilience is developed in childhood a critical role. The caregivers help the child to know their own
through exposure to stress, with immediate access to comfort feelings by giving words to their experience (oh, you look tired,
and nurture; in this way a child absorbs a sense of their own what a beautiful smile, you look so happy, you’re really upset
self-worth—because their caregiver had them in mind and now); helping the child to regulate their physical body and to
came to help when there was threat and fear. Many traumatised know physical boundaries by holding them, touching, playing
children are less resilient because they have not had access with and comforting them. Without these early experiences
to such comfort. children can grow up not recognising or understanding their
emotional and physical states and consequently not able to
make good decisions and judgments, not able to manage strong
emotions, and lacking trust in the world (van der Kolk, McFarlane
& Welsaeth,1996).
Attachment and regulation of emotions and reactions
(affect regulation)
One of the most important aspects of the attachment system is
that it forms the framework within which we learn to regulate our
physiological and emotional reactions. The presence of attuned
caregivers—who are able to regulate their own reactions and
levels of emotion or affect arousal—leads directly to the infant
beginning to regulate their own arousal levels.
In fact with new knowledge from ‘brain science’, or
neurobiology, some attachment theorists suggest that
‘… attachment theory stresses the primacy of affect and is
fundamentally a regulation theory’ (Schore & Schore, 2008, p.10).
25
32. Case study two: Jodie
Jodie was an easy, settled baby, and had of nine when her mother became ill with and that Jodie would upset her mother.
a good beginning in life. Unfortunately her cancer. She was a quiet, withdrawn However, Jodie managed well—with
father was killed in an accident when she child and started self-harming at twelve, support—and she and her mother had
was two, and her mother then married a causing a great deal of damage to her several months of very positive contact
man who turned out to be very violent. arms and leg by carving into them. Jodie before her mother died. During this time
He frequently beat Jodie’s mum and once spent several years moving between Jodie also had contact with her mother’s
took Jodie away with him and refused to residential care and psychiatric hospitals, extended family, and one of her cousins
give her back. The police eventually found hardly attending school and missing out took an interest in her, and helped
him and he held Jodie hostage for two on many normal adolescent activities. her through the grief that followed her
days before shooting himself in front of When she was 14 she was admitted to mother’s death.
her. She was only five. a therapeutic residential program set up Jodie seemed to grow in maturity
Both her mother and Jodie were specifically for young women, where she through these experiences, while all
deeply traumatised by these events and benefited from a sense of containment and the time drawing on the relationships in
Jodie’s mother developed post traumatic safety, the warmth and support of staff the residential unit. She still sometimes
stress disorder (PTSD) and became very and the group program. The clinician there harms herself, but has become much
depressed. Jodie had some treatment at made contact with Jodie’s mother, who better at letting others know when she is
the time, but because her mother was so was dying. Jodie had been kept away from distressed. She hopes to go and live with
affected it was hard for her to fully recover. her mother by well-meaning workers who her mother’s cousin at some time in the
Jodie was placed in care at the age thought her illness would be too upsetting, future, although she doesn’t feel ready yet.
Figure 4: Secure attachment Neglected infants who do not have access to enough
care, attunement, security and regulation may grow into
Development of childhood without the basic framework to regulate their
Secure mentalisation, emotions and reactions, read the emotions and reactions of
= Regulation = others (mentalisation), feel empathy for others, feel shame
attachment empathy and
conscience when misbehaving (conscience) and manage shame about
themselves. Even when well established, this basic framework
can be undermined by the trauma of abuse or later neglect.
26 FROM ISOLATION TO CONNECTION
33. T H E O RY A N D C A S E S T U D I E S : T R A U M A , AT TA C H M E N T A N D C H I L D D E V E L O P M E N T
Attachment and adolescence wrong (conscience); we understand the impact of our action on
By adolescence a specific attachment organisation or style the thoughts and feelings of others (mentalisation); and because
has become an intrinsic part of a person’s makeup, rather than we feel their pain (empathy).
the multiple patterns with different caregivers seen in earlier Socialisation is vital to the survival of the individual within the
childhood. This style or pattern can still change—influenced group, and of the group itself.
negatively by trauma, loss or extreme stress, or enhanced by the
security of healing relationships. Usually the pattern established
by adolescence will predict attachment patterns with future
The shame/socialisation cycle and the
partners and children, unless greater security of attachment is impact of abuse and neglect
gained through supportive adult relationships or therapy. As outlined above, infants who receive sufficient care,
attunement, security and regulation have a framework for
Attachment, socialisation and shame regulating their emotions. In their second year of life children begin
Attachment relationships with caregivers also form the framework to experience discipline: their caregiver will provide boundaries
for socialisation: the means by which a cultural group creates and limits to inappropriate behaviour. This creates a shame
the boundaries for acceptable and unacceptable behaviour. response, through the caregiver’s anger or disapproval; and in a
Combined with other aspects of early development and secure attachment relationship this shame is resolved through
attachment such as security and trust, the socialisation process interactive repair (Schore, 1996; Hughes, 1997). Interactive
begins in infancy. It then leads to the development of conscience; repair involves a well-regulated caregiver who notices the child’s
of being able to manage and regulate affects and emotions; distress, overcomes their anger or fear at the child’s behaviour
of the ability to empathise with others; and of the capacity to and helps the child return to a calm emotional state, through either
understand the thoughts, emotions and actions of others. ‘business as usual’, distraction or providing comfort.
Healthy shame Neglect
One aspect of socialisation is healthy shame. If we are Neglected infants are unlikely to have secure enough attachment
reasonably well socialised we feel shame when we do the wrong relationships, as they have not received the necessary
thing, particularly when we do something that hurts another, attention, caregiving, affection, regulation, play and soothing.
intentionally or unintentionally. This is healthy shame. Shame Therefore the first part of the socialisation cycle is already
should motivate us to repair the hurt we have caused and to compromised. In the second year of life, when there is a need for
avoid similar actions in the future—because we know right from discipline and boundaries, caregivers are less likely to impose
27
34. Case study three: Rosa
Rosa, whose mother has a mild intellectual of trouble, and she rarely spoke. She found it more effort was made to help Rosa. The
disability, suffered some neglect in infancy, difficult to look anyone in the eye and had no Child Protection case manager worked with
as her mum struggled to look after her friends except a younger cousin. Rosa often Rosa’s mother and linked them into a local
needs. Fortunately her grandmother was very stayed home from school as her mother liked Fostercare agency, where a ‘grandmother’ was
involved, and this helped when she was a the company and they would watch TV all day. found. This was an older woman with a large
baby. However, her grandmother was elderly By Year 7, at 12, she was way behind her extended family and lots of energy. She spent
and became ill. grade level and was thought to be intellectually a lot of time with Rosa, talking, helping her
When Rosa was a toddler her mother found disabled herself. Although in previous years with grooming and hygiene, introducing her to
it very hard to discipline her and would scream there had been several notifications, Rosa’s music and art. Rosa’s mother was jealous at
at her whenever she did anything wrong, or mother would always comply with Child first, but found that she was included in many
looked like she might be in danger. Her mum Protection orders and with support would sort activities and family celebrations. Rosa had
found it really hard to stay calm when angry out whatever the problem was. Unfortunately an educational assessment which indicated
or frightened. When she screamed at Rosa when the support stopped things would return that she was actually of average intelligence
she would never pick her up and comfort her to the same state. and the school put a plan in place to help
afterwards, as she thought this would spoil her her catch up with her peers. Rosa started
During Year 7 there was another notification,
and she needed to learn to do what her mother to enjoy reading and listening to music, and
based on Rosa’s absences from school, her
told her. found some friends who liked to do the same
poor academic achievement, her very poor
things. Still very quiet and shy, Rosa is making
As a child Rosa was a very timid girl who hygiene and her mother’s refusal to allow
progress.
would freeze whenever she was in any kind an educational assessment, and this time
Figure 5: Socialisation in secure attachment
appropriate limits that elicit a shame response which falls
Attunement within the normal range: there is either too much anger, disgust,
Socialisation
Comfort contempt or rejection (the overly-shamed child) or not enough
Nurture disapproval or anger (the under-socialised child).
Physical and Regulation When a child feels shame because their caregiver is angry or
Conscience
emotional care disapproving, the attuned caregiver will repair the relationship
Empathy
Limits and with warmth and nurturing, showing the child that it is their
boundaries Mentalisation
action that is the problem and they are still loved. With less
28 FROM ISOLATION TO CONNECTION