This document provides strategies for raising children affected by attachment trauma using integrative parenting methods. It discusses using boundaries with attunement rather than emotion-driven responses. Specific strategies are presented, including staying calm, using empathy, avoiding punishments, giving choices, and collaborative problem solving. The goal is to help children feel safe and supported rather than mistrustful through these patient and caring parenting techniques.
Class 4 Integrative Parenting for Attachment Traumaatcnebraska
This document provides an overview of strategies for parents raising children affected by attachment trauma to become happier parents. It discusses identifying and addressing parent vulnerability factors, triggers, negative thoughts and emotions. Parents are encouraged to replace judgmental, embarrassed and hopeless thoughts with more rational thoughts. The document also provides tips for calming the body and brain through self-care, addressing couple and family issues, and dealing with grief.
Class 3: Integrative Parenting for Attachment Traumaatcnebraska
This document provides an overview of strategies for addressing challenging behaviors in children affected by attachment trauma. It discusses identifying triggers, vulnerabilities, and negative thoughts that lead to meltdowns. There are three phases to a meltdown - acting out, acting in, and repair - and strategies are provided for managing each phase with attuned responses. Other common "scary" behaviors like lying, defiance, stealing and their underlying causes are explored. The concept of a child's "dominoes" - the chain of events, emotions and sensations that can lead to a meltdown - is introduced to help understand triggers. The goal is to stay attuned to the child's experience and needs to de-escalate behaviors with calm, reassuring and emp
Class 2: Integrative Parenting for Attachment Traumaatcnebraska
This document discusses strategies for raising children affected by attachment trauma through mindfulness and play. It recommends that parents practice mindfulness to better understand their child's emotions and stay calm themselves. Engaging in play daily is important to strengthen the parent-child bond and support the child's development. Specific play strategies are provided, such as following the child's lead and making play fun, relaxing and child-directed.
Class 1: Integrative Parenting for Attachment Traumaatcnebraska
This document summarizes key points from a presentation on raising children affected by attachment trauma. It discusses how early life experiences shape children's core beliefs and behaviors. Children who experienced trauma may live with a hyper-aroused "survival brain" and have difficulties with emotion regulation, trust, and focusing. Their challenging behaviors are understood as reflexive responses to trauma rather than intentional misbehavior. Therapies like EMDR and family therapy can help rewire the brain and establish a secure attachment to support healing. Parents are encouraged to understand their children through a trauma lens to develop empathy and use integrative parenting strategies.
Based on TIP 57: Trauma-Informed Care in Behavioral Health Services|SAMHSA A single counseling CEU course is available at https://www.allceus.com/member/cart/index/product/id/393/c/ or the complete Trauma Informed Care Training Certificate are available at https://www.allceus.com/member
Art therapy uses the creative process of art making to improve physical, mental, and emotional well-being. It is based on the belief that creative self-expression through art helps people resolve conflicts, develop skills, and increase self-esteem. The document discusses the history and founders of art therapy including Freud, Jung, Naumberg, and Kramer. It then describes the speaker's work using art therapy at an outpatient substance abuse treatment center, giving examples of techniques used like body maps, anger lamps, and altered books to help patients process emotions, reduce stress, and work through trauma.
The document discusses psychological trauma and injury. It proposes that trauma results from experiences of loss, disaster/tragedy, or betrayal, which damage one's sense of self-worth. Unresolved trauma can lead to symptoms of depression, anxiety, guilt, anger, and shame as protective behaviors to regain control. Over time, symptoms may become rigid coping habits or ways to control others and avoid responsibility. The document advocates understanding depression and anxiety not as conditions but as meaningful belief structures arising from trauma.
Fear is an instinctive response triggered by the amygdala and hypothalamus when danger is sensed. This causes the release of hormones like adrenaline that prepare the body for the "fight or flight" response through increased heart rate, blood pressure, sweating and other physiological changes. Fear memories are stored and can cause reflex reactions upon repetition of fearful events. While some fears like heights or spiders are common, others can be more unique. Overcoming fear involves exposing oneself to the feared object in a gradual, controlled manner to build new memories in the prefrontal cortex that can override the old fear memories stored in the amygdala. Practical tips include learning about the feared object, facing it with support, positive self
Class 4 Integrative Parenting for Attachment Traumaatcnebraska
This document provides an overview of strategies for parents raising children affected by attachment trauma to become happier parents. It discusses identifying and addressing parent vulnerability factors, triggers, negative thoughts and emotions. Parents are encouraged to replace judgmental, embarrassed and hopeless thoughts with more rational thoughts. The document also provides tips for calming the body and brain through self-care, addressing couple and family issues, and dealing with grief.
Class 3: Integrative Parenting for Attachment Traumaatcnebraska
This document provides an overview of strategies for addressing challenging behaviors in children affected by attachment trauma. It discusses identifying triggers, vulnerabilities, and negative thoughts that lead to meltdowns. There are three phases to a meltdown - acting out, acting in, and repair - and strategies are provided for managing each phase with attuned responses. Other common "scary" behaviors like lying, defiance, stealing and their underlying causes are explored. The concept of a child's "dominoes" - the chain of events, emotions and sensations that can lead to a meltdown - is introduced to help understand triggers. The goal is to stay attuned to the child's experience and needs to de-escalate behaviors with calm, reassuring and emp
Class 2: Integrative Parenting for Attachment Traumaatcnebraska
This document discusses strategies for raising children affected by attachment trauma through mindfulness and play. It recommends that parents practice mindfulness to better understand their child's emotions and stay calm themselves. Engaging in play daily is important to strengthen the parent-child bond and support the child's development. Specific play strategies are provided, such as following the child's lead and making play fun, relaxing and child-directed.
Class 1: Integrative Parenting for Attachment Traumaatcnebraska
This document summarizes key points from a presentation on raising children affected by attachment trauma. It discusses how early life experiences shape children's core beliefs and behaviors. Children who experienced trauma may live with a hyper-aroused "survival brain" and have difficulties with emotion regulation, trust, and focusing. Their challenging behaviors are understood as reflexive responses to trauma rather than intentional misbehavior. Therapies like EMDR and family therapy can help rewire the brain and establish a secure attachment to support healing. Parents are encouraged to understand their children through a trauma lens to develop empathy and use integrative parenting strategies.
Based on TIP 57: Trauma-Informed Care in Behavioral Health Services|SAMHSA A single counseling CEU course is available at https://www.allceus.com/member/cart/index/product/id/393/c/ or the complete Trauma Informed Care Training Certificate are available at https://www.allceus.com/member
Art therapy uses the creative process of art making to improve physical, mental, and emotional well-being. It is based on the belief that creative self-expression through art helps people resolve conflicts, develop skills, and increase self-esteem. The document discusses the history and founders of art therapy including Freud, Jung, Naumberg, and Kramer. It then describes the speaker's work using art therapy at an outpatient substance abuse treatment center, giving examples of techniques used like body maps, anger lamps, and altered books to help patients process emotions, reduce stress, and work through trauma.
The document discusses psychological trauma and injury. It proposes that trauma results from experiences of loss, disaster/tragedy, or betrayal, which damage one's sense of self-worth. Unresolved trauma can lead to symptoms of depression, anxiety, guilt, anger, and shame as protective behaviors to regain control. Over time, symptoms may become rigid coping habits or ways to control others and avoid responsibility. The document advocates understanding depression and anxiety not as conditions but as meaningful belief structures arising from trauma.
Fear is an instinctive response triggered by the amygdala and hypothalamus when danger is sensed. This causes the release of hormones like adrenaline that prepare the body for the "fight or flight" response through increased heart rate, blood pressure, sweating and other physiological changes. Fear memories are stored and can cause reflex reactions upon repetition of fearful events. While some fears like heights or spiders are common, others can be more unique. Overcoming fear involves exposing oneself to the feared object in a gradual, controlled manner to build new memories in the prefrontal cortex that can override the old fear memories stored in the amygdala. Practical tips include learning about the feared object, facing it with support, positive self
our thought shapes our reality, our loves.
"The closer you come to knowing that you alone create the world of your experience, the more vital it becomes for you to discover just who is doing the creating.”
― Eric Micha'el Leventhal
Unresolved childhood attachment issues can lead to difficulties forming secure relationships as an adult. Patterns of attachment continue across generations, so adults with insecure attachments may struggle in relationships and in parenting. While attachment disorders in children are often treated successfully, adult attachment disorders are more complex and can be more difficult to treat. More recognition and treatment options are needed to help suffering adults form healthy attachments.
Intergrated-Therapy "Circle of Security"Karen Cowling
Do you want to bring up children who you have been able to parent from the inside out, to raise children who feel attached and loved, to assist them in being able to manage their own and others strong emotions. www.Intergrated-Therapy.com
0408618165
Karen.
Gain a working knowledge of the interaction of our brain structures when we are connecting with ourselves and others. You will learn how empathy integrates your nervous system, and how the tools of Life-Focused Communication (NVC) moves you into greater clarity, spaciousness and choice.
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=
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/
CEs can be earned for this presentation at https://www.allceus.com/member/cart/index/search?q=family+dynamics
Pinterest: drsnipes
YouTUBE: 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.
Family Dynamics of Addiction
Objectives
Define the Family
Examine how addiction impacts the family
Emotionally
Socially
Physically
Spiritually
Why I Care/How It Impacts Recovery
The identified patient does not exist in isolation
As the IPs behaviors/problems developed, the family’s behaviors changed to try and maintain stability
When the IP begins to change in recovery, that disrupts the balance.
When the IP did _____ the family members always reacted with ____
Example:
When John was late coming home from work….
When Sally started sleeping late and going to bed early…
When Jane starts cleaning a lot and getting irritable…
The family needs to
Understand the impact of the IPs behavior on the family
What the function of the IPs behavior was
How to examine old behaviors in a new context
- Childhood stress can have lasting impacts on brain development and health. Stress in children is often exhibited through physical, emotional, or behavioral signs. Common causes of childhood stress include parental stress, schoolwork, friendships, sibling rivalry, abuse, illness, and overly packed schedules. Parents can help reduce stress in children by providing a calm and stable home environment, spending quality time together, being attentive listeners, building their child's self-esteem, and teaching relaxation techniques. When stress becomes excessive, seeking professional help may be necessary.
This document discusses raising emotionally intelligent children by teaching them skills in self-awareness, social awareness, self-management, relationship skills, and responsible decision making. It outlines the five emotional intelligence competencies and describes appropriate development of these competencies from elementary through high school. It also discusses different parenting styles like dismissive, disapproving, and laissez-faire parenting and how to become an "emotion coach" by validating, labeling, and problem-solving with children during emotional moments.
Teen dating violence is defined as physical, sexual, psychological or emotional violence within a dating relationship between a current or former partner. More than 20% of adolescents experience violence from an intimate partner. Young women between 16-24 experience the highest rates. Unhealthy relationships can have severe short and long term negative consequences on a developing teen, including depression, anxiety, unhealthy behaviors like substance abuse, antisocial behaviors, and thoughts of suicide. Education about healthy relationships and support resources can help prevent dating violence.
Art therapy is a mental health profession that uses creative art making to improve physical, mental, and emotional well-being. Benefits include self-healing, personal fulfillment, empowerment, and stress relief. Many populations can benefit, such as those with eating disorders, cancer, disabilities, chronic illness, relationship problems, abuse, mental disorders, substance abuse, trauma, and loss. Studies show art therapy reduced depression in incarcerated adolescent girls by 88% and boys by 87.5%. It also helped grieving teens through creative expression and memorial activities.
The document discusses the hidden power of pornography and its effects on the brain and behavior. It explores how porn hijacks the brain's reward system through dopamine responses and conditions users both psychologically and physiologically. Risk factors for porn addiction are outlined as well as steps to quit such as creating a porn-free environment, developing motivation, learning relapse prevention strategies, and healing relationships through reconnecting intimately without porn. The goal is to replace porn with a rich, meaningful life.
The document discusses Conscious Discipline, a program that addresses the emotional intelligence of adults and children. It teaches adults to self-regulate so they can then teach children to do the same. This helps children move from physical or verbal aggression to using problem-solving skills. The document then provides examples of skills teachers can use when a child is in the survival, emotional, or executive state. These include noticing, assertiveness, routines, composure, rituals, encouragement, jobs, empathy, choices, and consequences. Finally, it discusses four brain-smart principles: the brain seeks patterns, exercise benefits the brain, outside connections build inside connections, and the brain functions best when safe.
Presented during the 2019 Bonner Summer Leadership Institute at Waynesburg University by Luke C. Payson (Waynesburg University). This workshop discussed strategies to thrive in the face of anxiety.
Understanding Gaslighting in a RelationshipSapna Sharma
Understand what is gaslighting in a relationship and what impact it leaves on the person who is gaslighted.
#DrSapnaSharma #EffectsofGaslighting #SignsOfGaslighting #Gaslighting #Relationship #RelationshipCounseling #WarningSignsOfGaslighting #GaslightingSurvivor #SocialEnvironmen#GaslightingAwareness #MentalHealth #Depression #GaslightingIsAbuse #Manipulation #ImpactOfGaslighting
Attachment Theory And Improving Relationships2.The Offical Onetlwright29
This document summarizes attachment theory and discusses how attachment styles impact relationships. It describes the four attachment styles (secure, anxious-preoccupied, dismissive-avoidant, fearful-avoidant) and their characteristics. The document also discusses how attachment styles relate to relationship commitment, violence, and adjustment. Finally, it provides strategies for improving relationships, such as couple's therapy, stress management, emotional stability, and conflict resolution.
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.
Cognitive Behavioural Therapy: A Basic Overview (Presentation)meducationdotnet
This document provides an overview of cognitive behavioural therapy (CBT). It begins by outlining the learning objectives, which are to develop knowledge of CBT principles and techniques. The document then defines CBT as being based on the idea that emotions are governed by thoughts. It notes CBT aims to help people develop a more objective view by changing unhelpful beliefs. Conditions for which CBT has been shown to be effective are then listed, including depression, anxiety, eating disorders, and others. Key CBT principles like the A-B-C model of activating events, beliefs, and consequences are explained. Common cognitive distortions or thinking errors are defined and examples provided. The document concludes by describing how CBT is applied to
This document discusses understanding and improving children's behavior. It begins by introducing Rudolph Dreikurs' view that children misbehave in order to gain attention, power/control, revenge, or a sense of inadequacy or helplessness. The document then provides tips for using logical consequences rather than punishment and encouragement over praise. It emphasizes that all children need structure and discusses disciplining children with special needs. The key points are that children misbehave for specific reasons, parents should understand the goal to teach better behavior, and logical consequences, encouragement, structure, and self-care are important for effective discipline.
This document provides information about ADHD and resources for teaching students with ADHD. It summarizes that approximately 9.5% of children have been diagnosed with ADHD as of 2007, representing a 22% increase over four years. From 1998 to 2009, ADHD prevalence increased to 10% in some US regions and for children living below the poverty level. The document discusses challenges students with ADHD face in school and strategies teachers can use to help these students succeed, including treating each student as an individual, understanding their perceptions, and having high expectations.
our thought shapes our reality, our loves.
"The closer you come to knowing that you alone create the world of your experience, the more vital it becomes for you to discover just who is doing the creating.”
― Eric Micha'el Leventhal
Unresolved childhood attachment issues can lead to difficulties forming secure relationships as an adult. Patterns of attachment continue across generations, so adults with insecure attachments may struggle in relationships and in parenting. While attachment disorders in children are often treated successfully, adult attachment disorders are more complex and can be more difficult to treat. More recognition and treatment options are needed to help suffering adults form healthy attachments.
Intergrated-Therapy "Circle of Security"Karen Cowling
Do you want to bring up children who you have been able to parent from the inside out, to raise children who feel attached and loved, to assist them in being able to manage their own and others strong emotions. www.Intergrated-Therapy.com
0408618165
Karen.
Gain a working knowledge of the interaction of our brain structures when we are connecting with ourselves and others. You will learn how empathy integrates your nervous system, and how the tools of Life-Focused Communication (NVC) moves you into greater clarity, spaciousness and choice.
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=
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/
CEs can be earned for this presentation at https://www.allceus.com/member/cart/index/search?q=family+dynamics
Pinterest: drsnipes
YouTUBE: 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.
Family Dynamics of Addiction
Objectives
Define the Family
Examine how addiction impacts the family
Emotionally
Socially
Physically
Spiritually
Why I Care/How It Impacts Recovery
The identified patient does not exist in isolation
As the IPs behaviors/problems developed, the family’s behaviors changed to try and maintain stability
When the IP begins to change in recovery, that disrupts the balance.
When the IP did _____ the family members always reacted with ____
Example:
When John was late coming home from work….
When Sally started sleeping late and going to bed early…
When Jane starts cleaning a lot and getting irritable…
The family needs to
Understand the impact of the IPs behavior on the family
What the function of the IPs behavior was
How to examine old behaviors in a new context
- Childhood stress can have lasting impacts on brain development and health. Stress in children is often exhibited through physical, emotional, or behavioral signs. Common causes of childhood stress include parental stress, schoolwork, friendships, sibling rivalry, abuse, illness, and overly packed schedules. Parents can help reduce stress in children by providing a calm and stable home environment, spending quality time together, being attentive listeners, building their child's self-esteem, and teaching relaxation techniques. When stress becomes excessive, seeking professional help may be necessary.
This document discusses raising emotionally intelligent children by teaching them skills in self-awareness, social awareness, self-management, relationship skills, and responsible decision making. It outlines the five emotional intelligence competencies and describes appropriate development of these competencies from elementary through high school. It also discusses different parenting styles like dismissive, disapproving, and laissez-faire parenting and how to become an "emotion coach" by validating, labeling, and problem-solving with children during emotional moments.
Teen dating violence is defined as physical, sexual, psychological or emotional violence within a dating relationship between a current or former partner. More than 20% of adolescents experience violence from an intimate partner. Young women between 16-24 experience the highest rates. Unhealthy relationships can have severe short and long term negative consequences on a developing teen, including depression, anxiety, unhealthy behaviors like substance abuse, antisocial behaviors, and thoughts of suicide. Education about healthy relationships and support resources can help prevent dating violence.
Art therapy is a mental health profession that uses creative art making to improve physical, mental, and emotional well-being. Benefits include self-healing, personal fulfillment, empowerment, and stress relief. Many populations can benefit, such as those with eating disorders, cancer, disabilities, chronic illness, relationship problems, abuse, mental disorders, substance abuse, trauma, and loss. Studies show art therapy reduced depression in incarcerated adolescent girls by 88% and boys by 87.5%. It also helped grieving teens through creative expression and memorial activities.
The document discusses the hidden power of pornography and its effects on the brain and behavior. It explores how porn hijacks the brain's reward system through dopamine responses and conditions users both psychologically and physiologically. Risk factors for porn addiction are outlined as well as steps to quit such as creating a porn-free environment, developing motivation, learning relapse prevention strategies, and healing relationships through reconnecting intimately without porn. The goal is to replace porn with a rich, meaningful life.
The document discusses Conscious Discipline, a program that addresses the emotional intelligence of adults and children. It teaches adults to self-regulate so they can then teach children to do the same. This helps children move from physical or verbal aggression to using problem-solving skills. The document then provides examples of skills teachers can use when a child is in the survival, emotional, or executive state. These include noticing, assertiveness, routines, composure, rituals, encouragement, jobs, empathy, choices, and consequences. Finally, it discusses four brain-smart principles: the brain seeks patterns, exercise benefits the brain, outside connections build inside connections, and the brain functions best when safe.
Presented during the 2019 Bonner Summer Leadership Institute at Waynesburg University by Luke C. Payson (Waynesburg University). This workshop discussed strategies to thrive in the face of anxiety.
Understanding Gaslighting in a RelationshipSapna Sharma
Understand what is gaslighting in a relationship and what impact it leaves on the person who is gaslighted.
#DrSapnaSharma #EffectsofGaslighting #SignsOfGaslighting #Gaslighting #Relationship #RelationshipCounseling #WarningSignsOfGaslighting #GaslightingSurvivor #SocialEnvironmen#GaslightingAwareness #MentalHealth #Depression #GaslightingIsAbuse #Manipulation #ImpactOfGaslighting
Attachment Theory And Improving Relationships2.The Offical Onetlwright29
This document summarizes attachment theory and discusses how attachment styles impact relationships. It describes the four attachment styles (secure, anxious-preoccupied, dismissive-avoidant, fearful-avoidant) and their characteristics. The document also discusses how attachment styles relate to relationship commitment, violence, and adjustment. Finally, it provides strategies for improving relationships, such as couple's therapy, stress management, emotional stability, and conflict resolution.
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.
Cognitive Behavioural Therapy: A Basic Overview (Presentation)meducationdotnet
This document provides an overview of cognitive behavioural therapy (CBT). It begins by outlining the learning objectives, which are to develop knowledge of CBT principles and techniques. The document then defines CBT as being based on the idea that emotions are governed by thoughts. It notes CBT aims to help people develop a more objective view by changing unhelpful beliefs. Conditions for which CBT has been shown to be effective are then listed, including depression, anxiety, eating disorders, and others. Key CBT principles like the A-B-C model of activating events, beliefs, and consequences are explained. Common cognitive distortions or thinking errors are defined and examples provided. The document concludes by describing how CBT is applied to
This document discusses understanding and improving children's behavior. It begins by introducing Rudolph Dreikurs' view that children misbehave in order to gain attention, power/control, revenge, or a sense of inadequacy or helplessness. The document then provides tips for using logical consequences rather than punishment and encouragement over praise. It emphasizes that all children need structure and discusses disciplining children with special needs. The key points are that children misbehave for specific reasons, parents should understand the goal to teach better behavior, and logical consequences, encouragement, structure, and self-care are important for effective discipline.
This document provides information about ADHD and resources for teaching students with ADHD. It summarizes that approximately 9.5% of children have been diagnosed with ADHD as of 2007, representing a 22% increase over four years. From 1998 to 2009, ADHD prevalence increased to 10% in some US regions and for children living below the poverty level. The document discusses challenges students with ADHD face in school and strategies teachers can use to help these students succeed, including treating each student as an individual, understanding their perceptions, and having high expectations.
Information and education for early childhood providers in New Mexico. Inside you will find dates for upcoming classes, tips for helping children stay healthy and happy, and contact information for UNM Cariño.
The document provides tips for early childhood educators to foster peacemaking skills in young children. It suggests acknowledging children's existing peacemaking abilities, designating a peace space in the classroom, modeling problem-solving and emotions for children, listening attentively to understand children's feelings, ensuring all aspects of the learning environment respect each child, and celebrating positive interactions through shared stories and books about peace.
This document discusses strategies for teaching with the brain in mind by connecting the Teaching Pyramid practices to brain development. It explains that nurturing relationships and supportive environments promote brain integration and the development of executive functioning skills. Specific strategies are provided to help integrate different parts of the brain such as connecting and redirecting emotions, naming feelings to calm them, and engaging rather than enraging children when upset. The importance of these skills for school and life readiness is highlighted.
Play therapy was introduced in Europe in the 1920s by Anna Freud. It allows children to manipulate their world on a smaller scale through play to express feelings and cope with emotions in a non-punitive environment. Theoretical underpinnings include humanistic psychology, attachment theory, and talk therapy. Assessment techniques involve activities like drawing, music, clay modeling, storytelling, and puppets. Evaluation focuses on developing coping skills, and termination involves reviewing progress. While critics question its empirical support, meta-analyses show it is as effective as psychotherapy for children with effect sizes of 0.66 to 0.93 compared to no treatment. Number of sessions, parental involvement, and specific toys can increase effectiveness.
6 peer responses due in 18 hours Each set of 2 responses will ha.docxBHANU281672
6 peer responses due in 18 hours
Each set of 2 responses will have its own instructions..
Guided Response:
Respond to one peer in this Discussion Forum. Read the challenging behavior scenario they have created and use the Developmental Discipline guidance strategy to problem solve. You must include the following in your response: child’s name, how you will approach the child, possible reminder or private sign, describe how you provide time and space, an example of self-talk that can help the child problem solve, and a choice you can offer the child. Additionally, can you use humor to defuse the situation? If so, how? If not, why?
My post:
Collaborative problem solving is one of the guidance strategies to address challenging behaviors. This strategy is based on the notion that a child does not just behave undesirably. There must be a reason for such behavior. Thus, understanding why the child is having a challenging behavior is the start towards addressing this behavior (Schaubman, Stetson, & Plog, 2011). The focus is on building skills like problem-solving, flexibility, and frustration tolerance rather than motivation the child to behave better. Surprisingly, children with challenging behaviors do not lack the will to behave in a desired manner. Simply, they do not have the skills necessary to behave in a desired manner. This information is vital to addressing challenging behaviors among children in the future. This would be achieved through identifying the challenging behaviors, skills needed to address the behaviors, and partnering with the child to build these needed skills (
Kaiser & Sklar Rasminsky, 2017
). This strategy would help address Olivia’s disruptive behavior, impulsivity and addressing peers negatively. Reward and punishment may not work on Olivia. Thus, Olivia needs to develop skills to address her behaviors (Schaubman et al., 2011). One of the skills to develop is social skills to enable her to control her impulsivity, connect with others, and relate with her peers positively. Apart from this strategy, time-out or time-away would address Olivia’s challenging behaviors. A scenario portraying Olivia’s challenging behavior is her inability to wait for her turn during a group activity. She is always blurting out answers before her turn arrives. How can this be solved?
References
Kaiser, B., & Sklar Rasminsky, J. (2017). Chapter 9: Guidance. In
Challenging behavior in young children: Understanding, preventing, and responding effectively
(4th ed.). Pearson Education.
Schaubman, A., Stetson, E., & Plog, A. (2011). Reducing teacher stress by implementing collaborative problem solving in a school setting.
School Social Work Journal
,
35
(2), 72-93.
BRITTNEY'S POST:
What did you learn about your chosen strategy and what information surprised you?
After reading Time Out or Time Away I have learned a couple of things, such as, not every teacher uses the timeout method and I also learned about the tim.
Love and Logic is a strategy used to reduce reactivity in adults when dealing with students. It involves setting firm limits through enforceable statements without anger or threats, and giving students choices and ownership over problems. When problems occur, adults apply delayed, logical consequences with empathy to encourage students' thinking. The strategy aims to develop students' thinking skills through choices and problem solving, while keeping adults calm and less reactive.
In 2011, Denton ISD partnered with the local United Way organization and Ready Rosie to form an Early Childhood Coalition. The goal was to reach all parents and community members with tools that would get all 0-6 year olds ready for success in school. We reached all 10,000 families with MOBILE video content that went straight to their mobile devices. This session will share the data and success of
that coalition plus resources that can work in any community.
Slides from 2011 Preparing Your Child for Success seminar hosted by The Bear Creek School annually in Redmond, WA. Slides are excerpts from the presentation "Raising Responsible Children Using the Love and Logic Approach" by Karen Wright, Ph.D. Lower School Division Head at The Bear Creek School.
The document discusses research on resilience in maltreated children. It explores how gene-environment interactions can help explain differences in outcomes for maltreated children. Specifically, it examines how variations in the gene that regulates serotonin levels interacted with experiences of maltreatment or healthy child-rearing. While maltreatment generally led to lower resilience, children with one genotype fared better than others depending on their environment. The research suggests genetics and environment combine to shape children's development in complex ways. Practitioners are encouraged to consider this research and apply it by fostering stable relationships and environments for children in their care.
This document provides an overview of non-directive play therapy. It discusses that toys used in play therapy should look played with, be durable, plain in design and not electronic. It also outlines 8 principles of play therapy including warm rapport, child-centeredness, permissiveness and letting the child set the pace. Guidelines for setting limits sparingly in a non-judgmental way are also presented.
When Cancer Changes our Relationship with Our Childrenbkling
When a parent has cancer the whole family experiences the trauma of the diagnosis and it can have untold affects on our children and our relationships with our children. Join us and our guest speaker Haley Pollack, Co-Founder and Executive Director of Bright Spot Network, to learn some ways to remain connected to your children while you are navigating a cancer diagnosis, its treatment, and its aftermath. There will be plenty of time to talk with others who are also navigating their own changing relationship to their children in the shadow of their cancer diagnosis.
This document discusses different types of play that children engage in as they develop, including solo play, adult-child play, parallel play, dyad play, small group play, and large group play. It also discusses strategies to help children learn self-regulation skills like understanding feelings, using picture schedules, sit-upons, places and spaces for regrouping, and self-soothing techniques. The overall document focuses on helping young children develop social and emotional skills through play.
The document discusses strategies to support a child named Billy who has been diagnosed with conduct disorder. It outlines Billy's needs, including difficulty controlling his emotions and behaviors. It also notes the needs of his same-sex parents family, who may lack proper gender roles models and face stigma. The document then discusses various intervention strategies to help Billy, such as social skills training, parenting support, medication, and ensuring a supportive classroom environment through proper supervision and staff training.
This document discusses 10 effective ways to discipline children without beating. It recommends creating diversions for young children, rewarding good behavior, not expecting perfection, using natural and logical consequences, avoiding physical punishment, presenting alternatives, introducing time outs, using grounding, reinforcing positive behavior, taking away privileges, and focusing discipline on getting children to do the right thing willingly. It also provides tips for managing classroom behavior through positive reinforcement techniques like a pupil of the day award and using secret symbols or hand signals with disruptive students.
This document discusses strategies for guiding young children's behavior through positive relationships and classroom management. It emphasizes that children's development is shaped by their attachments to caregivers. Supportive relationships allow children to develop trust and self-regulation. Challenging behaviors may stem from insecure attachments due to caregivers not meeting children's needs. Teachers should get to know each child's history and needs through patience and building trust. Class meetings give children a voice in creating rules and solutions, fostering empowerment. Positive strategies include showing care, listening to children, and acknowledging their efforts through praise. Setting clear and reasonable limits through natural consequences and choices helps children learn responsibility.
Young children may experience difficulties like stomach aches, headaches, trouble sleeping or angry outbursts due to uncertainty and lack of ability to express emotions during the coronavirus outbreak. Providing structure, 1:1 time, mindfulness activities, play, movement breaks and learning opportunities can help support children's emotional wellbeing. Examples given include teddy breathing, playing an "anything can be anything" game, making movement cards and writing notes to teachers. Further resources on explaining coronavirus and relaxation techniques are also provided.
Young children may experience difficulties like stomach aches, headaches, trouble sleeping or angry outbursts due to uncertainty and lack of ability to express emotions during the coronavirus outbreak. Providing structure, 1:1 time, mindfulness activities, play, movement breaks and learning opportunities can help support children's emotional wellbeing. Examples given include teddy breathing, playing an "anything can be anything" game, making movement cards and writing notes to teachers. Further resources on explaining coronavirus and relaxation techniques are also provided.
The document discusses facilitating positive experiences for students through humor, novelty, awe, and fascination. It suggests incorporating routines, rituals, music, spontaneity, and dedicated time for student exploration of their interests to boost engagement and well-being. Specific strategies proposed include using humor to celebrate mistakes, evoking curiosity, helping students reframe challenges, and cultivating gratitude. The overall goal is to immunize students against stress and negativity through brief activities that trigger positive emotions.
Similar to Class 5 Integrative Parenting for Attachment Trauma (20)
2. This powerpoint is based on the following parent guide:
“Integrative
Parenting: Strategies
for Raising Children
Affected by
Attachment Trauma”
by Debra Wesselmann, Cathy
Schweitzer, & Stefanie
Armstrong
(W.W. Norton, New York,
2014)
3. Accompanying Treatment Manual for Therapists:
Integrative Team
Treatment for
Attachment Trauma
in Children: Family
Therapy and EMDR”
by Debra Wesselmann, Cathy
Schweitzer, & Stefanie
Armstrong (W.W. Norton, New
York, 2014)
4. At the End of this Class, You Will be Able
to:4
Let go of “emotion-driven” responses to your child’s
behaviors.
Use Integrative Parenting methods of managing your
child’s behaviors while calming your child’s brain
and enhancing the relationship.
6. Your Child is Trapped on a Merry-Go-Round
of Mistrust.
The world is not a safe
place.
I have to take care of
myself.
It’s not safe to love.
It’s not safe to be
vulnerable.
It’s not safe to be close.
Image 2
7. At times, You Have Been on the
“Merry-Go-Round” of Mistrust with Your Child
• “My world is not safe.”
• “I am a terrible
parent/person.”
• “It’s not safe to love my
child.”
• “My child has ruined my
life.”
Image 3
8. The Traumatized Child Cannot Get off the
Merry-Go-Round Alone
With the right
strategies, you have
the power to stay off
the merry-go-round
and help calm and
integrate your child’s
brain. Your child
needs your help!
Image 4
10. Emotion-driven Parenting Behaviors
Emotion-driven parent
behaviors promote the
child’s beliefs:
“I am bad and you are
mean.”
“I cannot trust you or
depend upon you.”
“I must take care of
myself.”
Image 6
11. A Word About Spankings…
Spankings are tempting because they stop the
child’s behaviors in the moment.
• However…
• Research shows that children who are spanked frequently
are more aggressive than other children.
• Spankings reinforce “I’m bad” and “You are mean” for the
child affected by attachment trauma.
• Spankings will very likely trigger past trauma.
• Spankings trigger hyperarousal.
12. Emotion-Driven Parenting Behaviors Cause
Hyperarousal in Children
Outside of the window
of tolerance, children
cannot think, learn, or
remember anything
that their parents have
said.
12
Image 7
13. The How:
Managing Behaviors Day-to-Day
Stay emotionally
attuned. (“I know it’s
hard to be a kid.” “I can
understand that those
big feelings must be hard
for you to manage.”)
Stay calm. (Soft voice
tone, calm face—keep
breathing)
Image 8
14. The How:
Managing Behaviors Day-to-Day
As soon as you notice signs the child is getting
worked up, reach out and connect. (A touch, a bear
hug, a cuddle, a playful wrestle)
Image 9
15. The How:
Managing Behaviors Day-to-Day
Structured, predictable, safe environment. (Clear
rules, no surprises, a calm home free of other
conflict)
No spanking.
“Don’t sweat the small stuff.” (Let go--ignore the
little things.)
16. The How:
Managing Behaviors Day-to-Day
16
Point out when a small rule has been forgotten. Use
a calm voice. (“Woops – I notice shoes in the living
room. Help those shoes find their place in the closet,
please!”)
No need to consequence every little thing.
18. An Ounce of Prevention is Worth a Pound of Cure
Prepare and reassure your child before going to
an unfamiliar, stimulating, or anxiety-producing
place. Have a calming down plan.
Pre-teach and practice skills for behaving in a
restaurant or other public gatherings prior to the
trip.
19. Teach After the Fact
When your child is calm, use a matter-of-fact voice
and start a discussion with, “I’ll bet you didn’t know
that…” and explain why the behavior was not OK.
19
Image 10
20. Put on Your “Detective’s Hat”
20
When your child is calm,
use a matter-of-fact voice
and start a discussion
with, “Let’s see if we can
figure out what we were
both thinking and feeling
a little while ago and
make a plan so we can
prevent the problems
next time.”
Image 11
21. “Connect” then “Redirect”
(Reference: Siegel and Bryson, 2011.“The Whole-Brain Child”)
In general, to create an
integrated brain,
“connect” with the child,
“right brain to right
brain” before redirecting
“left brain to left brain.”
21
Image 12
22. “Connect” then “Redirect”
(Reference: Siegel and Bryson, 2011. “The Whole-Brain Child”)
Get down on the child’s level
Give a hug or touch in some
way
Pleasant voice and face
Verbal reassurance or
expression of love
22
Image 13
23. Effective Consequences
Are natural or logical.
Are mild and short-term.
Are not shaming.
Are appropriate to the child’s
developmental age.
Are delivered with empathy.
24. Consequences Delivered With Empathy…
(Reference: Cline & Fay, “Parenting With Love and Logic.”)
Will help your child feel
connected to you.
Will help your child become
regulated.
Will help your child be in
touch with remorse and
learn from his mistake.
Image 14
25. Empathic Sentence Starters
“I can see this is hard for you…”
“I know you will make a better choice next time…”
“Sometimes it’s hard to be little…”
“You know we all make mistakes…”
26. An Effective Reward System
Target a specific
behavior or time
period.
Create a visual aid so
the child can see the
progress.
Image 15
27. An Effective Reward System
Keep it short and simple!
Keep it achievable!
Positive behaviors do not
have to be sequential in
order to earn a reward!
Image 16
28. Choices Avoid Power Struggles
Both choices should be acceptable to you. None
should be punitive.
Image 17
29. Choices Avoid Power Struggles
Choices help avoid power struggles, give children a
feeling of significance, and keep the relationship
positive.
Choices develop thinking skills.
30. Examples of Choices
• “This room needs to be picked up by this weekend.
Would you rather do it Thursday or Friday?”
• “Would you rather learn the rules by playing the
game with us or by watching us play? Let me know
what you think.”
• “Would you rather take out the trash after school or
before dinner? You pick.”
31. Sentence Starters for Choices
(Reference: Cline & Fay, “Parenting With Love & Logic”)
• “You’re welcome to_______or_______.”
• “Feel free to ___________or_________.”
• “Would you rather _______or_________?”
• “What would be best for you - _________
• or _________?”
32. The Collaborative Problem-Solving Method
(Reference: “The Explosive Child” by Ross Greene.)
1. “I notice……What’s up?”
2. Repeat exactly what the
child responds.
3. “My concern is…”
4. “How can we solve this
problem?”
Image 18
33. “Integrative Parenting” Probably Will Not Look Like:
The way you were raised.
The way you have raised non-traumatized children in your
home.
Image 19
34. A Comparison
Emotion-Driven
Parenting
Integrative Parenting
Consequences/
punishments
Spankings
Lectures
Raised voice
Orders
Mindful Awareness
Pre-teaching
Empathy and attunement
Focus on calming the child’s
brain
Talking it through
Connecting
Minimal use of consequences
Choices
35. Emotion-Driven Parenting: Scolding and punishments are
the foundation, reducing the experience of attunement.
Attunement
Lecturing Scolding
Punishing
Image 20
37. In Summary...
1. Stay mindful. Use an easy-going voice tone.
2. Look beyond the behaviors. Attune to the feelings and beliefs driving
the behaviors.
3. Calm your child’s dysregulated brain with your calm brain.
4. Teach and pre-teach.
5. If necessary, give consequences -- but always with empathy.
6. Use simple reward systems.
7. Use “collaborative problem-solving.”
8. Give choices.
38. Take it One Day at a Time.
Don’t expect any one behavioral technique to work
every time.
You will not undo all their years of hurt in a short
time.
Keep trying -- don’t give up!
39. The Time and Energy You Invest Now Will Lead
to a Happier Home for Future Years.
Image 22
40. Works Cited
Cline, F. & Fay, J. (2006). Parenting teens with love and
logic: Preparing adolescents for responsible adulthood.
Colorado Springs, CO: NavPress.
Greene, R. W. (2010). The explosive child: a new approach
for understanding and parenting easily frustrated,
chronically inflexible children. New York, NY:
HarperCollins.
Siegel, D. J. & Bryson, T. P. (2011). The whole-brain child:
12 revolutionary strategies to nurture your child’s
developing mind. New York, NY: Bantam Books.
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41. Works Cited
Image 1 Source: By Derek Harper 7 June 2009
http://commons.wikimedia.org/wiki/File:Box_hedges,_Greenway_-_geograph.org.uk_-
_1350772.jpg
Rights: http://creativecommons.org/licenses/by-sa/2.0/deed.en
Image 2 Source: by authors
Rights: authors
Image 3 Source: by authors
Rights: authors
Image 4 Source: by authors
Rights: authors
Image 5 Source: Dollar Photo Club
Rights: Purchased
Image 6 Source: Dollar Photo Club
Rights: Purchased
Image 7 Source: Angry Young Son by Abhisek Sarda February 3, 2010
https://www.flickr.com/photos/reallynuts/4372508744/
Rights: https://creativecommons.org/licenses/by/2.0/
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42. Works Cited
Image 8 Source: by authors
Rights: authors
Image 9 Source: Dollar Photo Club
Rights: Purchased
Image 10 Source: Dollar Photo Club
Rights: Purchased
Image 11 Source: http://pixabay.com/en/magnifier-glass-office-magnifying-23612/
Rights: Public Domain
Image 12 Source: Dollar Photo Club
Rights: Purchased
Image 13 Source: Dollar Photo Club
Rights: Purchased
Image 14 Source: Dollar Photo Club
Rights: Purchased
Image 15 Source: Clip Art
Rights: Public Domain
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43. Works Cited
Image 16 Source: http://blog.jobsgopublic.com/jobseekers-new-years-resolutions-part-
1/
Rights: Public Domain
Image 17 Source: By Nicholas Mutton 16 September 2007
http://commons.wikimedia.org/wiki/File:A_fork_in_the_road_-_geograph.org.uk_-_558151.jpg
Rights: http://creativecommons.org/licenses/by-sa/2.0/deed.en
Image 18 Source: Dollar Photo Club
Rights: Purchased
Image 19 Source: Dollar Photo Club
Rights: Purchased
Image 20 Source: by authors
Rights: authors
Image 21 Source: by authors
Rights: authors
Image 22 Source: Dollar Photo Club
Rights: Purchased
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