Trauma informed care & neurodiversity
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This document discusses several topics related to trauma-informed practices and neurodiversity, including: - Erik Erikson and Jean Piaget's theories of psychosocial and cognitive development which can be impeded by adversity. - Maslow's hierarchy of needs and how meeting basic needs allows progression through development stages. - Features of the adolescent brain including high energy needs and lack of impulse control. - How adverse childhood experiences can impact development but neurodiversity is genetic. - The role of triggers in unwanted behaviors and addressing underlying fears through response over reaction. - Methods for helping others including co-regulation, personal mindfulness, and restorative versus punitive discipline.
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Trauma informed care & neurodiversity
- 1. Trauma-Informed Practices and Neurodiversity Dr. Jerry Goebel : goebeljerry@me.com : Facebook Doc Jerr : acompellinglife.com
- 2. Erik Erickson Psychosocial Development Can’t progress through stages without completing the previous stage successfully (latency) Adversity can impede any stage of growth
- 3. Jean Piaget Cognitive Development Play is the work of children Conversation is the Play of Adolescents Children need unstructured play time and adolescents need unstructured conversation time Transient Hypfrontality
- 4. Hierarchy of Needs Only when the bottom needs are met can we move to the higher needs. Only in the higher needs can we move through psycho-socio or cognitive stages All are interdependent
- 5. Adolescent Brain Second Highest Growth Spurt in Life Requires a huge amount of energy Mostly growth in connective tissue (white matter) All accelerator, no brakes Bitten to Death by Ducks Dependency Cycles
- 7. Neurodiversity Behaviors can seem similar to ACE ACE’s are environmental, Neurodiversity is genetic The results of ACE’s can be reversed, the results of Neurodiversity can be mitigated The earlier the intervention, the better Don’t define someone by their disorder
- 8. Triggers Negative Triggers result in unwanted behavior They don’t “cause” behavior, reaction to trigger causes behavior (move from reactions to response) At the root of most negative triggers is usually a fear The fear is generally related to a past event To deal with the trigger, one must address the fear
- 9. How can you help? Co-Regulation
- 10. Personal Mindfulness Q, R, S Q: QUIET my brain/mind/spirit R: RELAX my neck/shoulders/body S: SMILE, breathe SLOWLY
- 11. The 3 R’s
- 12. Punitive vs. Restorative HOMEWORK Seek examples of when people (including yourself) have used Co-Regulation in your workplace Seek examples of when people (including yourself) have used Restorative Discipline in your workplace
Editor's Notes
- Animated Training Video: https://www.youtube.com/watch?v=aYCBdZLCDBQ We can become latent (stuck) at any stage. Adversity can impede any stage of growth. Erikson’s book “Childhood and Society,” published around 1950 Virtues: Hope, Will, Purpose, Competence, Fidelity, Love, Care, Wisdom Existential Questions: Trust vs. Mistrust: “Can I trust the world?” Autonomy vs. Self-Doubt: “Is it okay to be me?” Initiative vs. Guilt: “Is it okay for Me to Do, Move and Act?” Industry vs. Inferitority: “Can I make it in the World of People and Things?” Identity vs. Role Confusion: “Who Am I and What Can I Be?” Intimacy vs. Isolation: “Can I Love?” Generativity vs. Stagnation: “Can I make my Life Count?” Ego Integrity vs. Despair: “Is it Okay to Have Been Me?” What is trust to a child? Consistency Infancy stage, Trust is so fundamental to all the other stages. That’s why parental leave and care of young mothers is so critical. Unfortunately, the child’s need for consistency usually occurs at a time in the family’s life that is very unstable; relationships trying to work through the stress of early parenting, the financial pressures of a child, single-parentis, in particular, experience hardships at this time. What are daily activities you can do to help children successfully complete different stages? In Group Home care, the particular steps we generally experience are Infant, Toddler, Pre-Schooler, Grade-Schooler, Teenager so our primary emphasis will be on Trust, Autonomy, Industry, Identity and Intimacy Dependency Cycles: Dependent, Anti-Dependent, Latent Dependence, Radical Anti-Dependence, Independence, Intra-Dependence What happens when you have a parent (typically a father) that is latent in anti-dependence just when the teenager is entering anti-dependence?
- Animated Training Video: https://www.youtube.com/watch?v=IhcgYgx7aAA Piaget said that “play is the work of children.” To accomplish their steps to learning, children need a lot of experimenting and play is the best form of experimentation Experimentation requires risk and failure which is why trust, autonomy and initiative are so important. It takes about 400 repetitions to create a new synapse, unless created through play, then it takes about 10 to 20 repetitions Transient Hypofrontality, to learn creatively the brain must shut down the dominant pre-frontal lobe, this allows newfound information to “visit” other portions of the brain and creates deeper and broader learning. If you want children to learn to repeat facts and do well temporarily on tests, lecture them. If you want children to learn creatively, let them have unstructured play after they’ve learned something new.
- Animated Training Video: https://www.youtube.com/watch?v=O-4ithG_07Q
- The adolescent brain (post-pubescence) enters the second largest (and final) growth spurt in life. While the growth during infancy is largely in the cellular matter of the brain (grey matter), the growth during adolescence is largely in the white matter (connective tissue) of the brain. A teen’s brain isn’t fully developed until early to mid-twenties. The adolescent brain is extremely pliable. It releases dopamine during risk and double the dopamine if the risk is taken in front of peers.
- Adversity during childhood can impact every stage of development; trust, autonomy, initiative, identity, etc. making it impossible to form a cohesive self or achieve well-being. The intensity, duration and number of adversities increase the complexity of dysfunction. Systemic adversity can affect generations (transgenerational trauma) and even alter genetics (epigenetic trauma) Adversity doesn’t always lead to trauma CHART What is Adversity? What Kinds of Experiences are Adverse? 1. Maltreatment 2. Violence and Coercion 3. Adjustment 4. Prejudice 5. Household or Family Adversity 6. Inhumane Treatment 7. Adult Responsibility (Parentification) 8. Bereavement and Survivorship How Common Are ACEs? What Protects Young People from ACEs? Positive and Supportive Family Environments Safe and Mutual Relationships from Peers Access to a Wide, Supportive and Understanding Community Ability to Regulate Emotions and Manage Emotional distress Acquisition of Practical Problem-Solving Skills Compassionate, Attuned and Supportive Responses from Professionals. Early Intervention from Support, Therapeutic or Safeguarding Services Trauma-Informed Practices & Systems that Address Bullying, Harassment and Victimization. What Can We Do About It? - Make Trauma-Informed Practice a Priority - Create a Common Inquiry and Identification Process - Invest in Adversity and Trauma-Informed Kinds of Care
- Children with… not neurodiverse children (don’t define people by their disorder) “He’s a child who is on the Autism Spectrum” as opposed to “He’s an autistic child” or “He’s autistic.” Children with neurodiversity issues may not be able to communicate verbally, technologically assisted devices have made huge achievements possible to help them communicate Like children with Adversity in their history, children with neurodiversity can be hyper-vigilant, just unable to express or communicate their concerns
- What are negative triggers? Change Uncertainty Stress Sleep Diet Social Media Chaotic Environment Noise Overstimulation, Understimulation What are Positive Triggers Consistency and Routines Appropriate Touch Having your feelings heard and named When your story is validated Preparation Time before Changes Routine Sleep Healthy Diet Appropriate Sharing in Rule-Making Fairness in Rule-Keeping
- Punishment Good behavior is based on fear of punishment Reflection Good behavior is based on internal desire to do well Do NOT Swear (”I wasn’t thinking about it until I saw your sign.”)