Trauma Informed Care Webinar 2 Being a Detective LINKS Training - - PDF document

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Trauma Informed Care

Webinar 2 – Being a Detective

Goals for today

Explore the four stages of trauma based behaviour Learn the importance of being a detective when working with children who have experienced trauma Introduce behaviour assessments to help identify triggers and support carer responses

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Fight, Flight or Freeze?

Fight Flight Freeze

• Hitting
• Restless legs and feet • Holding breath
• Kicking, stomping
• Shallow breathing
• Heart pounding
• Throwing
• Darting eyes
• Shutting down
• Spitting
• Fidgeting
• Feeling unable to
• Screaming
• Running

move

• Crying
• Pacing
• Daydreaming
• Clenched fists
• Grinding teeth
• Glaring

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Meet Jayden, Taneisha and Henry

Jayden

Is always looking for trouble Has problems with rules and limits Has had four placements in 2 years Is often the subject of calls from his school His current carers are supportive but are losing patience and hope Diagnosis - Oppositional Defiant Disorder (ODD)

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Taneisha

Fears women, including teachers Won’t go to school near home Hides Leaves class without permission Diagnosis – Anxiety Disorder with school refusal

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Henry

Is the quiet kid in class Has no behavioural problems but is often spacey and silent Gets bullied at school Has difficulty concentrating in class and is

• ften unable to complete his work

Diagnosis – adjustment disorder, anxiety and depression

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Behaviour is a powerful communicator

Trauma responses are powerful drivers of behaviour Not all behaviours are trauma reactions Understanding the reasons for a child’s behaviour is important

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The Four Stages of Trauma-Based Behaviour

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Identifying trauma behaviours Shifts in the four stages affect the 3As

The 3 As include: Affect How children display their feelings, especially on their faces or in their body language Awareness A child’s sense of themselves, what is going on in the environment and what they seem focused on Action How a child behaves

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Heating Up Boiling Cooling Down Child s Behaviour Restfu Ch d s ca m and se ed n he r env ronmen V g ant Ch d has been r ggered and s ry ng o manage he r emo ons Re Exper enc ng: F ght F ght Freeze Ch d s cop ng sk s are

• verwhe med

hey are s rugg ng Ca m ng down Ch d s beg nn ng o manage he r emo ons and se e back n o he r env ronmen Your Priority M n m se r ggers o preven esca a on or hea ng up He p he ch d o regu a e he r emo ons and ca m Make sure your e or s o con a n he ch d do no re rauma se hem keep he ch d and o hers sa e He p he ch d con nue manage emo ons and se e back n o he r env ronmen

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Being a detective

Be part of the solution Reach out, share your knowledge and advocate! Think about a child who has Boiling/re-experiencing behaviours, and complete the Being A Detective homework sheet

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Knowing a child’s trauma history helps identify triggers

What specific experiences has a child had that were especially frightening or dangerous?

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Safe, consistent and predictable environments help kids stay regulated

… but we also know that children struggle

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Moment-by-moment assessment

Try to connect the trauma trigger and the survival response Refer to your moment-by- moment assessment handout

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Seeing patterns

Tylor – 4 completed moment-by- moment assessments What do you think triggered Tylor’s responses? How might you have supported his carer to respond differently?

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Now that we know the problem…

How can we identify patterns? What are some things we could do to help? Use a creative thinking process.

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Additional thoughts about a child’s trauma history Priority Challenge worksheet

Helps you to identify: triggers that lead to boiling responses in your child ways to reduce these triggers ways to develop coping strategies

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Reviewing the Priority Challenge worksheet

What things could we do to help Tylor: Reduce triggers? Help build his skills?

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Thank you

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