The Clinician’s Toolbox...The Clinician’s Toolbox: Utilizing Trauma Informed Interventions with...
Transcript of The Clinician’s Toolbox...The Clinician’s Toolbox: Utilizing Trauma Informed Interventions with...
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The Clinician’s Toolbox:Utilizing Trauma Informed Interventions with Young Children and Their Caregivers
Denise M. VonRotz, LMFT, RPT, IFECMH 2015
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Experiential Activity
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Learning Objectives
Identify factors to consider when preparing interventions for use with children and families who have experienced trauma.
Identify therapeutic interventions stemming from a trauma informed approach.
** This presentation is NOT:* A complete summary of the Neurosequential Model of Therapeutics* A complete listing of interventions to provide whenworking with young children and their caregivers
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What is a Trauma Informed Approach?
• recognizing the signs and symptoms of trauma in children, caregivers, staff, and others (SAMHSA, NCTSN)
• responding to the impact of traumatic stress on the children, caregivers, and service providers (SAMHSA, NCTSN)
• acting in collaboration… to facilitate and support the recovery and resiliency of the child and family (NCTSN)
• seeking to actively resist re-traumatization (SAMHSA)
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Trauma and Behavior Part 1:How Trauma Affects the Brain
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actions such as typing, playing the piano, or riding a bike
fear, pleasure, sadness
anxiety or arousal states
names, faces, facts
Trauma and Memory
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Fight or Flight
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Cognitive
Emotional
Motor-Vestibular
State
Cognitive
Emotional
Motor-Vestibular
State
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Developmental Stage 30 15 15 8 8 3 3 1 1 0
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http://amothersdaypottedplant.blogspot.com/
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Core Elements of Positive Developmental, Educational, and Therapeutic Experiences
• Relational (safe)
• Relevant (developmentally matched)
• Rhythmic (resonant with neural patterns / positive entrainment)
• Repetitive (patterned)
• Rewarding (pleasurable)
• Respectful (child, family, culture)
Adapted from Bruce D. Perry 2010
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Brain Stem Interventions
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Rhythmic and Sensory Input (auditory, tactile, motor)
Attuned and responsive caregiving
Massage
Rhythm
Reiki Touch
EMDR
* Singing* Rocking* Drumming* Cuddling* Lotion massage
* Parent-Child Yoga* Sensory Boxes* Baking (kneading)* Infant games /
Nursery Rhymes
* Music Instruments* Clapping Games* Play Dough* Relaxation
Exercises Sequential Neurodevelopment and Therapeutic Activity - Bruce D. Perry, 2006
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Diencephalon Interventions
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More complex rhythmic movements
Simple narrative
Emotional and physical warmth
Music and movement
Reiki Touch
Therapeutic massage
Equine or canine interactionsSequential Neurodevelopment and Therapeutic Activity - Bruce D. Perry, 2006
* Mirroring* Songs/chants with
hand motions* Nursery rhymes* Poems
* Mazes* Swings* Balls* Tunnels* Jungle gym
* Scribble Chase* Music Tag* Bubbles* Ribbons* Reading
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Limbic Interventions
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Complex Movement
Narrative
Social Experiences
Play and Play Therapies
Performing/Creative Arts
Parallel Play
* Social skills games* Sharing games* Obstacle course* Family rituals* Sleeptime rituals* Art / Drawing / Crafts* Puppet shows* Pretend / dramatic play* Social stories* Movement songs (Hokey
Pokey, Head/Shoulders/Knees/Toes)
Sequential Neurodevelopment andTherapeutic Activity - Bruce D. Perry, 2006
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Cortex Interventions
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Complex Conversation
Social Interactions
Exploratory Play
Solitude, Satiety, Security
Storytelling, Drama
Traditional insight oriented or CBT
interventions
Sequential Neurodevelopment andTherapeutic Activity - Bruce D. Perry, 2006
* Mutual story telling* Therapeutic cards* Drawings* Collage* Social skills training* Problem solving skills* Bibliotherapy* Role plays* Therapeutic workbooks* TF-CBT
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Resources
• www.samhsa.org Substance Abuse and Mental Health Services Administration
• www.nctsn.org National Child Traumatic Stress Network
• www.childtrauma.org The Child Trauma Academy
• www.fcrp.unc.edu Family and Children’s Resource Program (video)
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Resources
• Developmental Art & Play (handout) – Linda M. Chapman
• The Neurosequential Model of Therapeutics – The Child Trauma Academy (2010)
• The Neurobiological Power of Play: Using the Neurosequential Model of Therapeutics to Guide Play in the Healing Process – Gaskill and Perry (2014)
• The Role of Healthy Relational Interactions in Buffering the Impact of Childhood Trauma – Ludy-Dobson and Perry (2010)
• Implementing the Neurosequential Model of Therapeutics – Ayala and Grove (2015)