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Physiology of the Brain PowerPoint Presentation

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On : Mar 14, 2014

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  • Slide 1 - 1 Reducing the Trauma of Investigation, Removal and Out-of-Home Placement in Child Abuse Cases
  • Slide 2 - 2 What Is Emotional Trauma? An experience of perceived threat, harm or danger in which a person is overwhelmed beyond their coping resources. Childs drawing from Darfur
  • Slide 3 - 3 Impact of Chronic and Complex Trauma Drawing by a 4-year-old physically abused boy:  The large image is his father and he is the mouth-less face in the upper left hand corner.
  • Slide 4 - 4 The Impact of Traumatic EventsDepends On: Age and developmental stage Perception of the danger faced Being a victim or witness Relationship to the victim or perpetrator Past experience with trauma Adversities faced following the trauma The presence/availability of adults who can offer help and protection
  • Slide 5 - 5 911 Call While You Are Listening, Notice: Her changing emotions as the threat changes Her efforts to regulate her emotions What was going on internally, in her brain, her body, her thoughts and fears How your own bodies and minds were reacting to the audio even knowing that you were not threatened, it happened long ago, and no one was seriously injured
  • Slide 6 - 6 Needs and Responses Make 2 columns on your easel pad: “Needs” and “Responses”. Individually, write down 1 need Lisa had on one Post-It, and Write down what you would do to address that need on a 2nd Post-It. Take turns reading aloud and posting.
  • Slide 7 - 7 Outcome of Training Respond intentionally and purposefully with trauma informed strategies. Collaborate across disciplines and roles with other first responders. Reduce trauma and re-traumatization for children during initial removal, investigation and out-of-home placement in child abuse cases. In your capacity as a first responder you will:
  • Slide 8 - 8 Traumatology: Effects of Trauma on the Brain
  • Slide 9 - 9 The Human Brain: Paper or Plastic? September 13, 1848: Phineas Gage had a 13 lb iron rod blast through his head in a work accident. The rod had been propelled with such force that it was said to have landed some 80 feet away. Amazingly, Gage spoke within a few minutes, walked with little or no assistance, and sat upright in a cart for the 3/4-mile ride to town. Though physicians found him weak from hemorrhage, he had a regular pulse of about 60 and was alert and coherent.
  • Slide 10 - 10 By show of hands, how many of you see her spinning clockwise? Counter-clockwise? If you see her turning ‘clockwise’, you are using your right brain. If you see her turning ‘counter clockwise’, you are using your left brain. Most of us can see one way or another. It is possible to see her switch between directions...with lots and lots of focus! Hint: try using peripheral vision
  • Slide 11 - 11 Left Brain & Right Brain Trauma or sustained high stress in childhood damages the corpus callosum, which connects the left brain and the right brain. Disconnection can result in unknown and reactionary emotional states, depression and anxiety disorders, and memory limitations (to name a few).
  • Slide 12 - 12 What is a neuron? Complete Neuron Neuron connecting to neuron Multiple Neuronetworks Synapse between two neurons Humans unable to replicate electric/chemical transmission
  • Slide 13 - 13 “Cells that fire together, wire together” “Within this zone, a person can contain and experience affects, sensations, and thoughts and can process information effectively…without disrupting the functioning of the system.” Ogden & Minton (1999) “Poor tolerance for arousal is characteristic of traumatized individuals.” (Van der Kolk, 1987)
  • Slide 14 - 14 Self Regulation and Healing
  • Slide 15 - 15 Early Childhood Brain Development Children learn how to regulate emotional responses to people and life events through perception of caregiver’s behavior. Secure Attachments – child is able to rely on caregiver to help regulate responses to stress; over time, child learns how to self-regulate. Unsecure Attachments – child not able to rely on caregiver due to inappropriate, inconsistent, or ineffective interactions from caregiver; in severe cases, the child fails to develop self-regulating capabilities, such as self-soothing Prolonged exposure to stress hormones “can conceivably change the physical structure of the brain, if it occurs during the critical period of development for that specific brain region” (Schore, 1996).
  • Slide 16 - 16 Nature Needs Nurture The more we use neurons (thoughts, feelings) the stronger their connections become. If a neuron were a person hiking through a forest and similar hikers followed suit, eventually a noticeable path would form. If all of a sudden no one walked on that path, the forest would grow over the path and it would eventually disappear.
  • Slide 17 - A Story of Removal Video clip of a foster youth telling her story of removal at age 5 and providing suggestions for first responders on how to reduce the trauma.
  • Slide 18 - 18 Variability in Response to Trauma The impact of traumatic events depends on: Age and developmental stage Perception of the danger faced Being a victim or witness Relationship to the victim or perpetrator Past experience with trauma Adversities faced following the trauma The presence/availability of adults who can offer help and protection
  • Slide 19 - 19 Pair and Share Pair up with someone sitting close to you. Using the handout The Impact of Trauma on Child Development and Functioning and suggestions made by the adolescent in the film clip, brainstorm some ways in which you, in your particular role as a first responder, can provide structure in the areas of functioning listed on the handout. For example, because a child may have difficulty with Mood Regulation, things you might do to support mood regulation include speaking softly, getting down to their level, and explaining in simple language what is going to happen next.
  • Slide 20 - 20 Jigsaw Activity Form teams of 3. These are your home teams. Assign A, B or C to each member of your home team. A’s, B’s and C’s meet with others with their same letter designation. Within your A, B, or C team, divide as many times as necessary so that you are in new teams of 5-6 people.
  • Slide 21 - 21 Jigsaw Activity (continued) Take a packet with your assignment (A, B, C) Work with your letter team to complete the assignment. You have 30 minutes. You may take a short break during your 30-minute work time. When the trainer prompts you, return to your home teams to present your strategies for your situation and hear your teammates present their strategies for their situation. You will have 5 minutes to present to your home team.
  • Slide 22 - 22 Working Together to Make a Difference There is no such thing as a spirit completely broken; therefore, all humans have the right to hope.
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