Download - The Brain & Trauma
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The Brain & TraumaOctober 4, 2013 – Colorado School
Social Workers Association
Presented By:
Aaron Wiemeier M.S. LPC
Online Power Point & Documents: www.allabouttrauma.com
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Trauma
What is Trauma?
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Trauma
Definition:Medical
Psychiatric
Injury or insult to body/shock
Experience that is emotionally painful or distressing
Both can be Acute or Long Term
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Trauma
Definition:Psychiatric/Emotional Subtypes:
Developmental (1)
Environmental
Secondary
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Trauma
Important Notes:
• Trauma is relative
• Body/Brain organized to heal trauma naturally
• Developmental trauma as harmful as single acute episode (1)
• Be aware Perception of Trauma What one feels is traumatic another may not
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Trauma
Posttraumatic Stress Disorder
Criteria: A)
Both 1) experience/witness/confronted death/serious injury/threat of
2) Response fear/helplessness/horror
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Trauma
Posttraumatic Stress DisorderCriteria:
B) Recurrent thoughts/dreams/feelings can happen anytime/anywhere similar to day dream – how many of your students “zone out”
C) Avoidance of things associated with event what if the trauma was verbal abuse for “not working hard enough” or doing something to expectation
D) Persistent symptoms of increased arousal sometimes less environmental stimulation is better
E) Duration
F) Causes clinically significant impairment in academic, social, occupational or other areas of functioning
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Trauma
Trauma Memory
Non-Declarative Memory
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Trauma
Trauma Memory
Stored as early as 6 months In-Utero
Stored in Limbic System (Amygdala & Hippocampus)
Much more permanent
Unconscious
Similar to procedural memory
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Trauma
Trauma’s Effect on the Brain
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Trauma
Trauma’s Effect on the Brain
Smaller Hippocampus (long term memory) (3)
Short term memory deficits
Dysfunctional Stress-Response System (Cortisol) (1)
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TraumaTrauma’s Effect on the Brain
Because the trauma has affected the structures our brain uses to deal with stress/hurt/pain emotional or otherwise
Behavioral
We resort to other less natural and more dysfunctional patterns of dealing such as:
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TraumaTrauma, the Brain & Behavior: Coping
Anger The “safest” feeling to express - emotional dysregulation
PTSD/ADHD/SPD/ASD/RAD/ODD/DMDD Comorbidity This new diagnostic category includes children exhibiting persistent irritability and severe behavioral outbursts 3 or more times per week for more than 1 year
Emotional Withdrawal/Numbing
Enuresis/Encopresis primal soothing mechanism
Distraction: creating conflict/cutting etc.
Delayed/Impaired Ability to recognize feelings categorical “fight or Flight”/all or nothing response
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Trauma
Catatonia
Repression
Identity Disorder/Conversion
Regression
Rage
Anger
Denial/Avoidance
Hierarchy of Self-Protective Brain
Responses
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Trauma & Assessment• Starting Point: Everyone has experienced some form of trauma! What is yours and how might
it interact with the students? (Anger Clue)
• Become Familiar with Trauma Symptom Checklist (www.allabouttrauma.com)
• Know basic differences between common diagnosis (Bipolar/RAD/ADHD comparison) (www.allaboutrauma.com)
• Add to assessment measures questions that incorporate secondary/developmental trauma (i.e. what shows/video games do they or their families frequently watch/play – CSI/Call of Duty/Reality Shows/Springer Shows)
• Community based secondary trauma assessments/interventions/protocols that assist staff/students in dealing with these experiences in a way that’s consistent with PTSD integration protocol and current PTSD research
** What is the first and most important step in coping with a trauma initially
regardless of its type?
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Taken From An MTSS Presentation out of Kansas by Dr. Alexa Posny October 9,2009
“I’ve come to the frightening conclusion that I am the decisive element in the classroom. It’s my daily mood that makes the weather. As a teacher, I possess tremendous power to make a child’s life miserable or joyous. I can be a tool of
torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated and a
child humanized or dehumanized.”
~Dr. Haim Ginott
“I’ve come to the frightening conclusion that I am the decisive element in the school. It’s my daily mood that makes the weather. As a principal, I possess tremendous power to make a teachers life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated and a teacher or staff member is humanized or
dehumanized.” ~Dr. Haim Ginott – Edited by Aaron Wiemeier LPC
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Trauma
Negative Cognition
EmotionalResponse
Biological Response
Trauma
The Road Block To Healing
Negative Cognitive Message – I am powerless, I deserve bad things, I am not worthy, I am not loveable etc.
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TraumaThe Aversive State
Outside does not equal inside
Creates a state of stress that must be reduced eventually
We reduce the stress on one side or the other (inside traditionally is harder to “reduce” and because its tied to trauma and is more permanent. Our environment and thoughts are not nearly as permanent.
Explains Self-Sabotage, Messy Rooms etc.
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The Brain & TraumaPractical Applications – General Overview
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The Brain & Trauma
Practical Applications for Adults
Adult Emotional Regulation
• Our own negative cognitive message = largest trigger
• Taking Care of Yourself
• Separate the action from the person – right & wrong choice
• Time is your “ally”
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The Brain & Trauma
Practical Applications for Adults“It’s not how you feel but where you feel”
Non-Verbal Body Awareness
• 75% of all communication
Eye Contact
Facial Expression
Voice Tone
Posture
Gesture
Timing & Intensity of response (1)
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The Brain & Trauma
Practical Applications for Children & Families
Reframing Behavior as Fear-Based
• for self as well as child (www.postinstitute.com)
• not focusing on surface behavior but what is underneath (Attachment Disorder)
• Repetition
• Eliminate/Reduce systemic fear-SocietyAdminStaffChild
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The Brain & TraumaPractical Applications – Children
Coping Skill Development & Emotional Awareness
• Healing Hand
• Method of Loci (memory strategy)
• Need to be different types (at least one internal)
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The Brain & Trauma
Practical Applications for Adults
Structure & Discipline
• Discipline = “to teach”
• Consistency/Follow Through
• 3 Levels of Choice: Open/You Choose (weighted?) /”I action – base on emotional needs of child at current time
Love/Nurturing
• Attachment Considerations – hypodermic/good coach approach - how much can they tolerate/grounding statements
• Chemistry of Connection/The Connected Child
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The Brain & Trauma: Resources
The Brain Gym
My Sensory Book: Lauren Kerstein
www.laurenkerstein.com
Challenge Software: www.cpschallenge.com
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The Brain & Trauma: Resources
www.myfeelingsworkbook.com
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Brain, Trauma & MTSS/RTI
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The Brain & TraumaFamily-School-Community = Healthy Resilient Children
Thank You For All You
Do!
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The Brain & Trauma
References:www.traumaresources.org (Trauma, Brain & Relationship DVD 2000) (1)www.brainconnection.com (2)www.leadershipcouncil.org (3)www.growingchild.com (4)http://library.thinkquest.org (5)Perry, B.D. (1997) Incubator of Terror: Neurodevelopmental Factors in the Cycle of Violence (6)
Other Helpful Websites:
www.postinstitute.com
www.attachment.org