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Common Ground

ALIGNING WHAT WE KNOW ABOUT TRAUMA, ADVERSE CHILDHOOD EXPERIENCES--ACES, BRAIN RESEARCH AND BEST PRACTICES

Liz Viele, LPC, NCC, Trauma Specialist, Educational Consultant

eviele55@gmail.com

417.844.7101

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Objectives

By the end of our time together today you will be able to:

1. define trauma and ACES

2. describe the impact trauma has on the brain

3. advocate for the need for trauma-informed care

4. describe brain-friendly, trauma informed strategies that can be used when working with children of trauma

What is Trauma?

What is Child Traumatic Stress?

Children who suffer from child traumatic stress are

those children who have been exposed to one or

more traumas over the course of their lives and

develop reactions that persist and affect their daily

lives after the traumatic events have ended.

National Child Traumatic Stress Network

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ACESAdverse Childhood Experiences

The ACE Pyramid

https://www.cdc.gov/violenceprevention/acestudy/about.html

3 Types of ACES

Source: Centers for Disease Control and Prevention

Credit: Robert Wood Johnson Foundation

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ACES May Lead To….

Source: Centers for Disease Control and Prevention

Credit: Robert Wood Johnson Foundation

The child’s stress response is exaggerated and prolonged resulting in changes in the child's brain

•Larger, more active Amygdala

•Smaller Hippocampus

•Smaller less active Frontal Lobes

•Smaller Corpus Collossum

Brain Structures How does trauma affect the child's brain?

Survival Trumps Learning

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“It’s difficult to play chess in a hurricane”

Dr. Kenneth Fox Mount Vernon School District Mount Vernon, Washington

Neurons that Fire Together, Wire Together

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What Will We See Behaviorally?

Frontal Lobe Functions

Impulse Control

Organization

Time Orientation

Reading Social Cues

Corpus Callossum

Difficulty using words to solve problems

Amygdala Functions

Problems w/emotional

control

Delays in cause and effect

thinking

Difficulty w/empathy

Inability to describe own

emotions

Hyper-arousal, anxiety

Fight, Flight & Freeze--What do these look like in children?

FIGHT • Hyperactivity, verbal aggression, oppositional

behavior, limit testing, physical aggression, “bouncing

off the walls”

FLIGHT • Withdrawal, escaping, running away, self-

isolation, avoidance

FREEZE • Stilling, watchfulness, looking dazed,

daydreaming, forgetfulness, shutting down emotion

In Summary

Childhood Trauma and ACES High:

• Impacts brain and nervous system, perception of self and others

• Causes serious and chronic health, behavioral health and social problems

• Epidemic proportions. Major public health issue ---and public education issue

• Often unrecognized, ignored or denied.

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Now What?

What is Trauma Informed Health Care?

•An appreciation for the very high prevalence of traumatic life experiences in persons who receive health services.

•A thorough understanding of the profound neurological, biological, psychological and social effects of trauma and violence on the individual and how these effects can translate into a person’s day to day behavior.

•Commitment to providing care that is collaborative, supportive and skill based.

Why Work From a Trauma Informed Approach?

• Traumatic events happen to all people

• These events can cause terror, intense fear, horror,

helplessness and physical stress reactions.

• Impact can have a profound effect on how a person

views themselves and others.

• RE-traumatization can occur in every social service

and health care setting.

• Re-traumatization perpetuates a damaging cycle that

prevents healing and growth.

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Dr. Becky Bailey

Conscious Discipline

Source: Conscious Discipline by Dr. Becky Bailey

Trauma Sensitive Environments

Connection can help particularly with relationships, self regulation and emotional health and well-being

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Connection Requires Four Critical Elements

Eye Contact

Being Present

Touch

Playfulness

Breathing to CalmThe first step in any discipline encounter is to take a deep, calming breath. Three deep breaths shut off the fight or flight response in the body.

The four core active calming techniques used in Conscious Discipline are S.T.A.R., balloon, pretzel and drain.

Twinkle, twinkle little star,

What a wonderful child you are!

Big, bright eyes and rosy cheeks,

Perfect child from head to feet.

Twinkle, twinkle little star,

What a wonderful child you are!

I Love You Ritual

by Dr. Becky Bailey

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Dr. Daniel Siegel’s Work

Whole-Brain ChildThe message of The Whole-Brain Child is that families — both children and parents alike — aren’t stuck in their current circumstances. Parents have the ability to change these circumstances by changing the way they respond and relate, and as they do this they can literally help to change their child’s brain (and their own) in the process.

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Brain Integration

Psychoeducation

Secure Attachment-The Four S’s

1. Seen

2. Safe

3. Soothed

4. Secure

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Reflect on Learning

3 Facts You Learned Today

2 Strategies You Could Use in Your Practice

1 Question You Have As a Result of the Learning

Thank You!

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SourcesSiegel, D. & Bryson, T. (2011). The Whole-Brain Child: 12 Revolutionary Strategies to Nurture Your Child’s Developing Mind, Survive Everyday Parenting Struggles, and Help Your Family Thrive. New York, New York: Delacorte Press.

Bailey, Becky, (2000). Conscious Discipline: 7 Basic Skills for Brain Smart Classroom Management. Oviedo, FL: Loving Guidance, Inc.

Bailey, Becky. (2000). I Love You Rituals. New York, New York: Harper Collins.

Center for Disease Control and Prevention. https://www.cdc.gov/

ACEs Too High. https://acestoohigh.com

The National Institute for Trauma and Loss in Children. https://www.starr.org/training/tlc

Adverse Childhood Experiences (ACE) Study. Information available at ht//www.cdc.gov/ace/index.htm