Swrtc.nmsu.edu



Promoting Successful Placements and Child-Well BeingTrainer’s Guide AmendmentsPlease use the following pages to amend and update your current copy of the Trainer’s Guide to correspond with the update versions of the PowerPoint Presentation. Instructions for making changes are provided below and are outlined in RED before each new group of pages to be added.Tip: This packet is ready to be printed and added directly into your printed Trainer Guide based on the instructions provided. Summary of Changes:Session 1Disregard Trainer Guide pages 15-23. Replaced with the slides provided. Disregard Trainer Guide pages 27-30. After Trainer Guide page 35 insert the slides provided.Disregard Trainer Guide page 36. After Trainer Guide page 39 add slide provided.Session 1A- The ARC Model After second self-monitoring slide insert slides provided.Session 2 Disregard Trainer Guide pages 1, 7, and 8. Insert the slides after Trainer Guide page 26 insert slides provided. Disregard Trainer Guide pages 39-43.Session 3Disregard Trainer Guide pages 26-29.Session 1 Changes: Disregard pages 15-23. Replaced with the following pages: DoRead slideDo Read slide Do Read slide TeachHere we see an example in the differences between a 3-year-old child who was extremely neglected versus and child with normal development. TeachThis slide shows the difference between Amy (a average functioning child) and Tommy (a child who was exposed to trauma, abuse and neglect. In each of the four domains: Sensory Integration, Self-Regulation, Relational and Cognitive, Tommy is significantly delayed. DoRead slideTeachIn 2014, the Center for Disease control conducted the Adverse Childhood Experiences (ACEs) study and found there is a link between trauma and poor health. Researchers identified adverse childhood experiences as physical abuse, sexual abuse, emotional abuse, physical neglect, emotional neglect, intimate partner violence, mother treated violently, substance misuse within household, household mental illness, parental separation or divorce, and incarcerated household member. TeachResearchers found those with adverse childhood experiences were at a higher risk for heart, lung and liver disease, obesity, diabetes, depression and substance use. The higher the ACEs score, the higher the risk of early death. AskHow does this affect our youth? TeachACEs in New Mexico:New Mexico is ranked 50th in child wellbeing52% of New Mexican children have experienced at least one of these traumas.18% of New Mexico kids have experienced three or more adverse childhood experiences, making us the most extreme in the nation compared to the national average of 11%. Caregiver substance abuse was found to be a driver to substantiated child abuse and neglect cases. Nationally the rate is 20%, however in New Mexico it is 60%. Session 1 Changes Continued: Disregard Trainer Guide pages 27-30. After Trainer Guide page 35 insert the following pages:TeachWellbeing is important in creating a healthy environment for our children to thrive. The PERMA model is a theory of well-being.TeachP stands for Positive Emotion, which is the ability to be optimistic.TeachE stands for Engagement, which is activities for personal happiness.TeachR stands for Relationships, which includes caregivers, siblings, teachers and peers.TeachM stands for Meaning which is knowing that “I matter to others.”TeachA stands for Accomplishment, which is our goals and ambition.Session 1 Changes Continued: Disregard Trainer Guide page 36. Add the following slide after Trainer Guide page 39.AskRead slide to participantsOptionalYou can have participants the following questions and if time allows discuss in small groups. Session 1A- The ARC Model Changes: After second self-monitoring slide insert the following pages:TeachWork with Caregivers to identify challenging situations. Consider the following questions. You can have the participant’s journal each of these and/or share in small groups.DoRead SlideTeachTeach Caregivers to pay attention to heart rate, breathing, muscle tension, numbness, etc. AskWhat warning signs does the Caregiver’s body provide of “losing control” or hitting a danger point?DoAsk participants to identify what they think in the face of difficult situations. Help them identify their automatic thoughts about themselves and their child.DoHelp participants identify their emotional responses to each identified difficult situation.DoHelp participants identify their behavior when confronted with strong emotions. Some examples include: withdrawing, freezing, becoming angry, raising their voice, etc.Session 2 Changes: Disregard Trainer Guide page 1, 7, and 8. After Trainer Guide page 26 insert the following pages. Disregard Trainer Guide pages 39-43.Do[Review slide, noting that everyone in this room may not have experienced a “benign setting”, benign being that you experienced caregivers who met your needs, both emotionally and physically]These beliefs about the world is what we call the Internal Working Model.Do[Review concepts, provide examples as needed. It can be helpful to pick a case to use as an example]Make sure to note that by identifying the disconfirming stance it will help you identify individualized interventions.DoSo putting this all together, our role is [read slide]Session 2 Changes Continued: After Trainer Guide page 30 insert the following pages. Disregard Trainer Guide pages 39-43.TeachAs we start to move into discussing behavioral interventions and strategies, first, lets just reflect on how hard it is to change a behavior! Would anyone like to share a behavior they have attempted to change? How difficult has it been to change? (perhaps provide an example of your own and the struggle to change… trying to not eat sugar, trying to not have road rage…. )TeachRead slide first.After point 3… So when a child displays a behavior we need to be curious and ask, “what function does this behavior serve?”Making a hypothesis about the purpose of the behavior can help inform the interventions that will address the behavior and support the child. TeachAlthough not all problematic behaviors are trauma related, we want to keep in mind that all behavior is communicating something and our role is to figure out what that something is to assist in helping the child meet their needs in appropriate and adaptive ways. We do want to keep in mind though, that children who have experienced trauma may develop behaviors that are functional in the trauma setting, but considered problematic when displayed in their new setting. Children may perceive triggers within the new setting and respond with behaviors that were useful (safety, access to food, attention…etc..) during traumatic events. For example, a child that may have experienced, or is experiencing food scarcity, they may steal. In the trauma setting, this is functional. You need to eat, so you do what you need to to survive. In the new setting however, stealing is a problematic behavior. TeachThis flow chart provides an overview of the functions of behavior. If we assume all behavior is meeting a need, what is the need?Provide an example walkthrough on the flow chart. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download