Compromised Capacity
- 1. PROFESSIONAL DEVELOPMENT WORKSHOP Susannah J. Schuilenberg, PsyD, MA, MREd, RPC, MPCP Clinical Coordinator & Supervising Psychologist Soor Center for Professional Therapy & Assessment
- 2. COMPROMISED CAPACITY (c)SJS 2011
- 3. Error Messages • I'm not going to write about the sea. My baby brother is always screaming and being sick, my mom keeps shouting at my dad, and my big sister just ran away so I can't think what to write." (Amy, age 6) • "My dad is sick, and sometimes he gets angry. When he does, it's very bad. This morning he threw things at my mother, said bad words to my sister, and punched me in the head. I have to go home after school and it's all I can think about. Now the teacher is mad at me and says I could do this math if I wanted to and I need to change my attitude. What does she know about attitude? I just can't make my brain work today." (Ahmed, age 14) (c)SJS 2011
- 4. Context Trauma: injury, any physical damage to the body caused by violence or accident or fracture etc. an emotional wound or shock often having long-lasting effect(s) Sleep deprivation Neglect Separation Anxiety Attachment Disorder Physical/Sexual/Psychological abuse Domestic violence (vicarious trauma) (c)SJS 2011
- 5. Psychological Blocks to Learning • Family dysfunction • Chronic illness • Trauma/abuse • Grief • Depression • Undiagnosed LD Adrenalin, whatever its source, is toxic to the neural • Inability to communicate pathways of the brain. (c)SJS 2011
- 6. Adverse Childhood Event ~ACE~ The single largest statistic for traumatized children is "...betrayal (physical, sexual, &/or psychological) by adults who a child must rely on for basic needs and survival." When all forms of trauma are included almost 2 in 3 children worldwide will experience some impairment in daily functioning as a result. (c)SJS 2011
- 7. Trauma Response • Insecurity (separation anxiety, entrenched mistrust) • Withdrawal depression • Explosive/unpredictable anger • Catatonia (i.e, elective mutism) • Regression (psycho-social immaturity) • Insomnia &/or hypervigilance • Perfectionism • Learned helplessness (c)SJS 2011
- 8. "Surviving Chaos" ~Sedrick Huckaby~ (oil on canvas) Avoidance behaviours Violent reactions Inappropriate emotional affect Startle reflex Jangled nerves Mentally absent Slow Lazy Unfulfilled "potential" Irritability Agitation Forgetfulness Disorganization Defiance Apathy Anxiety Paranoia (c)SJS 2011
- 9. Anatomy of an Emotional Hijack • Child is NOT in his/her "right mind" (cognitive) during a hijack and might be catatonic, violent, hysterical...and quite DEAF. • The body cannot distinguish physiologically between anger, excitement, fear, etc. Any strong emotion may produce a trauma response. • Response is autonomic - it is not a 'choice' made by the child in the moment - it is the coping mechanism of an overwhelmed psyche. (c)SJS 2011
- 10. Reasons to Care • Success at school becomes vital to the child's developing sense of self • Trauma, family dysfunction &/or on-going abuse make going to school a life-saver • Can help child keep hold on reality and the here-and-now • School can offer a small respite every day from the mental, emotional, and psychological chaos (c)SJS 2011
- 11. Emotional Crisis or... Temper? • Fear primary emotion (fight or flight) • Anger primary emotion (my • Can't hear/feel way or the highway) • Cause not always obvious • Manipulative • Inconsolable • Identified source/cause • Requires comfort/recovery time • Worse when tired • On/off at will • "Triggers" must be identified • May be bribed or distracted • Changed through time, security, & patience • Worse when tired (c)SJS 2011
- 12. Safety First! Then Containment • Non-violent restraint • Environment! • Cognitive reconnection • Processing • Collaborative cooperation Research covering 40 years and encompassing 27 different cultures documents conclusively that family dysfunction or disturbance will always have the most influence on the child, no matter how focused, well-intentioned, or well funded the interventions may be. Without care-giver collaboration, behavior modification programs cannot work. (c)SJS 2011
- 13. What YOU Can Do • Demonstrate Unconditional Positive Regard - don't take the child's behaviour personally • Create an atmosphere of acceptance • Learn to recognize cues of an impending hijack • Build in techniques and interventions to create "space" to process • Temporarily modify expectations - go back to a task/skill the child has already mastered • Reward the child as soon as there is responsiveness (c)SJS 2011
- 14. Toolbox • Modified Brain Gym • Deep breathing exercises • Visualizations • "Quiet zone" • Cycle interruption • Safety net • Mini review of previous successes (remembering an event well-ended) • Token Economy • Time constraint modifications • Psycho-education (c)SJS 2011