5/21/2019 “ITTI Care Project” Building Capacity for I nfant and T oddler T rauma- I nformed Care: 2019 National Early Childhood Inclusion Institute A Professional Development Framework Build a professional development framework for the infant/toddler child care workforce across the state of North Carolina to promote trauma-informed care • Project staff will train and support technical assistance (TA) specialists to become experts in Promoting Resilience in Infant-Toddler Child Care: trauma-informed care Bringing Trauma-Informed Practice • TA Specialists will in turn train and coach infant/toddler teachers and child care administrators to: 1) Promote understanding of the impacts of stress and trauma on infants and toddlers to Child Care Settings 2) Develop infant/toddler/twos teacher skills to form supportive, resilience-building relationships and environments 3) Identify strategies to support child care provider health and wellbeing Katie Rosanbalm, PhD & Ennis C. Baker, MSW, LCSW This model will leverage the existing early childhood workforce support system to expand trauma-informed knowledge and practice within their regions. 1 2 Safety - staff, children, and families feel physically and Big Ideas….. psychologically safe in this space 5 principles this Peer support and mutual self-help - are key ways to build project will trust, establish safety, and empowerment. Recognizing the Power of promote at all Healthy Relationships to Heal Understanding Trauma & Empowerment, voice, and choice . We recognize, build on levels: and Protect Stress and Brain Development and validate individual strengths and aim to strengthen the Trauma-Informed practice staff's, children’s, and family members' experience of choice. This the system, starts with YOU ! • We can begin building resilience builds on what they have to offer, rather than responding to Adverse childhood experiences from birth with healing perceived deficits. and environments can have organization • negative short- and long-term relationships and environments! Self-care • • support and empower Collaboration and mutuality - There is true partnering at Compassion Satisfaction effects on: and • parents and all adults who every level. There is recognition that healing happens in Self-Regulation o brain development, • work with kids to be relationships and in the meaningful sharing of power and Recognizing that creating o physical health, and individual o ability to self-regulate resilience-builders! decision-making. trauma-informed • reduce the dosage of stress environments requires a (adult and child) • The first 5 years of life is a Equity and Inclusion – We actively acknowledge past and that young children culture shift at every level critical period for brain current inequities, and provide all people, particularly those most experience (organization, system, development impacted by racial inequities, the infrastructure needed to thrive, • teach children resilience community) moving past cultural stereotypes and biases, leveraging the skills starting at birth healing value of traditional cultural connections, and recognizing and addressing historical trauma. 3 4 1
5/21/2019 Compassion Fatigue Compassion Satisfaction • “The cost of caring” • “The pleasure you derive from being • “The profound emotional and physical able to do your work well” exhaustion that helping professionals can • Feeling competent in your role at work develop over the course of their career as helpers” • Feeling connected with your • Gradual loss of the ability to have empathy, colleagues hope, and compassion for others AND ourselves • Feeling like your work is making a • Signs of compassion fatigue: positive impact on children and – Bitter at work, short-tempered at home families – Making errors, crossing boundaries – Less respectful with colleagues and students Source: The Compassion Fatigue Workbook, Francoise Mathieu, page 8 5 6 Loose arm swings 7 8 2
5/21/2019 “Adverse childhood experiences are different than child trauma, and it’s critical to understand why” Child Trends blog: April 2019 Childhood adversity is a broad term that refers to a wide range of circumstances or events that pose a serious threat to a child’s physical or Understanding psychological well-being, such as; child abuse and neglect, domestic violence, bullying, serious accidents or injuries, discrimination, extreme poverty, and community violence. Trauma & Stress Adverse childhood experiences (ACEs)— a term coined by researchers Vincent Felitti, Robert Anda, and their colleagues in their seminal study conducted from 1995 to 1997— are a subset of childhood adversities. The term ACEs has since been adopted to describe varying lists of adversities. 9 10 THE PAIR OF ACES – the Building Community Resilience (BCR) Model Childhood adversity, including ACEs, can cause ADVERSE CHILDHOOD EXPERIENCES trauma and toxic stress—and, in turn, have a lasting impact on children’s physical and mental health • an exclusive focus on the 10 ACEs in the original study risks allowing some of the most vulnerable children who are in need of support to ADVERSE COMMUNITY ENVIRONMENTS fall through the cracks • Important to understand the full range of childhood adversity and considerable variation in children’s responses to it “Adverse childhood experiences are different than child trauma, and it’s critical to understand why” Child Trends blog: April 2019 11 12 3
5/21/2019 Individual trauma results from Early Childhood Trauma • an event, series of events, or set of circumstances • that is experienced by an individual as physically or emotionally harmful or life threatening National Child Traumatic Stress Network definition: and • that has lasting adverse effects on the individual’s functioning • refers to the traumatic experiences that occur to children ages 0 to 6 and mental, physical, social, emotional, or spiritual well-being. • infants' and young children's reactions may be different from older - SAMSHA What is children’s – may not be able to verbalize their reactions to threatening or dangerous events “Trauma is not an event itself, trauma? but rather a response to a stressful experience in which a person’s – many people assume that young age protects children from the impact of ability to cope is dramatically undermined” traumatic experiences • young children may be affected by events that threaten their safety or - Cole, S.F., O’Brien, J.G., Gadd, M.G., Ristuccia, J., Wallace, D.L., Gregory, M. (2005). Helping Traumatized Children Learn. Boston, MA: Massachusetts Advocates for Children, pp. 18. the safety of their parents/caregivers • symptoms have been well documented and may continue into adulthood 13 14 Division for Early Childhood (DEC) has identified Why focus on children under 3? three key reasons we must take action on child maltreatment: • Over 25% of children with confirmed cases of child abuse & neglect 1) Young children are disproportionately affected by child maltreatment. are under age 3 and victimization is most common for children under 2) There is a bi-directional relationship between child maltreatment and 12 months old (cited in Child Trends/NCCP April 2017 from ACYF Child Maltreatment 2015) disability or developmental delay. • Meaning, children with disabilities/delays are at a higher likelihood for • Of children who experience domestic violence, 60% are under age 6 experiencing abuse and children who experience abuse are at a higher likelihood at the time of exposure (cited in Child Trends/NCCP April 2017 from Fantuzzo & Fusco (2007) article in Journal of Family Violence) for developing a disability or delay. 3) Young children who have been maltreated are participants in early • By parent report, 26% of children experience or witness a traumatic childhood programs (e.g. early intervention, child care, preschool). event before the age of 4 ( Briggs-Gowan, Ford, Fraleigh, McCarthy, & Carter, 2010) As early intervention professionals, we recognize and assume responsibilities • For children living in poverty, the number increases to 49% in both prevention and intervention efforts at local, state, and national levels • 2/3rds of these traumatic events involve interpersonal violence 15 16 4
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