Trauma Signs & Symptoms By Age

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2. Impact of Trauma by Age

Trauma in Young Children:

Trauma in Young Children Trauma is an event that is unpredictable, produces a feeling of helplessness, and overwhelms one’s capacity to cope. Source: Harvard Center on the Developing Child

Toxic Stress & Trauma:

Toxic Stress & Trauma Frequent or continual stress on young children who lack adequate protection and support from adults is strongly associated with increases in the risks of lifelong health and social problems . Source: Harvard Center on the Developing Child

“Trauma can be a single event, connected series of traumatic events, or chronic lasting stress.” Diagnostic Classification: 0-3R :

“Trauma can be a single event, connected series of traumatic events, or chronic lasting stress.” Diagnostic Classification: 0-3R Illness or medical procedure Serious accident or hospitalization Traumatic grief or separation Fire , hurricane, flood, earthquake, or other disaster War, terrorism, political violence Physical, sexual, emotional or psychological maltreatment Witness to violence at home, school, or neighborhood Neglect Family disruption (moves, loss of job, illness, death , divorce, incarceration ) Source: Zero to Three. (2005). DC:0-3R.

Symptoms of Trauma in Young Children:

Symptoms of Trauma in Young Children Sleep troubles, nightmares, fear of falling asleep Loss of appetite, refusal to eat Headaches, stomach aches, aches and pains Increased aggressive behavior and angry feelings Hyperactivity (very high activity level) Hyper vigilance (constant worry about possible danger) Repetitive play about a violent event Loss of skills learned earlier (toilet training, language skills) Source: Zero to Three. (2005). DC:0-3R.

Different Aged Children React Differently to Trauma:

Different Aged Children React Differently to Trauma Babies Toddlers From clingy to flat affect with no joy Prolonged u ncontrollable crying Doesn’t explore No preferred caregiver Failure to thrive Biting, kicking, tantrums, unprovoked aggression Disinterested in toys Indiscriminate preferences of caregivers. No appetite Preschool School Age Repetitive play about violent event Sleep troubles or nightmares Hyper vigilance Skill r egression Grades drop Preoccupied with the trauma Poor self-esteem Bedwetting or thumb sucking may reappear 6 FSU CPEIP. (2010). Addressing the unique and trauma-related needs of young children .

Infant/Toddler Reactions to Stress:

Infant/Toddler Reactions to Stress Aggression Clinging Crying Defiance Eating problems Fearfulness Inattention Irritability Nightmares Over-activity Physical complaints Rebellion Regression Sadness Sleep disturbance Temper tantrums Under-activity Vomiting FSU CPEIP. (2010). Addressing the unique and trauma-related needs of young children .

Infant Toddler Feelings Associated with Separation:

Infant Toddler Feelings Associated with Separation Abandonment Ambivalence Anger Anxiety Confusion Depression Fearfulness Frustration Grief Guilt Loss of control Loss of power Rejection Relief Sadness FSU CPEIP. (2010). Addressing the unique and trauma-related needs of young children .

National Child Traumatic Stress Network Trauma Informed Tool Kit :

National Child Traumatic Stress Network Trauma Informed Tool Kit National Child Traumatic Stress Network at www.nctsn.org/

Harvard University’s Center on the Developing Child:

Harvard University’s Center on the Developing Child Toxic Stress Derails Healthy Development Center on the Developing Child at Harvard University

Stress:

Stress 11 Harvard University’s Center on the Developing Child Source: Harvard Center on the Developing Child. Key Concepts: Toxic stress. http://developingchild.harvard.edu/index.php/key_concepts/toxic_stress_response/

Absence of Buffering Protection Makes Tolerable Stress Toxic :

Absence of Buffering Protection Makes Tolerable Stress Toxic 12

Neglect Impacts Prefrontal Lobe Reducing Executive Functions:

Neglect Impacts Prefrontal Lobe Reducing Executive Functions Healthy Child Neglected Child Courtesy of Dr. H.T. Chugani from the Children’s Hospital of Michigan, Wayne State University

PowerPoint Presentation:

14 Shawn insert the NSCDC slide on Persistent Stress Changes Brain Architecture 14

Executive Functioning:

Higher order mental abilities are needed to deal with confusing and unpredictable situations or information . Executive Functioning Source: Harvard Center on the Developing Child. Key concepts: Executive functioning.

Stress Compromises Learning & Executive Functioning :

Stress Compromises Learning & Executive Functioning The prefrontal cortex, an essential part of the brain for self regulation, is most affected by early stress. As a result, children in stressful environments find it harder to concentrate , sit still, follow directions, or rebound from disappointment. Uncontrollable impulses and negative feelings make it hard to learn. 16 Source: Harvard Center on the Developing Child. Key concepts: Executive functioning.

Myths About Early Childhood Trauma:

17 Myths About Early Childhood Trauma

Early childhood brains and bodies are most sensitive to trauma and stress.:

Early childhood brains and bodies are most sensitive to trauma and stress. Teenage years are when damage manifests with the most serious consequences. Damage Manifestation

Yet, all too often trauma goes unrecognized:

Yet, all too often trauma goes unrecognized

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