TBRI Final
Note 3
Caregiver package
Module 1
Impact of trauma on development
Why TBRI works
Founded in research and theory and experience
Developed organically
Areas of child development
Cognitive
Piaget
Emotional
Erikson
Social
Bandura
Physical
Language
Brifennbrenner
Sensory
Sexual
Brain growth
Greater impact in adolescence and 0-3
Experience-expectant
Neuroplasticity
By age 5 90% of our brains growth has already happened
Upstairs vs downstairs brain
Hand model
Stress response
Fight flight freeze or fawn
Fawn -meet everyone else's needs
Chronic stress leads to an overreactive stress response system
HPA axis
Flipping your lid
Stress response triggers
Lose access to upstairs brain
Focus shifts to survival
Impact on children with early stress
More frequent lid flipping
Lower stress threshold
Why brain development matters
Caregiver must identify triggers and understand reactions which triggers compassion
Stress related behaviors mistaken for mental health disorders
Stress
Positive stress
Activated but responds to calm quickly
Tolerable stress
Fully activated but temporary
Toxic stress
Constant activation
Trauma types
Developmental
Relational
Historical
Generational
Systemic
Ex living in a neighborhood in poverty, redlining, racism
Race-based trauma
5 B’s of relational trauma
Behavior
Brain
Body
In many ways, it alters sensory experience of the world
Biology
Belief system
Disrupt attachment and beliefs about the self
Self-awareness, self-regulation, self-esteem, and self-efficacy
Protective factors
More factors = higher rates of success
TBRI stands for Trust Based Relational Intervention.
For the colors: The three principles of TBRI Strategies, Practices
Correcting
Proactive
Teach skills about healthy relationships
Choices, redos, compromises, life values, behavioral scripts
Practice positive social skills (calm, alert), sharing powering and giving yeses, life value terms (with respect, use your words), behavioral scripts (choices, compromises, re-dos)
Responsive
Address challenging behaviors with the minimal amount of response necessary for the behavior
IDEAL response.
IDEAL stands for immediate, direct, action, efficient, action-based, and leveled-at behavior.
Levels of response
1 Playful engagement
2 Structured engagement
3 Calming engagement
4 Protective engagement
Empowering
Physiological -internal
Empower bodies and help teach regulation
hydration, nutrition, sensory needs, calming techniques, adequate sleep, physical activity, movement, glucose/sugar
Ecological -external (environment)
Help create an environment of predictability that helps people feel emotional security regardless of physical safety
Routines and rituals, calming techniques, adequate sleep, physical activity, transitions, self-regulation, scaffolding self-regulation through activities
Connecting
Mindfulness
Designed to increase awareness in caregivers of their current states, past events/ triggers, and the state and history of their children and youth
Self-care, self-regulation, co-regulation, awareness
Engagement
Designed to foster connection for children and caregivers through non-verbal forms communication
Eye-contact, healthy touch, voice quality, playful interaction, behavior matching.
Module 3
2-way secure and insecure
3-way all but disorganized
Avoidant most comfortable exploring not attaching
Organized
Have patterns
Secure, avoidant ambivalent
Disorganized
Survival focused behaviors
Lack of movement, hesitant approach, contradictory behavior, repetitive movements
Often a reflection of how you were cared for
Mindful Awareness
awareness of self
Awareness of others
Awareness of the situation
Buttons
Triggers
Understand them to help react appropriately in stressful situations
Attunement
Rupture and repair
No caregiver is perfect
Module 4
Engagement strategies
Voice
Tone and control
Playful engagement
Warm eye contact
Healthy touch
Behavior matching
Parenting styles
High structure/ low nurture
Obedience, respect for authority
Discomfort with emotions, insisting the child shows respect
Retaining power as caregiver
Child may
Not feel safe to express emotions
Feel their needs are unimportant
Seek control through behaviors (eating and peeing and pooping)
To balance
Reflect on need for nurturing care
Resolve own history around receiving and expressing care
Practive emotional attunement and responsiveness
authoritarian
High nurture, low structure
Avoiding conflict, struggle to set limits
Child may
Struggle with boundaries
Lack of growth through challenges
Fear of losing connection
Needed to “keep the peace in childhood”
Practice setting limits
Permissive
Low nurture low structure
Neglectful caregiving
Worse outcomes
Value independence over connection, hands off approach
Lack of emotionally mature relationships
Various mental health issues
Child may
Feel alone
Struggle in relationships
Have unmet needs for affection
Reflect on need for more nurture and structure
Identify barriers to emotional availability
Test review lockdown browser -doesn’t have to go to class
50 questions, 60 min to complete exam, each question is one point
How can you help your child recognize progress that has taken place?
Small signs of success
Example Progress in growth in learning behavioral skills but maybe having a set back
Set back is once then they go back to normal
Get back on track and can admit that they were wrong
Rember childhood with humor and know that your parents did the best they could and have specific examples your attachment style is likely
Secure
What are the two tbri strategies for the empowering principle
Which of the following is not one of the 5 Bs of relational trauma
Broken
(beliefs, biology, behavior,,,,,
Which describes authoritative voice
Appropriate for the situation
Healthy touch
Ask the childs permission before offering touch
__ are the primary means for communicating and interacting
Engagement strategies
What is not a physiological need
Managing transitions