Mandated Reporting and TIC Flashcards
Mandated Reporting - definition from US children’s Bureau, 2015
Any Recent act or failure to act on the part of a parent or caretaker which results in death, serious physical or emotional harm, sexual abuse or exploitation; or an act or failure to act, which presents an imminent risk of serious harm.”
NYS Legislation on mandated reporting
- Findings and purpose. Abused and maltreated children in this state are in urgent need of an effective child protective service to prevent them from suffering further injury and impairment. It is the purpose of this title to encourage more complete reporting of suspected child abuse and maltreatment and to establish in each county of the state a child protective service capable of investigating such reports swiftly and competently and capable of providing protection for the child or children from further abuse or maltreatment and rehabilitative services for the child or children and parents involved.
An “abused child” means
a child under eighteen years of age;
Maltreated child
A “maltreated child” includes a child under eighteen years of age: (a) defined as a neglected child by the family court act, or (b) who has had serious physical injury inflicted upon him or her by other than accidental means;
“Person legally responsible” for a child means
a person legally responsible as defined by the family court act.
What is reportable?
Any signs of physical abuse, anything a child makes statements about abuse or things they shouldn’t know about (sex for example)
Neglect - not being cleaned, hair brushed or washed, hungry
Significant incident - come in with a broken leg or arm and they won’t tell you why.
When to report?
Immediately - Once we release it’s an issue, we need to report immediately - usually a team decision.
upon discovery - for example, switch from winter to spring and you suddenly see brusing on legs / arms
Reasonable cause - sometimes you need data especially for neglect.
Training available
it is state specific, how to report, who to report. even the district has it’s own policies.
The institution you work for should have policies in place for mandated reporting
T
How to Report
you will be asked to provide
- is the child currently safe?
- details of student and incident
- information from others who have similar information
you are not required to know all the answers to the questions asked to make a report.
Your name as a reporter is confidential and the investigating person is
not allowed by law to reveal the source of report.
There are laws that protect the reporter from retaliation and liability
What is trauma - (SAMSHA, 2018).
Defined as “ singular or cumulative experiences that result in adverse effects on the functioning and mental, physical, emotional, or spiritual well-being” (SAMSHA, 2018).
Trauma refers to
an event, series of events, or set of circumstances that is experienced by an individual as physically or emotionally harmful or life threatening and that has lasting adverse effects
Acute trauma
A one-time event, such as an earthquake, fire, assault, or car accident.
Chronic trauma
Traumatic experiences that are repeated and prolonged, such as ongoing exposure to family or community violence, chronic bullying, or a long-term medical issue.
Complex trauma
Exposure to multiple traumatic events from an early age, and the immediate and long-term effects of these experiences over development.
Historical trauma
The collective and cumulative trauma experienced by a group across generations that are still suffering the effects.
Racial Trauma
Racial or race-based trauma refers to experiences of racially driven discrimination, harassment, and systemic oppression.
trauma can impact developemnt but more specificaly it will imkpact
brain function
What parts of brain get impacted from trauma
limbic system - amygdala, hypothalamus
neocortex
limbic system is the
emotional center of the brains
helps us to determine how we feel, whether an experience is pleasurable or frightening
What is the amygdala and hypothalamus reponsible for
stress reponse
amygdala plays the role of the
alarm bell - tell you that there is a threat
hypothalamus is the
voice of reason once it’s hears the alarm bell.
neocortex
thinking brain - problem solving, helps to regulate emotions and behaviors it is the last part of brain to develop
emotional brain
sensed threat and sounds the alarm
thining brain
assesses situation to see if danger is real or a false alarm
When kids experience trauma at an early age they are often stuck in
fight or flight. thinking brain confirms if threat is real and emotional brain takes over
Neurodevelopmental Impact
trauma can impact braind evelopment related to
emotional regulation
cognitive functioning
behavioral health
physical health
because of the underdevelopments of their brainstem
they will have trouble regulating behavior. they are in survival mode all the time. behavioral health can be impacted
obsedity, heart disease, stroke, autoimmune disorder etc can increase due to
trauma as a child
Impact on School Performance
Intrusive thoughts
Irritability around transitions - at the end of day or before school breaks
Arousal level - tired or climbing the walls, or crying once a day
Anxiety
Fear
Difficulty concentrating
Dysregulation
Aggression against self and others
Trauma Triggers
Reminders of past traumatic experiences that automatically cause the body to react as if the traumatic event is happening again in that moment
*Responses can appear confusing and out of place and be misunderstood by others
some examples of touch
Loud noises
Physical touch
Threatening gestures
Authority figures and limit-setting
Uncertainty
particular spaces
Changes in routine
Witnessing violence between others
Emergency vehicles or personnel
Certain smells
Particular times of year
Triggers for parents
School environment
Confusion in meetings
Fear of other system involvement
Interactions with staff who might be connected to past experience
Feelings of helplessness and loss of control
Adverse Childhood Experiences (ACES
Originated in study in 1998 between Kaiser Permanente and Center for Disease Control (CDC)
Describes three domains experienced by age 18
Abuse, Neglect, Household Challenges
Screening tool
Pediatric ACEs and Related Life Events (PEARLS)
https://www.acesaware.org/learn-about-screening/screening-tools/
Trauma Informed Care
Rooted in an understanding of and responsiveness to the impact of trauma, which emphasized physical, psychological and emotional safety for both providers and clients”
(Hooper, Bassuk & Olivet, 2010)
Trauma awareness
Emphasis on safety
Opportunities to rebuild control
Strength based approach
Trauma Informed Care
Four R’s
Realize - understanding the widespread impact of trauma
Recognize - the signs and symptoms of trauma in patients and families
Resist re-traumatization - rethinking the climical approach to care, including support for those providing care
respond - to trauma by coordination with various systems to best suport the child and family
Core Principles of Trauma-Informed Care
Patient empowerment
Choice
Collaboration
Safety
Trustworthiness
Cultural, historical and gender issues
our main goal in helping kids who experienced trauma
Supporting Dysregulated Students
ways to support dysregulated students
regulate - be present, give time and space, validate, offer sensory tools, co-regulate
relate - focus on connection, use reflective listening, reestablish sense of safety, help name a feeling, facilitate interoceptive awareness
reason - be a detective, collaborate to create a solution, offer choices, use logical consequences
Promote regulation
self regulation
sensory function
address regulation with a focus on functional goals
self-regulation
Strategies that are used to help a child or adolescent to change a sensory issue or influence their emotions
Assists the child or adolescent to become more aware of their state of arousal and implement strategies to meet the demands (Williams & Shellenberger, 1996 as cited by Martini et. al., 2016)
Sensory function
Sensory Diet
Sensory Rooms
Environmental Modifications
Tool kits
Sensory Specific modality
Address regulation with a focus on
functional goals (Fraser, MacKenzie & Versnel, 2019)
Interoception
The sense that allows us to answer the question “How do I feel?” at any given moment
Coregulation
Promote safety and regulation to shift focus from external to internal.
Connection to inner self
Understanding inner sensations through practice
playfully connecting to the child.
once a child is able to identify how they feel then
Explore more ways to regulate
Promote Relationship
“Positive experiences in relationships are one of the most powerful ways that adults in the educational environment can mitigate the effects of trauma on children’s development as well as help them focus on learning” (Whitling & Tekell, 2021)
What are the components of promoting relationships in TIC
Relational consistency
sharing of power
giving voice and choice - letting them feel seen and understood. We can do a lot there are some restrictions
critical self-awareness - what we bring into the relationship
What are the principles of PACE to promote relationships.
Playfulness - light hearted reassuring manner open, calm and engaged attitude
Acceptance - unconditional acceptance of thoughts, feelings and struggles
Curiosity - support development of self-awareness so young person can identify reasons behind their own actions
Empathy - show compassion. being present in the moment to understand experience as the child does
Promote Reasoning
proactive and reactive
Proactive
Adapt tasks and modify environmental demands
Build motor memory for new tasks
Adapt or modify cognitive demands through clear sequences and outcomes
Reactive
Adapt teaching and learning strategies to align with strengths and abilities
Offer opportunities to “redo” an error
Four c’s of TIC
Calm - model and promote a calm demeanor
Care - validating and supporting
Contain - limit the details of trauma history. Model healthy boundaries
Cope - identify and encourage use of healthy coping strategies
Secondary traumatic stress:
The presence of PTSD symptoms caused by indirect exposure to other people’s traumatic experiences.
Vicarious trauma:
The cumulative effect of working with traumatized students and their families that leads to negative changes in how staff view themselves, others, and the world.
Four core components of resilience
Adequate sleep (8-10 hours)
Good nutrition
Regular physical activity
Active relaxation
