• Home
    Home This is where you can find all the blog posts throughout the site.
  • Categories
    Categories Displays a list of categories from this blog.
  • Tags
    Tags Displays a list of tags that have been used in the blog.
  • Bloggers
    Bloggers Search for your favorite blogger from this site.
  • Archives
    Archives Contains a list of blog posts that were created previously.
  • Login
    Login Login form

Want the Best Trauma-Informed Care? Watch the Prequel

Posted by on in What If?
  • Font size: Larger Smaller
  • Hits: 268

I continue to be, at once, intensely interested and wholly distressed by the manifestation of early childhood stress, anxiety, and trauma. The signs and symptoms surround the caregivers in child care programs, but can either be misinterpreted, misunderstood, or ignored.

I recently spoke at a national conference to a packed room of Head Start teachers, who do their best, on a daily basis, to provide the best care for the children in their programs. And yet, they are baffled at times by children’s unexplained and unprovoked behaviors and responses. We talked about triggers- a catch word now- meaning something that sets off a memory or flashback that may be imperceptible or innocuous to other people.

I noticed in the conference program, quite a few speakers who would talk about “trauma informed care.” I told my group they should probably attend at least one of these sessions, because it was such an important topic. But, I also told them that the topic of our discussion was actually a precursor… a prequel, if you will, to those sessions. If we are to be successful in providing TIC, we first need to identify, define, understand, and validate the trauma.

And, this is not easy, by any means. The ways young children present symptoms of these issues can easily be set aside as transient behaviors, or missed entirely. One of the most interesting aspects of children’s stress and distress is how it surfaces and becomes apparent.

Picture1

Infants and toddlers can’t verbally express how they feel. And while preschoolers can talk about things, they have an underdeveloped ability to explain abstract feelings of being overwhelmed, afraid, or helpless. So, for these very young children, functioning shifts to a sensory level. They become hyper tuned-in to incoming stimuli... things we, as teachers and care providers, may not even notice.

When the child is awake and alert, he is vulnerable to sight triggers. It could be a person- someone who resembles an abuser, in terms of demeanor, clothing, or movement. It might be an object or even a general characteristic of the environment that opens up a raw memory of an incident or event.

Picture3

Sounds can be particularly upsetting- especially anything that sounds like anger or fear or pain. Care providers often report seeing a child begin to cry uncontrollably if his friend is injured or cries. Sometimes the upsetting sound can be ambient noise… a humming neon light, a door opening or closing, an object falling on the floor, or water running.

For a child who is functioning in survival mode, the senses or touch, smell, and taste are highly sensitive. It can be a momentary scent that reminds him of a certain person or of a particular place. He may react strongly to a certain physical touch- or any physical touch. In some cases, he doesn’t have to be touched at all to react. It might be someone standing too close or just the way someone approaches.

Picture2

Certain fabrics, textures, or surfaces can set him off. It is easy to see that any of these reactions can mimic a sensory processing disorder.

These sensory triggers can snap a child back to memories that are so realistic, they may seem to actually be occurring- so intense, they are unspeakable. And, the raw emotion simply pours out.

Picture5

It is important for us to note that troubled young children are actually more vulnerable to triggers during quiet times, like bedtime or naptime- when the environment is quiet for the rest of us, but for them can be deafening. These children will often fight falling asleep at all cost, because they are driven, on a base level, to stay awake. They may slip into sleep out of exhaustion, but will startle and awake with no apparent provocation.

So, how can we identify these triggers in order to take action? Well, many times we can’t. But, what we can do is pay attention to the sequence of cause and effect- take running records if we notice a vague pattern emerging. Make note of unexplained behaviors and reactions. Trust your gut feelings. Investigate. Ask questions. Be a child’s voice.

Picture7

Last modified on
Rate this blog entry:

Debra Pierce is professor of Early Childhood Education at Ivy Tech Community College of Indiana. Ivy Tech is the nation's largest singly accredited statewide community college systems, serving nearly 200,000 students annually.

Her professional background has always involved children, over the past 40 years, having been a primary grades teacher in the Chicago Public School system, a teacher of 3 and 4 year-olds in a NAEYC accredited preschool for 15 years, and a certified Parent Educator for the National Parents as Teachers Program.

Debra is a certified Professional Development Specialist for the Council for Professional Recognition. She has taught CDA courses to high school career/tech dual credit juniors and seniors in preparation for earning their CDA credentials. She also conducts CDA train-the-trainer events across the country and develops and teaches online CDA courses for several states, is a frequent presenter at national and state early childhood conferences, and is a Master Trainer for the states of Minnesota and Arizona. She was also awarded the NISOD Teaching Excellence Award by the University of Texas.

Debra is active in her community, supporting children's literacy and is on the board of directors of First Book in Indianapolis. Debra is a contributing author for Hamilton County Family Magazine and Indy's Child in Indianapolis.
She loves spending time with her two grandsons, Indy, who is 7 and Radley, 3.

Debra has spent the last 16 years dedicated to the success of those pursuing the CDA credential and is the author of The CDA Prep Guide: The Complete Review Manual for the Child Development Associate Credential, now in its third edition (Redleaf Press), the only publication of its kind. She hosts a website providing help and support to CDA candidates and those who train them at http://www.easycda.com
The comments and views expressed are not in collaboration or affiliation with The Council for Professional Recognition or Ivy Tech Community College.
Follow me on Twitter at /easycda

  • No comments made yet. Be the first to submit a comment

Leave your comment

Guest Sunday, 19 May 2019