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| September 28, 2011 | to | September 29, 2011 |
?Trauma and Attachment Issues in Children? Training
September 28 & September 29, 2011
Black Mountain Home for Children
80 Lake Eden Road, Black Mountain, NC 28711
Brought to you by Duke University and the Center for Child and Family Health and the North Carolina Division of Mental Health Substance Abuse and Developmental Disabilities
Register with Anna North at Eastpointe LME (anorth@eastpointe.net)
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Trauma and Attachment Issues in Children: Part 1 Wednesday
Description:
To a great extent children derive their personal sense of security and worth from their relationship with their caregivers. This process is more commonly referred to as attachment. Childhood traumatic stress occurs when exposure to traumatic events overwhelms a child?s ability to cope. Even though many children are resilient, trauma symptoms are more likely to occur in instances of child abuse and neglect and interpersonal violence than in other less personal forms of trauma. The idea that early trauma and attachment difficulties have lasting effects on children and adults is becoming more and more recognized in the fields of mental health, education, public health, and corrections, among others. With recognition, however, has come some misinformation and misinterpretations of the problem. One example of misinterpretation has been the overuse of the diagnosis of Reactive Attachment Disorder. There has been at least one death of a child subjected to ?holding? therapy (once often referred to as a method for ?treating? children with Reactive Attachment Disorder). Countless other children and families have had behaviors and family difficulties exacerbated by coercive and punitive ?treatments? provided with the goal of ?curing? the Reactive Attachment Disorder.
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For the past several years, the North Carolina Division of Mental Health Substance Abuse and Developmental Disabilities has been consulting with experts from Duke University and the Center for Child and Family Health. As a result of that consultation, The Center for Child and Family Health developed a set of guidelines for the assessment, diagnosis and treatment of Reactive Attachment Disorder. Since that time, the scope of this consultation has widened to more broadly encompass the needs of children and families with early trauma and attachment difficulties. Participants will learn about the child-caregiver attachment process, the effects of traumatic stress, caregiver deprivation, and the reciprocal influences of attachment and childhood trauma. These complex issues have led to diagnostic confusion, including the over diagnosis of Reactive Attachment Disorder. Also examined will be appropriate diagnoses for children with behavior problems who have experienced trauma.
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Course Objectives:
?????? Participants will increase understanding of the child-caregiver attachment process and its impact on child behavior.
?????? Participants will differentiate insecure attachment, trauma within the attachment relationship, and Reactive Attachment Disorder.
?????? Participants will learn how traumatic stress impacts young children and adolescents.
?????? Participants will become familiar with differential diagnoses related to early trauma and attachment difficulties
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10:00 ? Attachment Theory and the developmental process of attachment
11:00- Variables impacting attachment security and Disorders of Attachment 11:30- 11:30- Lunch
12:30- Trauma Theory
1:15- The overlap of Trauma and Attachment
1:45- Reactive Attachment Disorder History and Research
2:15- Break
2:30- Differential Diagnosis
4:00- Adjourn
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Trauma and Attachment Issues in Children: Part 2 Thursday
Description:
In this second training, participants who have already attended Trauma and Attachment Issues in Children: Part 1 will be able to explore the question: ?What do I do with the children and adolescents I thought had RAD but now I don?t think they do?? The presenters will explore the concept that behavioral disorders often stem from early attachment traumas. Presenters will describe assessment guidelines, treatment principles, and several evidence-based interventions to help participants become more effective consumers of information on the subject of RAD, attachment, and trauma. Scientifically derived behavior management principles for children with these presenting problems will also be discussed.
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Course Objectives:
?????????? Participants will learn how early childhood trauma affects behavior and other developmental outcomes
?????????? Participants will become better consumers or providers for children with attachment and trauma histories.
?????????? Participants will learn about evidence-informed and evidence-based treatments for children with attachment problems, trauma symptoms, and/or disruptive behavior and how to locate the services and receive training
?????????? Participants will apply behavior management principles to case scenarios
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10:00-Assessment of Children with Trauma and Attachment Issues
11:00 ? Evidence Based Practices
11:30- Lunch
12:30- Evidence Based Practices (con?t)
1:15- Trauma and Attachment Informed Caregiving
2:00- Break
2:15- Trauma and Attachment Informed Caregiving (con?t)
2:45- Behavior Management
4:00- Adjourn
Trainers:
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Donna Potter is a licensed clinical social worker and has been working with traumatized children and families since 1992. She has been an instructor for Duke University?s Department of Psychiatry at the Center for Child and Family Health since 2000. In that role, she has conducted forensic evaluations of child physical and sexual abuse and neglect and has acted as an expert witness for the courts. She also provides consultation to the State Division of Mental Health, DD, SA on issues of diagnosis and treatment of Reactive Attachment Disorder, including having written the clinical guidelines for assessment diagnosis and treatment of RAD for North Carolina and providing training around the state and in other states on issues related to attachment and trauma. Donna provides evidence based mental health trauma treatment to children and their families and disseminates evidence based treatment practices throughout the state of North Carolina and across the country. She is endorsed as a trainer by the developers of both Trauma-Focused Cognitive Behavioral Therapy and Child Parent Psychotherapy. The majority of her training and consultation focuses on issues of early childhood, attachment and trauma.
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Kelly Sullivan, Ph.D., is a Licensed Psychologist and an Assistant Professor in the Department of Psychiatry and Behavioral Sciences at Duke University Medical Center. She obtained her M.Ed. and Ph.D. in School Psychology from the University of North Carolina at Chapel Hill. She has worked at the Center for Child and Family Health since 2006. As a result of her experience providing evidence-based therapy to traumatized and/or oppositional children and their families, including Trauma-Focused Cognitive-Behavioral Therapy and Parent-Child Interaction Therapy, she now provides training in multiple states on these treatments. She also conducts assessments, provides training, and consults with the State Division of Mental Health/DD/SA on trauma-informed care, Reactive Attachment Disorder, and children with severe behavior problems who experienced chronic interpersonal trauma. She manages the implementation of the statewide project, The Period of PURPLE Crying: Keeping Babies Safe in North Carolina, to prevent abusive head trauma among NC infants. She also has provided school-based mental health services in both North Carolina and Pennsylvania and training and consultation to schools. She has also worked with police officers to respond to children who have been victims or witnesses to violent crime.
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Source: http://www.preventionistheanswer.org/2011/trauma-and-attachment-issues-in-children-training/
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