Building Better Lives
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Transcript of Building Better Lives
Building Better Lives
Ohio Board of Developmental Disabilities
December 4, 2013
Ohio Statute Created Family and Children First Council in 1993
Section 121.37 of the Ohio Revised Code established a Family and Children First Council in every county to:
Provide a structure to assess community needs and develop collaborative approaches to accessing resources to meet those needs
Coordinate the provision of child abuse/neglect prevention
Provide service coordination for families and children
Family and Children First Council Members
• Largest School District • Public Health Department
• Head Start • County Mental Health and Addiction Board
• Representative of Largest City Government
• County Board of Developmental Disabilities
• County Children Services Board • County Courts Administrative Judge
• County Department of Job and Family Services
• Parent Representatives
• Ohio Department of Youth Services
• Other Community Partners
The FCFC Mission
Partnering with systems and community to increase the access, capacity and effectiveness of services for the most vulnerable youth and their families.
Who does FCFC Serve?
Any family with a child or youth (pre-natal through 21 years) in need of a coordinated plan for their unique needs is eligible for service coordination through FCFC
We serve infants and toddlers through our Help Me Grow programChildren through age 21 are served by our Multi-System Coordination program and HomeChoice servicesReferrals come through provider agencies or family members
Families are respected and
are active participants in
the service planning, and
Families thrive when we keep them at the
center of our work
Enabling families to function
independently of the system and increase their
ability to be self-sufficient is our ultimate goal
Each family’s strengths and needs form the foundation for their unique
Respect for the cultural, racial
and ethnic differences of the families we serve is critical to our
Ensuring delivery of high quality
Reducing and eliminating duplicative
efforts among agencies and
barriers to collaboration
Integration of community and family supports
Full utilization of funding
Ongoing evaluation of
FCFC Guiding Values
Adoption disruptionsDually diagnosed children with significant oppositional behaviorSchool failure / Third grade reading guaranteeAverage age of referrals decreasingAverage risk score of referred youth increasingHigh number of New American youth in communityIncrease in number of youth with Autism/ADHDIncrease in residential treatment placements
Child abuse statisticsfor Franklin County
In 2011, new reports of child abuse totaled 13,353.19% of these were reports of families in need of specific services, dependency, etc.35% were new reports of physical abuse22% were new reports of neglect11% were new reports of sexual abuse12% were reports that contained multiple allegations of abuse and neglect
Source: 2013/2014 PCSAO Factbook
FCFC is leading the Building Better Lives Initiative as part of a community wide effort to break the cycle of child abuse and neglect within Franklin County by ensuring all child-serving agencies are aware of how complex developmental trauma impacts the development of the brain.
This includes work in the areas of prevention, early identification, intervention and treatment that is developmentally appropriate and trauma-informed.
Dr. Bruce Perry: In his own words…
Who is Bruce D. Perry, MD, PHD Internationally recognized expert in the effects of child
trauma Trained in both neuroscience and child psychology His work focuses on the integration of emerging principles
of developmental neuroscience into clinical practice His work with maltreated and traumatized children has
resulted in many innovative practices and programs, most notably the Neurosequential Model of Therapeutics (NMT) and Neurosequential Model of Education (NME)
His books, The Boy Who Was Raised as a Dog and Born for Love: Why Empathy is Essential and Endangered, provide a broad introduction to this work
What is the Child Trauma Academy?
The Child Trauma Academy (CTA) is a not-for-profit organization based in Houston, Texas
It is the host for an international network of Fellows working on development and application of concepts based on NMT, NME and related work with children who have experienced developmental trauma
Perry is a Senior Fellow at CTA
What is “Complex Developmental Trauma”?
Traumatic event and resulting long term effects Witnessing traumatic events involving others Child abuse and neglect Chronic hunger and food insecurity Environment of chaos or toxic stress Lack of bonding and attachment Intra-uterine insult
How does trauma impact the developing brain?
Children need healthy brain development for:• social, emotional development• Engagement, regulation of emotional responses
• Language, gross motor and fine motor development• academic success• establishing meaningful relationships with
others and co-existing within a community
Trauma and the developing brain
What to do?
Predictable, Reliable, Long term, Supportive, Nurturing Relationships:
Children with relational stability and multiple positive, healthy adults invested in their lives improve; children with multiple transitions, chaotic and unpredictable family relationships, and relational poverty do not improve even when provided with the best "evidence-based" therapies.”
- From “The Neurosequential Model of Therapeutics” by Bruce D. Perry and Erin P. Hambrick
What to Do?
Rhythmic, Repetitive Sensory Activities• Incorporated in a daily routine to build self-
regulation skills and resiliency• Targeted use when dys-regulation occurs to
Marching/Walking/SkippingDrumming/Foot TappingSinging/ Rhythmic MusicRockingDancingYoga/Relaxation / VisualizationChewing gum
How To Use Regulating Activities
Incorporate in transitions Periodic planned breaks Incorporate in curriculum Substitute for punitive approach Add to other techniques Help child recognize signs of their own
dysregulation and build self regulating skills Flexibility for child to use regulating strategies as
How is NMT used?
NMT uses scientific research on the impact of trauma on brain development to formulate strategies that will support positive responses, behavior and functioning of a child and family.
The NMT process helps practitioners match the type and timing of specific therapeutic techniques to the developmental stage of the child as well as to the brain region and neural networks that are likely mediating the neuropsychiatric problems.
Neurosequential Model in Education (NME)
The Neurosequential Model in Education was developed to use in the classroom to:• Expand the lens through which an educator sees a
child’s behavior• Help teachers assess the level of regulation skills
students have• Provide structure that incorporates principles of
regulation• Provide strategies that can be incorporated within
a curriculum to increase regulation and self-regulation
April 2012 – trained 500 cross system professionals and met with Community Stakeholders to seek input on plan
Developed Community Guiding Group Spring 2013 –Westerville School Pilot March 2013 – Trained 400 CSB workers, 250
child care staff, 50 community leaders
October 2013 –Partnered with OSU to train over 800 Higher Ed professors and administrators, graduate students, state and local professionals and community leaders
October 2013 – Partnered with United Way to host discussion with 75 community leaders
November 2013 – Launched pilot in 6 child care centers and Southwestern School District
Expansion of Education Initiative Health Care System Infusion Juvenile Court Initiative Job and Family Services Initiative Parent Outreach
Parent Tools That Work
How does this approach help families who are engaged
with the DD system?
A child who is highly dysregulated may be misdiagnosed as having ADHD, Autism Spectrum Disorder, Oppositional Defiant Disorder, Conduct Disorder, etc.
Techniques may be effectively used for children with a dual diagnosis to reduce impact of behavior disorders
Reducing anxiety/increasing regulation will help children with a DD maximize their abilities
Regulated parents are better equipped to effectively regulate their children and to parent appropriately
Harvard studies indicate that toxic stress can reduce IQ scores by up to 13 points
BOLD GOALS 100% of professionals in the community will participate in
conversations about how developmental trauma concepts can help address the needs of children and parents who have suffered trauma or maltreatment
80% of professionals in the community will understand the impact of child maltreatment on brain development and will be able to apply this knowledge to their professional practice
All parents will be aware of the importance of parent/child relationships on healthy development.
Awareness of the impact of trauma on brain development will result in manpower and resource investment that will result in a reduction of future trauma by 50%.