Building Better Lives

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Building Better Lives Ohio Board of Developmental Disabilities December 4, 2013

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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: - PowerPoint PPT Presentation

Transcript of Building Better Lives

Page 1: Building Better Lives

Building Better Lives

Ohio Board of Developmental Disabilities

December 4, 2013

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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

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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

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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.

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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

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Families are respected and

are active participants in

the service planning, and

decision-making process

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

treatment plan

Respect for the cultural, racial

and ethnic differences of the families we serve is critical to our

success Re






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

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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

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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

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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.

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Dr. Bruce Perry: In his own words…

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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

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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

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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

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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

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Trauma and the developing brain

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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

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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

re-gain regulation

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Rhythmic Activities

Marching/Walking/SkippingDrumming/Foot TappingSinging/ Rhythmic MusicRockingDancingYoga/Relaxation / VisualizationChewing gum

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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


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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.

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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

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Community Plan

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

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Community Plan

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

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Next Steps

Expansion of Education Initiative Health Care System Infusion Juvenile Court Initiative Job and Family Services Initiative Parent Outreach

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Parent Tools That Work

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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

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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%.