Mandated Reporting and TIC

Question 1

Mandated Reporting - definition from US children’s Bureau, 2015

Answer 1

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.”

Question 2

NYS Legislation on mandated reporting

Answer 2

411. 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.

Question 3

An “abused child” means

Answer 3

a child under eighteen years of age;

Question 4

Maltreated child

Answer 4

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;

Question 5

“Person legally responsible” for a child means

Answer 5

a person legally responsible as defined by the family court act.

Question 6

What is reportable?

Answer 6

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.

Question 7

When to report?

Answer 7

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.

Question 8

Training available

Answer 8

it is state specific, how to report, who to report. even the district has it’s own policies.

Question 9

The institution you work for should have policies in place for mandated reporting

Answer 9

T

Question 10

How to Report
you will be asked to provide

Answer 10

• 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.

Question 11

Your name as a reporter is confidential and the investigating person is

Answer 11

not allowed by law to reveal the source of report.

There are laws that protect the reporter from retaliation and liability

Question 12

What is trauma - (SAMSHA, 2018).

Answer 12

Defined as “ singular or cumulative experiences that result in adverse effects on the functioning and mental, physical, emotional, or spiritual well-being” (SAMSHA, 2018).

Question 13

Trauma refers to

Answer 13

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

Question 14

Acute trauma

Answer 14

A one-time event, such as an earthquake, fire, assault, or car accident.

Question 15

Chronic trauma

Answer 15

Traumatic experiences that are repeated and prolonged, such as ongoing exposure to family or community violence, chronic bullying, or a long-term medical issue.

Question 16

Complex trauma

Answer 16

Exposure to multiple traumatic events from an early age, and the immediate and long-term effects of these experiences over development.

Question 17

Historical trauma

Answer 17

The collective and cumulative trauma experienced by a group across generations that are still suffering the effects.

Question 18

Racial Trauma

Answer 18

Racial or race-based trauma refers to experiences of racially driven discrimination, harassment, and systemic oppression.

Question 19

trauma can impact developemnt but more specificaly it will imkpact

Answer 19

brain function

Question 20

What parts of brain get impacted from trauma

Answer 20

limbic system - amygdala, hypothalamus

neocortex

Question 21

limbic system is the

Answer 21

emotional center of the brains

helps us to determine how we feel, whether an experience is pleasurable or frightening

Question 22

What is the amygdala and hypothalamus reponsible for

Answer 22

stress reponse

Question 23

amygdala plays the role of the

Answer 23

alarm bell - tell you that there is a threat

Question 24

hypothalamus is the

Answer 24

voice of reason once it’s hears the alarm bell.

Question 25

neocortex

Answer 25

thinking brain - problem solving, helps to regulate emotions and behaviors it is the last part of brain to develop

Question 26

emotional brain

Answer 26

sensed threat and sounds the alarm

Question 27

thining brain

Answer 27

assesses situation to see if danger is real or a false alarm

Question 28

When kids experience trauma at an early age they are often stuck in

Answer 28

fight or flight. thinking brain confirms if threat is real and emotional brain takes over

Question 29

Neurodevelopmental Impact trauma can impact braind evelopment related to

Answer 29

emotional regulation cognitive functioning behavioral health physical health

Question 30

because of the underdevelopments of their brainstem

Answer 30

they will have trouble regulating behavior. they are in survival mode all the time. behavioral health can be impacted

Question 31

obsedity, heart disease, stroke, autoimmune disorder etc can increase due to

Answer 31

trauma as a child

Question 32

Impact on School Performance

Answer 32

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

Question 33

Trauma Triggers

Answer 33

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

Question 34

some examples of touch

Answer 34

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

Question 35

Triggers for parents

Answer 35

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

Question 36

Adverse Childhood Experiences (ACES

Answer 36

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/

Question 37

Trauma Informed Care

Answer 37

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

Question 38

Trauma Informed Care Four R’s

Answer 38

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

Question 39

Core Principles of Trauma-Informed Care

Answer 39

Patient empowerment Choice Collaboration Safety Trustworthiness Cultural, historical and gender issues

Question 40

our main goal in helping kids who experienced trauma

Answer 40

Supporting Dysregulated Students

Question 41

ways to support dysregulated students

Answer 41

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

Question 42

Promote regulation

Answer 42

self regulation sensory function address regulation with a focus on functional goals

Question 43

self-regulation

Answer 43

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)

Question 44

Sensory function

Answer 44

Sensory Diet Sensory Rooms Environmental Modifications Tool kits Sensory Specific modality

Question 45

Address regulation with a focus on

Answer 45

functional goals (Fraser, MacKenzie & Versnel, 2019)

Question 46

Interoception

Answer 46

The sense that allows us to answer the question “How do I feel?” at any given moment

Question 47

Coregulation

Answer 47

Promote safety and regulation to shift focus from external to internal.

Question 48

Connection to inner self

Answer 48

Understanding inner sensations through practice playfully connecting to the child.

Question 49

once a child is able to identify how they feel then

Answer 49

Explore more ways to regulate

Question 50

Promote Relationship

Answer 50

“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)

Question 51

What are the components of promoting relationships in TIC

Answer 51

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

Question 52

What are the principles of PACE to promote relationships.

Answer 52

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

Question 53

Promote Reasoning proactive and reactive

Answer 53

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

Question 54

Four c's of TIC

Answer 54

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

Question 55

Secondary traumatic stress:

Answer 55

The presence of PTSD symptoms caused by indirect exposure to other people’s traumatic experiences.

Question 56

Vicarious trauma:

Answer 56

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.

Question 57

Four core components of resilience

Answer 57

Adequate sleep (8-10 hours) Good nutrition Regular physical activity Active relaxation