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Transcript of Riverbend 8.8.17
role in a
What happens early in life lasts a lifetime.
of the brain is
developed before the age of five
Developing a culture of mental health:
Investing in early childhood education.
Executive Function Skills
Sound emotional development is the foundation of executive function skills and leads to academic readiness and future career success.
STEPHEN P. ZWOLAK, M.Ed.
Visit lumeinstitute.org to learn more
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Chief Executive Officer
Caregivers need support understanding:
children's emotional development
their (caregivers') own development
child and adult temperaments
Patterns of Attachment
4 The Centers for Disease Control and Prevention (CDC) http://www.acestudy.org/the-ace-score.html
Zero to Three - National Center for Infants, Toddlers, and Families, https://www.zerotothree.org/early-learning/brain-development.
Rand Corporation http://www.rand.org/
© LUME Institute, 2017
Caregivers are called upon to perform emotional triage with composure and affection.
Reflective Supervision and Coaching
© LUME Institute, 2017
Childhood is changing,
but a child's developmental needs are not.
Center on the Developing Child - Harvard University, http://developingchild.harvard.edu/science/key-concepts/executive-function/.
What happens when you meet emotional needs first for young children?
Fewer behavior issues
Young children feel safe/take academic risks
The achievement gap closes
for Emotional and Social Well-being
Our early attachment styles are established in childhood through the infant/caregiver relationship.
In addition to this, Bowlby believed that attachment had an evolutionary component; it aids in survival.
"The propensity to make strong emotional bonds to particular individuals [is] a basic component of human nature."
What is your WHY?
The freedom to THINK, DREAM, WONDER,
“I need you but I don’t trust you. I take no comfort in you.”
is inconsistent in meeting the child’s needs.
Resistant = LOW TRUST
shows heightened emotion and neediness in keeping parent or caregiver engaged.
“Sometimes you are kind, sometimes you hurt me. I don’t know what to do.”
is neglectful and/or abusive. He or she responds in frightening ways or appears frightened.
Disorganized = LOW TRUST
will seem confused or in a daze. He or she is fearful of rejection.
“I am secure, safe, and loved. I am free to explore and relate.”
is attuned and responsive to the child’s needs.
Secure = TRUST
is free to explore, connect, and refuel.
“I don’t need you. I don’t want your closeness."
is unresponsive, uncaring, and dismissive.
Avoidant = LOW TRUST
denies needing a close relationship. He or she is defensive when offered support and intimacy. He or she is self-sufficient.
Children’s hearts and minds form in
the development of relationships.
The practice of self-awareness and self-reflection empowers us in the nurturing and healing of children. In order to change society, we must change the
Reclaiming the ART of teaching
Why do you connect with
How do children inform your understanding of yourself?
What past experiences shaped your decision to work with children?
5 Creating Schools that Heal: Real-life Solutions, Lesley Koplow. Teachers College Press, 2002.
© LUME Institute, 2017
Early experiences have a lifelong
impact on relationships.
Experiences, relationships, and attachments in the
first five years
whether a child
graduates from high school
criminal activity or drug and alcohol addiction
What prevents healthy attachments?
Adverse Childhood Experiences (ACEs)
Mental illness of a household member
Substance abuse by a
Divorce, separation, or
death of a parent
Witnessing domestic violence
toward a parent
Incarceration of a
Low-income children are more than twice as likely as their more affluent peers to have three or more ACEs.
Social workers, educators, and providers are experiencing an
increase in challenging behaviors
to early trauma (ACEs) in
Have hope for the future
Fewer mental health issues (depression/anxiety)
Feel safe to take academic and social risks
Understand they have support and are not alone
7 Fraiberg, S., Adelson, E. & Shapiro, V. (1980). Ghosts in the nursery: A psychoanalytic approach to the problem of
impaired infant-mother relationships.Journal of the American Academy of Child Psychiatry, 14, 3, 1975; reprinted
in Clinical studies in infant mental health: The first year of life, Fraiberg, S. (Ed.). Basic Books, Inc., New York.
What happens when you meet emotional
needs first for youth?
“I’ve come to a frightening conclusion that I am the decisive element in the child's environment.
It’s my personal approach that creates the climate.
It’s my daily mood that makes the weather.
As a cargiver, I possess a tremendous power to make a child’s life miserable or joyous.
I can be a tool of torture or an instrument of inspiration.
I can humiliate or heal.
In all situations, it is my response that decides whether a crisis will be escalated or
de-escalated and a child humanized or dehumanized.” - Haim G. Ginott
8 Dozier, K., Stovall, C., Albus, K.E., & Bates, B. (200). Attachment for Infants in Foster Care: The Role of Caregiver State
, October/Septmeber 2001, Vol 72, Number 5, Pages 1476-1477.
WHY do you work in such an emotionally challenging and turbulent environment?