Format
Individual Presentation
First Presenter's Institution
Family Recovery of Southwest Georgia
Second Presenter's Institution
Family Recovery of Southwest Georgia
Third Presenter's Institution
NA
Fourth Presenter's Institution
NA
Fifth Presenter's Institution
NA
Location
Session 3 Breakouts
Strand #1
Health: Mental & Physical Health
Strand #2
Heart: Social & Emotional Skills
Relevance
This proposal relates to the HEALTH strand in that it addresses how the body and functions of the brain can be understood in order to address the mental health of a dysregulated person. It relates to the HEART because improved self-regulation leads to improved social and emotional functioning.
Brief Program Description
Students who have experienced trauma are often in need of behavioral intervention due to challenging behaviors and reactivity. Understanding the body’s threat response system gives insight into these behaviors and allows for empathy within the interventions. This presentation will outline basic neuroscience theories, propose interventions focused on self-regulation, and demonstrate how adding basic elements to existing interventions can increase efficacy.
Summary
While trauma has many definitions and dimensions, it can be simply seen as anything overwhelming for a person that leaves an imprint. Trauma is a reality for many students and families, and the increased accessibility to assessment tools and results has proven to increase professionals’ understanding of the widespread and enduring effects of trauma. The Adverse Childhood Experiences (ACEs) study has served to provide a data set that is still used to understand more correlations of childhood trauma to outcomes through the lifespan. However, knowing what people experience and possible long-term outcomes does not explain the mechanism underneath.
This presentation will use neuroscience theories to develop a practical understanding of what is happening in the brains and bodies of a traumatized child. Polyvagal theory explains the body’s threat response system, how the brain and body are connected through this system, the persistent state of hyperarousal experienced as a trauma response, and why cognitive processes are impaired or offline when a person is having such a reaction. Understanding the physiological underpinnings of these reactions, and the fact that the reactions are driven by survival adaptations, can allow adults to formulate and adapt intervention strategies that help build feelings of safety.
Interventions will be presented that focus on empathy, regulation and connection. Participants will be encouraged to consider how they could modify current practices to better reach children who have suffered from trauma and how their own experiences shape their ability to respond. This understanding will empower educators to facilitate connection and regulation over simply curbing behaviors, leading to significant improvement in students’ long-term outcomes.
Evidence
This presentation will include evidence from the fields of neuroscience, traumatic stress, and human development. Citations will include the work of trauma expert Bessel van der Kolk, neuroscientist Stephen Porges, and others.
Learning Objectives
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Define trauma and discuss the types of trauma that can be experienced
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Identify the components of polyvagal theory
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Learn at least three interventions that are effective with individuals who have experienced trauma
Biographical Sketch
Elizabeth Marston is a Licensed Clinical Social Worker living in Moultrie, Georgia. She completed her MSW at the University of North Carolina at Chapel Hill. She has pursued advanced training in trauma and completed basic training for EMDR. In her private practice, she works with individuals of all ages, couples, and families. She specializes in working with clients diagnosed with personality disorders as well as complex trauma.
Sam Marion is a Licensed Clinical Social Worker from Moultrie, Georgia. He completed his MSW at the University of Georgia. He has advanced training in trauma, play therapy, and EMDR. Fluent in Spanish, Sam enjoys being able to provide services to clients throughout the community. He enjoys using sand tray, art, play, and other expressive therapies when working with people of varying ages, as well as couples and families, within his private practice setting.
Keyword Descriptors
Neuroscience, Regulation, Brain, Nervous System, Behavior, Behavioral Intervention, Trauma
Presentation Year
2021
Start Date
3-8-2021 2:00 PM
End Date
3-8-2021 3:00 PM
Recommended Citation
Marion, Sam and Marston, Elizabeth, "Understanding the traumatized brain" (2021). National Youth Advocacy and Resilience Conference. 15.
https://digitalcommons.georgiasouthern.edu/nyar_savannah/2021/2021/15
Included in
Behavior and Behavior Mechanisms Commons, Other Mental and Social Health Commons, Other Psychiatry and Psychology Commons, Psychiatric and Mental Health Commons, Psychological Phenomena and Processes Commons, Social Work Commons
Understanding the traumatized brain
Session 3 Breakouts
Students who have experienced trauma are often in need of behavioral intervention due to challenging behaviors and reactivity. Understanding the body’s threat response system gives insight into these behaviors and allows for empathy within the interventions. This presentation will outline basic neuroscience theories, propose interventions focused on self-regulation, and demonstrate how adding basic elements to existing interventions can increase efficacy.
