søndag den 6. oktober 2013

Traumatised? So what?


• Consider all problematic behavior within the context of survival to better understand ‘why he keeps doing that?’
• Repetition is important because with every positive experience the impact on the brain grows.
• Traumatized children expect the worst and focus on the negative. If you understand this, you will be better prepared for it.
• Childhood neglect is the most damaging trauma. The child must not have basic needs threatened in any way or survival will be all they think about.
• Do not allow radical therapies for traumatized children. “Holding Therapy,” “Rage Reduction,” and other desperate approaches trigger the memories in the limbic system and make matters worse.
• At the point the child was abused, the brain was focused on survival not learning. The development the child missed due to abuse will need extra attention.
• Traumatized children will often score lower on IQ tests than their true ability. Retest when their environment is helping them heal and watch the scores go up.
• The goal in healing trauma is not to keep the child calm. The goal is when the child becomes agitated to help them learn skills to reduce the agitation. This repeated cycle is what most helps the child.
• Promote play with traumatized children. Play is very healing to the brain and the emotions.
• Don’t give up hope! The human brain is capable of healing in ways we do not yet understand. It may be a long road to healing and the child may not get there while still in your home, but every situation makes a difference.

Read more: Link to pdf

Twice Exceptional Denmark

Twice Exceptional Denmark er lavet for dobbelt exceptionelle børn dvs. børn med særlige forudsætninger som samtidig har indlæringsvanskeligheder. Disse børn kan have opmærksomheds-, koncentrations- og kontakt- vanskeligheder som oftest er pga. Ordblindhed/ Dyslexi, ADHD, AS, PDD NOS, OCD, Tourette osv.

Det ofte set at Børn med særlige forudsætninger er af natur Asynkron Udviklet dvs. det halter med at deres emotionelle og sociale udvikling følger med det som ses ved jævnaldrende, samtidig med at de lærer lynhurtigt det emner de er motiveret for og ender således ofte foran jævnaldrende i disse oråder, uden sparringspartner. Børnene ender ofte meget ”misforstået” og en tværfagligindsats er nødvendig hvis sådan en situation skal kunne vendes.

Tværfaglighed bør bestå af en BMSF konsulent/psykolog og derudover specialister jvf. barnets specifikke diagnoser og andre problemer hver gang handleplaner udarbejdes, barnets evalueres osv. Men der er langt vej endnu, da BMSF ikke anerkendes i Kommunerne, og dermed overses det at barnet har behov for en ”særlig” forståelse og indsigt for at børnene kan få den rette hjælp jvf. Socialloven og Inklusion.

Men desværre ses disse børn i AKT forløb, heldagsskoler og kan ende i Udsatte grupper:

De unge, som kommer til opholdsstederne, har været vanskelige at placere i de kommunale tilbud, hvor hverken de unge, som kommer til opholdstederne eller de elever, der går i de kommunale tilbud, vil profitere af at være sammen.