EXPLORING THE IMPACT OF HISTORICAL INTERGENERATIONAL TRAUMA ON

EXPLORING THE IMPACT OF HISTORICAL & INTERGENERATIONAL TRAUMA ON FAMILY DYNAMICS TODAY THE CALIFORNIA CHILD CARE RESOURCE & REFERRAL NETWORK THE CALIFORNIA DEPARTMENT OF SOCIAL SERVICES BRIDGE PROGRAM

WELCOME & INTRODUCTIONS

LEARNING OBJECTIVES THIS WORKSHOP IS DESIGNED TO HELP PARTICIPANTS: • DEFINE HISTORICAL & INTERGENERATIONAL TRAUMA • EXPLAIN THE IMPACT OF HISTORICAL AND INTERGENERATIONAL TRAUMA ON FAMILY SYSTEMS AND HOUSEHOLD DYNAMICS • EXAMINE THE IMPACT OF HISTORICAL AND INTERGENERATIONAL TRAUMA ON CAREGIVING • UTILIZE BEST-PRACTICE, TRAUMAINFORMED STRATEGIES TO ENHANCE FAMILY ENGAGEMENT AND RESILIENCY

GROUP AGREEMENTS • BE HERE NOW • PARTICIPATE • SPEAK FOR YOURSELF • ELMO

KASSERIAN INGERA AND HOW ARE THE CHILDREN?

PRINCIPLES OF DEVELOPMENT • ONGOING • DIRECTIONAL • MAY INVOLVE STAGES • CUMULATIVE

IMPACT OF CULTURE ON DEVELOPMENT A TOTAL SYSTEM THAT REGULATES LIFE WITHIN A PARTICULAR GROUP OF PEOPLE • SETS EXPECTATIONS & LIMITATIONS ON BEHAVIORS • CREATES CONTEXT • FORMS THE BASIS FOR ONE’S VALUES, BELIEFS, & BEHAVIORS • WHILE BEHAVIORS MAY CHANGE, OFTEN VALUES ARE DIFFICULT TO ALTER

DIMENSIONS OF CULTURE RACE/ETHNICIT Y GENDER IDENTITY GENDER SEXUAL ORIENTATION SEXUAL IDENTITY LANGUAGE GEOGRAPHIC LOCATION

ON ETHNIC & RACIAL CULTURE IN THE U. S.

• WHAT ARE THE RACES OF HUMANITY? MYTH OF RACE & REALITY OF RACISM • CAN WHITES IN AMERICA BE RACISTS? • CAN BLACKS IN AMERICA BE RACISTS? • IDENTIFY THE WAYS IN WHICH WHITE RACISM ADVERSELY IMPACTS THE LIVES OF BLACK PEOPLE AS A GROUP • IDENTIFY HOW BLACK RACISM ADVERSELY IMPACTS THE LIVES OF WHITE PEOPLE AS A GROUP?

RECALLING OUR DEFINITION OF TRAUMA • TRAUMA IS A LIFE-THREATENING OR EXTREMELY FRIGHTENING EXPERIENCE —FOR THE INDIVIDUAL OR SOMEONE THEY CARE ABOUT — THAT OVERWHELMS THE CAPACITY TO COPE. • • ACUTE CHRONIC COMPLEX HISTORICAL

SURVIVAL RESPONSES BECOME PATTERNS OF BEHAVIOR HYPOTHALAMUS PREFRONTAL CORTEX AMYGDALA H G I FL T CEREBELLUM BRAINSTEM FIGHT HIPPOCAMPUS FR ZE EE

IMPACT OF TRAUMA ACROSS THE LIFESPAN EARLY DEATH DISEASE & DISABILIT Y SOCIAL, EMOTIONAL, & COGNITIVE IMPAIRMENT DISRUPTED BRAIN DEVELOPMENT ADVERSE CHILDHOOD EXPERIENCES

TRAUMA RECOVERY • INTERGENERATIONAL PATTERNS OF TRAUMA TRANSMISSION • CAREGIVER’S RESPONSE & REACTION

SANKOFA SURFACING HISTORICAL TRAUMA

• OUR BODIES ARE CUPS THAT CONTAIN OUR EMOTIONAL, MENTAL, & SPIRITUAL ENERGIES EMPTYING THE CUP • BODY HAS BEEN IMPACTED BY COLONIALIZATION • SELF-AWARENESS ALLOWS US TO IDENTIFY WHAT NEGATIVE ENERGIES WE HOLD IN OUR CUPS • MAKE SPACE FOR AFFIRMING IDEALS TO REFRAME WHO WE ARE

HISTORICAL TRAUMA THEORY CONSTELLATION OF CHARACTERISTICS ASSOCIATED WITH MASSIVE, CUMULATIVE, GROUP TRAUMA ACROSS GENERATIONS DELIBERATE & SYSTEMATIC PROLONGED UNIVERSAL EXPERIENCE LEGACY OF CHALLENGES ACROSS GENERATIONS

ROOTS OF ETHNIC HISTORICAL TRAUMA IN THE U. S. DOMINATE GROUP • DENY • JUSTIFY TARGET GROUP • PHYSICAL & PSYCHOLOGICAL VIOLENCE • SEGREGATION AND/OR DISPLACEMENT • ECONOMIC DEPRIVATION • CULTURAL DISPOSSESSION

DIRECT PATHWAYS OF TRANSMISSION • LEARNED BEHAVIOR • EXPOSURE TO TRAUMA RESPONSES • MODELING MALADAPTIVE COPING SKILLS INDIRECT • PROBLEMATIC PARENTING SKILLS & BEHAVIORS

• CURRENT EVENTS • OFTEN COVERT IN NATURE • CHRONIC • CAN OCCUR ON A DAILY BASIS MICROAGRESSIONS MICROINSULTS MICRO ASSAULTS MICRO INVALIDATION S

DEFINING HISTORICAL TRAUMATIC RESPONSE • THE CUMULATIVE EFFECT OF HISTORICAL TRAUMA BROUGHT ON BY CENTURIES OF COLONIALISM, GENOCIDE, AND OPPRESSION

COMMUNITIES IMPACTED BY HISTORICAL TRAUMA • FIRST NATION COMMUNITIES • AFRICAN AMERICANS • MEXICAN/MEXICAN AMERICANS

RIPPLE EFFECTS OF HISTORICAL TRAUMA

ADVERSE CHILDHOOD EXPERIENCES EARLY DEATH DISEASE & DISABILITY HEALTH-RISK BEHAVIORS SOCIAL, EMOTIONAL, & COGNITIVE IMPAIRMENT DISRUPTED BRAIN DEVELOPMENT ADVERSE CHILDHOOD EXPERIENCES HISTORICAL TRAUMA

HEALING NEEN • WHAT ACES DID NEEN EXPERIENCE? • HOW DID NEEN’S ACES IMPACT NEEN’S LIFE? . . . THE LIVES OF NEEN’S CHILDREN? • WHAT WERE POTENTIAL OPPORTUNITIES TO INTERVENE? • WHAT WAS THE DIFFERENCE MAKER FOR NEEN?

TOXIC ROOTS

HOUSEHOLD DYNAMICS • SILENCE • OVER DISCLOSURE • IDENTIFICATION • REENACTMENT

PARENTING STYLES • PERMISSIVE • UNINVOLVED • AUTHORITARIAN • AUTHORITATIVE

EFFECTS OF PARENTING STYLES ON CHILDREN SELF-IMAGE EMOTIONS SOCIAL SKILLS ACADEMICS AUTHORITATIVE HIGH SELF ESTEEM ASSERTIVE TRUST FEELINGS REGULATE WELL SELF CONTROL SOCIALLY RESPONSIBLE LESS PEER PRESSURE GET ALONG EMPATHETIC MORE CONFIDENT HIGH ACHIEVEMENT PERMISSIVE HIGH SELF ESTEEM SELF CONFIDENT LESS RESPONSIBLE IMPULSIVE IRREGULAR VOICE FEELINGS TROUBLE KEEPING FRIENDS LOW INTEREST IN SCHOOL AUTHORITARIAN LOW SELF-ESTEEM DON’T TRUST FEELINGS DOES NOT GET ALONG WELL WITH OTHERS POOR SOCIAL SKILLS HARD TO CONCENTRATE ACHIEVE BELOW POTENTIAL UNINVOLVED LOW SELF ESTEEM DISLIKES SELF AND OTHERS LITTLE CONFIDENCE HIDES FEELINGS AVOID FEELINGS WITHDRAWN DISRESPECTFUL DISTRUSTFUL PERFORM POORLY ON THEIR OWN

ATTACHMENT STYLES

IMPLICATIONS FOR YOUR ROLE AS A HELPING PROFESSIONAL

FOUR PHASES OF HEALING • CONFRONT • UNDERSTAND • RELEASE • TRANSCEND

RELATIONSHIPS AS CHANGE AGENTS

FAMILY ENGAGEMENT • ASSUMPTIONS • POWER DIFFERENTIAL • BLIND SPOTS • OVERIDENTIFICATION • MISTRUST • ATTACHMENT • HIDDEN WEIGHT

ENGAGEMENT WITH PRIMARY CAREGIVERS • PREPARING • ASKING • LISTENING • ACCEPTING • REMEMBERING

ENGAGEMENT WITH CHILDREN • ENVIRONMENT CHECK-IN • MOMENT-BY-MOMENT • PRIORITY CONCERN • EMOTIONAL REGULATION

ENGAGING THE CAREGIVER-CHILD DYAD • SYNCHRONY • NURTURANCE • STABILITY OF CARE • COMMITMENT

STRENGTHS-ORIENTED QUESTIONS LEVERAGE & ENHANCE STRENGTHS • TO ASK CHILDREN • TO ASK CAREGIVERS • FOR CAREGIVERS TO ASK CHILDREN CULTURAL BUFFERS • POSITIVE IDENTITY ATTITUDES • ENCULTURATION • SPIRITUAL METHODS OF COPING • TRADITIONAL HEALING PRACTICES

SIX CORE STRENGTHS FOR HEALTHY CHILD DEVELOPMENT • ATTACHMENT • SELF-REGULATION • AFFILIATION • ATTUNEMENT • TOLERANCE • RESPECT

ORIENTING FAMILIES WHY ARE WE MEETING WHA T ARE WE TRYING TO ACCOMPLISH HOW ARE WE GOING TO WORK TOGETHER

IDENTIFYING NEXT STEPS • PARTNER • VALIDATE • SEEK AGREEMENTS • IDENTIFY SIGNS OF DISTRESS • OFFER RESOURCES

TEAMING WITH COMMUNITY PARTNERS CLINICAL RESOURCES • • • PSYCHOEDUCATION SELF-REGULATION TRAUMA EXPOSURE COGNITIVE PROCESSING RE-INTEGRATION OF TRAUMA EXPERIENCES PARENT SKILLS TRAINING STRESS MANAGEMENT ATTACHMENTSTRENGTHENING EXERCISES SELF-CONCEPT BUILDING COMMUNITY RESOURCES • CAREGIVER SUPPORT GROUPS • TEEN/YOUNG PARENT EMPOWERMENT • PEER SUPPORT • SUBSTANCE USE SUPPORT • DOMESTIC VIOLENCE ASSISTANCE • CRISIS ASSISTANCE

AND HOW ARE THE CHILDREN? THE CHILDREN ARE WELL

EVERY INTERACTION IS AN INTERVENTION EMPATHY WARMTH KINDNESS ATTUNEMENT MINDFULNES S