child protection office 2014 diocese of grand island dear lord, … · 2019. 9. 19. · and to...

Diocese of Grand Island

Child Protection Office

2014

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 2

Dear Lord, We ask You to bless these Your

holy people who have participated in the Church’s efforts to help

stop child sexual abuse.

Open their hearts to Your call to be the “ears, eyes and voice of

children and young people” everywhere.

Give them the vision and grace needed to fulfill the special

commitments that each of them has made to making their homes,

churches, schools, communities and world a safer place for all God’s Children.

Amen

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 3

Models Christ and the

Gospel message.

Follows Catholic Social

Teaching.

Provides deliberately

different messages than

those encountered in

society.

Fosters faith

development.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Unconditional Love

Forgiveness

Focus on others

versus self

Empathy

Dignity / Respect

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 5

The Life and Dignity of

the Human Person

The Call to Family,

Community, & Participation

Solidarity

The Dignity of Work

Rights & Responsibilities

The Option for

the Poor &

Vulnerable

Caring for

God’s Creation

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 6

A place where youth are treated with dignity and respect.

An opportunity to experience what it means to serve and protect the rights of others, to defend marriage and the family, and to exercise religious liberty.

The sort of community where adults are “looking out for” young people and where young people can encounter positive adults.

In the midst of a culture of rapid change and diversity, where children are

increasingly desensitized to sexual exploitation and violence, our parish and

school communities can continue to be:

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

• A primary goal of our faith environment is to foster the faith development of our children and youth.

• If we hope to do so, we must first meet basic developmental needs.

• Safety, among other basic needs, is necessary for normal development.

PHYSIOLOGICAL

SAFETY

SOCIAL

SELF

ESTEEM

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 8

.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 9

Physical Neglect • Malnourishment

• Inadequate shelter

• Poor health / access to medical care

• Lack of brain stimulation

Physical Abuse / Trauma• Physical injury

Repeated Abuse / Trauma of Any Kind• Neurological Impact

PHYSIOLOGICAL

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Abuse • Physical

• Sexual

• Emotional

Neglect Bullying / Peer Abuse Experiencing Violence Witnessing violence Physical Trauma

• Accident

• Illness

• Injury

Other Traumatic Events

SAFETY

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 11

Relational Trauma

• Abuse or neglect by a

care-giver

• Sexual abuse

• Bullying / Peer abuse

• Experiencing Violence

• Witnessing violence

Lack of supportive

response by caregiver /

first responder

SOCIAL

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 12

Self Esteem Defined: Self-respect; Confidence in one’s merit as an individual

person; Self-efficacy

Abuse / Trauma of any kind• Can challenge our belief that we

have efficacy over our environment

• Children often internalize blame for traumatic experiences.

Relational Trauma • Development of self vs. others

• When our dignity is not recognized by others, it becomes more difficult to recognize it ourselves.

SELF

ESTEEM

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Self-Actualization:

• Expressing one's creativity,

• Quest for spiritual enlightenment

• Pursuit of knowledge

• The desire to give to society.

Abuse / Trauma of any kind

• Can challenge our beliefs about:

The existence of God

God’s love for us

The meaning of life

The goodness of society

Experiencing trauma can lead to

depression, hopelessness,

decreased energy, and loss of

interest.

SELF

ACTUALIZATION

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 14

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 15

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 17

2011 Behavioral Risk Factor Surveillance System (BRFSS)

10,293 respondents to ACE module

53% of Nebraskans reported at least one ACE

Direct Exposures• Physical abuse• Sexual abuse• Verbal abuse

Environmental ExposuresHousehold dysfunction associated with:• Mental illness• Substance abuse• Divorce• Domestic violence• Living with persons with

incarceration histories

Kristin Yeoman, MD, MPH (2011) Nebraska Department of HHS

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 18

0% 5% 10% 15% 20% 25% 30%

Household Incarceration

Household Witness Abuse

Divorce

Household Substance Abuse

Household Mental Illness

Verbal Abuse

Sexual Abuse

Physical Abuse

Yeoman K, Safranek T, Buss B, Cadwell BL, Mannino D. Adverse Childhood Experiences and Adult Smoking,

Nebraska, 2011. Prev Chronic Dis 2013;10:130009. DOI: http://dx.doi.org/10.5888/pcd10.130009

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

0% 10% 20% 30% 40% 50% 60%

> 1 Adverse Childhood Event

1-2 ACEs

3-4 ACEs

> 5 ACEs

0 ACEs

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 20

> 5 ACEs

3-4

ACEs

1-2

ACEs

0 ACEs

In a classroom

of 30 students…

Slide adapted from Kristin Yeoman, MD, MPH, Nebraska DHHS

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 21

of Chronic Stress and Trauma

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Trauma can impact a child in virtually all areas of

development.

Cognitive Social

Emotional Spiritual

Behavioral Physical

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 23

Effects of childhood adverse experiences

neurological biological psychological social

Adverse Childhood Experiences

Disrupted Neurodevelopment

Social, Emotional, and Cognitive

Impairment

Adoption of Health-risk Behaviors

Disease, Disability, and Social

Problems

Early Death

Death

Conception

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 24

When faced with a traumatic situation,

our body prepares itself to fight or flee.

Neurochemicals prepare body for a

heightened state of arousal.

Sympathetic nervous system is activated

• increased heart rate / blood pressure

• respiration

• heightened senses

Areas of our brain responsible for

arousal (“doing brain”) become more

active.

Areas of the brain necessary for

executive functioning (“thinking brain”)

become less active.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Human beings can also exhibit an

alternative automatic response to trauma :

FIGHT FLIGHT

FREEZE

“The fight or flight response (in its original form) is about survival. It's about hope. We activate it when we believe there's a chance we can outrun or outfight our attackers. The freeze response however, gets activated when's there's no hope.” StressStop.com

• Shock

• Numbness

• Dissociation

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 26

Developmental Trauma – When childhood trauma is prolonged or repeated.

Repeated activation of the stress response system.• Baseline state of arousal altered

• Physiologically in a state of “fight or flight” (or “freeze”) in the absence of external threat.

Barriers to meeting developmental needs / interference with optimal development

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 27

Video: Through Our Eyes: Children,

Violence, and Trauma

Office of Justice Programs U.S. Department of Justice

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

If there is danger, the “thinking” brain shuts down, allowing the “doing” brain to act.

Repeated trauma, or perceived danger can lead children to experience this process repeatedly.

Ultimately, traumatized children can experience changes in brain structure, neuro-chemistry, & genetic expression.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 29

When trauma is prolonged or repeated:

Interpretation of neutral cues as threatening

Trigger fight / flight / freeze response

Interfere with thinking / problem-solving

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 30

Nurturing & stable attachments with adults

Belief in a predictable & benevolent world/ generally good things will happen to me

Feeling of positive self-worth/others will see my strengths

Optimism about the future

Feeling that I can have a positive impact on the world

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Developmental Trauma

Basic mistrust of adults/inability to depend on others

Belief that the world is an unsafe place/bad things will happen & they are usually my fault

Assumption that others will not like me

Fear & pessimism about future

Feelings of hopelessness & lack of control

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 32

Sense of Self vs. Others

Negative self-esteem• Internalized messages.

Low Self-efficacy • Inability to prevent bad

things from happening.

Self –Blame• Children may rationalize

that they are to blame for or are deserving of maltreatment.

“Every word, facial expression,

gesture, or action on the part of a

parent gives the child some message

about self-worth. It is sad that so

many parents don't realize what

messages they are sending.” -

Virgina Satir

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 33

Self- regulation is the

ability to monitor and

control our own

behavior, emotions, or

thoughts.

Modulation of Affect

Self-Soothing

Tolerating Discomfort

Maintaining Attention

Delaying Gratification

“Infants are incapable of meeting

their own needs and are dependent

on the external regulation that

comes from attentive, caring

adults.” Bruce D. Perry, MD, Ph.D.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Trust vs. Mistrust

• Difficulty developing

trust in others

Instability

• Poor regulation of

emotions

• Difficulty resolving

conflict

Unclear Boundaries

• Boundaries violated

by others

• Understanding of self

& others

Re-victimization

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 35

Organization of narrative material

Understanding of cause & effect

Perspective-taking

Attentiveness

Emotional regulation

Executive Functioning

Engaging in curriculum

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 36

Reactivity & impulsivity

Aggression

Defiance

Withdrawal

Perfectionism

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 38

Positive outcomes for children who have been victimized by abuse have been found to be related to:

• The presence of a consistent positive relationship with an adult.

• A supportive, protective response to the child’s disclosure of abuse.

• Positive peer support.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 39

A protective factor is a characteristic or situation that reduces or buffers the effects of risk, and promotes resilience in the face of risk. These conditions, when present in families and communities, increase the health and well-being of children and families.

Prevent Child Abuse-Nebraska

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Nurturing and attachment

Knowledge of parenting /child development

Parental resilience Social connections Parent support Social /emotional

competence of children

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 41

Video:

Trauma, Brain, Relationship: Helping

Children Heal

The Post Instituteand

Santa Barbara Graduate Institute

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 42

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

To build resiliency

To help kids heal

To foster learning

and development

To provide an

opportunity for kids to

experience the kind of

loving relationships

God intended for them.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 44

Safety

Empowerment

Collaboration

Choice

Trust

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 45

Use Safe Environment Strategies

Focus on individual strengths & needs

Provide Predictable / consistent• rules

• structure

• relationships

• Environment

Prevent bullying

/harassment

Avoid seclusion /

restraint

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Teach coping skills /self-regulation

• Identification and expression of emotions

• Problem-solving

• Decision making / discernment

• Prayer / meditation

Meaningful participation

• Role in classroom / program

• Sense of belonging

• Opportunity to serve others

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 47

High expectations

• Compassion, empathy and

support

• Not just “hope they will

behave / learn / grow”

• Confidence that they will

succeed

Focus on strengths / Build competency

• Recognize unique gifts

• Meet children where they are

• Provide challenges with support

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 48

Staff / Volunteers• Team Approach / Consultation

Students • Establishing Rules• Collaborative Problem-Solving• Open Communication

Family • Open Communication• Use families as resources to support children• Provide education, training and support to families

Community • Utilize community resources• Create a parish community where “everyone looks out for

children and children can encounter positive adults”

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Give choices and alternatives

Provide a variety of tools to help students

cope

Involve student in self-care / safety plans• Identify / Eliminate

triggers• Empower the student

to address triggers• Work with student to

develop coping skills

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 50

Relationship First

Attunement• Are you present?

• Are you listening?

• Are you reflecting?

Affection• Appropriate Touch

• Non-physical affection

• Effective praise

Understanding /Acceptance• Unconditional Positive Regard

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 51

Check assumptions• Observe and question

• When in doubt - assume positive intent

Model right relationships

Be deliberately different than adults who may have been hurtful!

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Clearly Negative Deliberately Positive

Secrets Open communication

Focus on self versus other Focus on needs of child

Poor boundaries Clear boundaries

Harmful / hurtful Kindness

Disregard for the child’s dignity. Respect for life and dignity of the

Human person.

Overt / covert sexual behavior Appropriate behavior

Exposure to inappropriate materials

/ activities

Appropriate media, activities,

discussion

Threats /accusations/ blame Clear expectations / redirection /

logical consequences

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 53

Actions that seem positive Deliberately positive actions

Special attention Unconditional positive regard /

equal attention

Privileges / access to restricted

objects / activities

Equal access to appropriate objects

and activities

Ally against other adults Team with other adults / supportive

of relationship with parents

Flattery Descriptive praise

Shared interests Group interests

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 54

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Don’t ask, “What’s wrong with this kid?”

They ask, “What happened to this kid?”

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 56

Think effective

intervention…

…not appropriate

consequence

Children’s behavior can be a

sign that something needs to

change:

• Consequences imply,

“This child needs motivation

to change.”

• Intervention implies,

“Change is needed to meet

this child’s needs.”

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 57

1. Re-frame difficult behavior• “What’s wrong with this kid?” vs. “What happened to this kid?”

• Doing brain vs. thinking brain?

• Threatening vs. feeling threatened?

2. Re-evaluate our response• Consequence vs. Intervention

• Self Reflection: • “Are my emotions in check?”

• “Am I modeling Christ?” • “Am I being deliberately different?”

3. Observe and question• What might be triggering this behavior?

• What might be the purpose of this behavior?

• What can I do differently to change the child’s response?

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Anger naturally evokes anger or creates defensiveness in others.

Anger can trigger fight / flight /freeze in a traumatized child.

STOP and ask yourself, “What am I feeling besides anger?”

Identifying the feeling behind our anger can lead to a more effective response.

Keeping your emotions in check may prevent triggering fight / flight/ freeze

Our Emotions Can Be a Trigger

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 59

Relaxing / Calming Down

• Take a break

• Make use of relaxation strategies:

Distraction

Physical relaxation

Prayer

Creative Expression

Seek Supervision / Counsel• Identify problem & your feelings.• Consider alternate perspectives.• “Edit” your thoughts.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 60

Challenging behavior occurs when demands placed upon children for:

• Flexibility

• Adaptability

• Frustration Tolerance

• Problem solving

Skill deficit vs. motivation problemLost at School – Ross Green

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Our “thinking” brain has the greatest potential to adapt and grow.

Neurological changes due to developmental trauma can be compensated for by building skills.

Children most learn adaptive skills most readily through: • Modeling• Practice• Reinforcement

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 62

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 63

Self-Regulation

Problem-Solving

Relationship-Building

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 65

Keep your emotions in check• Relax • Pray • Seek Counsel

Use Active Listening Skills• Eye Contact •Focus without Interrupting

• Repeat / Inquire / Paraphrase

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 66

Identification of Emotions

Active Listening Skills

Coping Skills

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Observe and Reflect Feelings• Examples: “You look sad today, are you doing ok?”

• “That book just won’t fit back on the shelf, how

frustrating.”

• “You must be lonely sitting over here by yourself?

Come and join us.”

Identify Feelings• Feelings in Scripture

• Feelings Chart

• Feelings Wheel Activity, (2006), NationalAssociation for the Education of Young Children.

http://www.naeyc.org/files/yc/file/200611/BTJFoxSupplementalActivities.pdf

• Match that Feeling Tag (2013)

Communicate Feelings• Families Share Feelings

and I-Feel Statements, (2007)

Right Relationship Curriculum Components, gidiocese.org, http://child.gidiocese.org/Portals/0/ChildProtection/communication_jan07.pdf

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 68

Make Eye Contact

Acknowledge, Clarify,

& Reflect

• Nod head, “say uh-huh”

• Ask a question

• Repeat what was said

• Paraphrase; “What I am hearing

you say is…”

Communication 101, Right Relationship Curriculum Components, Communication (2007), gidiocese.org, http://child.gidiocese.org/Portals/0/ChildProtection/communication_jan07.pdf

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 69

Relaxation• Breathing• Visual Imagery /Guided Meditation / Reflection• Progressive Muscle Relaxation / Movement• Prayer

Expression• Journaling• Art• Communication

Focus• Focusing Attention• Distraction (changing focus)• Focus on Others vs. Ourselves

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Breathing with Bubbles

•Take a deep breath, breathing in all that is

good…

•Breathe out, releasing

all that isn't good.

•Watch your troubles

drift away in a bubble!

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 71

Visualization and Breathing• Listen to your breath for few

minutes.

• Imagine that you are in a meadow full of dandelions.

• Imagine picking one up and then blowing the seeds.

• Blow through your lips as if holding a real flower.

• With each breath, the tension leaves your body.

www.Stress-relief-tools.com

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 72

Progressive Muscle Relaxation• Free Script

http://prtl.uhcl.edu/portal/page/portal/COS/Self_Help_and_Handouts/Files_and_Documents/Progressive%20Muscle%20Relaxation.pdf

• Progressive Muscle Relaxation for Children, Koeppen, A.S. (1974), Your Family Clinic LLC, www.yourfamilyclinic.com/adhd/relax.htm

Movement• Butterfly Hugs, (2014), kidrelaxation.com

http://kidsrelaxation.com/uncategorized/butterfly-hugs/

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Repetitive prayer can reset

your stress thermostat

(2007), Agostino Bono,

Catholic News Service,

www.catholicnews.comhttp://www.catholic.org/news/health/story.php?id=23172

Prayer for Stress Relief (2012),

Gentle-Stress-Relief.com

http://www.gentle-stress-relief.com/prayer-for-stress-relief.html

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 74

Any prayer can be calming.

Memorized Prayer“…in the face of the complexity of life,

of our great yearning, and of the mystery

of God, it can be almost impossible to

come up with the words that capture the

depth of our feelings, especially when we are distracted by grief or fear. At those times, it helps to have someone else's words in front of us, words from the psalmist or one of the saints that express our need in a way that requires no more of us than we can give during a difficult time. “

Amy Welborn (2004)

Some prayers incorporate what we now consider “relaxation strategies”

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 75

The Jesus Prayer (sometimes called Breath Prayer)

• Prayer to Jesus, Catechism of the Catholic Church, http://www.vatican.va/archive/ccc_css/archive/catechism/p4s1c2a2.htm

• The Jesus Prayer and the Rosary (2010), Steven D. Greydanus, National Catholic Register, http://www.ncregister.com/blog/steven-greydanus/jesus_prayer_rosary

Contemplative Prayer and BreathFr. James Farfaglia, (2012), Catholic Online, www.catholic.org , http://www.catholic.org/homily/yearoffaith/

story.php?id=48753

“...(breath) is a part of the Christian

tradition…God gave us breath and breathes His breath into us!”

Genesis 2: 7John 20: 22-23 Ezekiel 37: 5-6Fr. James Farfaglia

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

The Rosary• The traditional Roman Catholic meditative

prayer form, the rosary is based on movement-- the movement of fingers on beads.

• Praying the Hail Mary with Actions (2013), Loyola Press, www.loyolapress.comhttp://www.loyolapress.com/praying-the-hail-mary-with-actions.htm

Labyrinth Prayer• “My Labyrinth of Grace and

Forgiveness,” Total Catechesis: Catechetical Sessions on Christian Morality, (2004), Cheryl Tholcke, Saint Mary’s Press.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 77

Begin with a scripture reading / Bible story – or- Let students pick their own setting.

• Ask students to close their eyes and imagine

themselves in the situation.

• Instruct them to: “Picture sights, sounds,

smells, people, objects (the more sensory

details the better).

• Ask them to reflect: “How do you feel?

• Tell them to: “Imagine Jesus joining you.”

• Ask them to reflect: “What would you tell him?”

“What would He say?”

• Ask them to reflect : “How do you feel now?”

Remind students they can go back whenever the are in distress.

Resources:• Total Catechesis, (2014), Saint Mary’s Press, http://www.smp.org/series/37/total-catechesis/

• Resources for leading guided reflections. (2010). Joe Paprocki, The Catechist’s Journey, Loyola Press, http://catechistsjourney.loyolapress.com/2010/11/resources-for-leading-guided-reflectionsmeditations/

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 78

A child in a state of “fight or flight” may need to calm themselves before prayer.

• Breathing and Prayer, (2009), Loyola Press, http://www.loyolapress.com/breathing-and-prayer-fyi.htm

• Relaxation Techniques for Prayer (2009), Ave Maria Press, avemariapress.com https://www.avemariapress.com/engagingfaith/2009/06/relaxation-techniques-for-prayer/

• Guided Meditation: Readying Your Body for Prayer, (2009), Ave Maria Press, https://www.avemariapress.com/engagingfaith/2009/08/guided-meditation-readying-your-body/

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Provide opportunities to use skills

Pray together

Implement a plan to calm

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 80

Notice when children / youth are using

adaptive strategies / skills

Give praise

Offer choices• “Because you have all been

paying attention so

well, I will let you choose if we

read or draw next….”

• Offer two acceptable choices

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 81

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Most problem solving models include the same basic steps:

Identify the problem

Identify possible solutions

Identify the pros / cons

Chose a solution

Evaluate effectiveness

Repeat as necessary

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 83

Identify the decision to be made or the issue to be resolved.

Pray for openness to God’s will, and for freedom from prejudgment and addictions

Gather all the necessary information.

Evaluate advantages & disadvantages.

Trust in God and make your decision.

Confirm the decision.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 84

Getting to the Heart of the Matter from Horizons: Deciding as a Christian, (2003), Brian Singer-Towns, St. Mary’s Press.

Discernment: Making Inspired Choices (2013), Joe Paprocki, Loyola Presshttp://www.loyolapress.com/discernment-making-

inspired-choices.htm

Stop, Drop and Roll Discernment, Natalie Tansill, Lifeteen.com, http://lifeteen.com/discernment-in-3-easy-steps/

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 86

Sit in a circle without obstructions

Use a Talking Piece

Establish an agreement about listening and

behavior in the circle.For example :

• listening without interruptions

• sharing speaking time

• not having side conversations

• And generally being respectful toward each other.

To be effective, circles should become part

of what we regularly do.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 87

Use a talking piece. Review conduct

agreement at each circle.

Keep a positive attitude Address the whole

circle. Use open-ended

questions. Allow time to think after

asking a question. Answer first, as a model.

Pass the talking piece to someone likely to answer appropriately.

Check back with those who pass & invite them to speak.

Remind participants about agreements when necessary:

“Please remember our

agreement to not have side conversations while others are

speaking.”

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Negative or critical comments on what someone shares, or remarks directed at an individual should be dealt with.

Address the targeted child in the group:• “I am so sorry that has happened to you in my class. Thank you for

offering to respond. Please keep doing so.”

Ask the aggressor to stay after class. Engage them in reflective process:• “What did you say?”

• “What were you trying to make happen?”

• “Who was affected by that statement?”

• “How were those people affected?”

• “How do you know?”

• “What should you do to make it right?”

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 89

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 90

Nathanael Matanick

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

What strikes you about this video?What triggers fight / flight / freeze for this

child?How did the abuse history of this child

impact her later behavior / interactions with others?

How did the adults who were trying to help, unknowingly mimic the behaviors of adults who had been hurtful in her life?

What could they have done to be “deliberately different”?

What actions by adults were healing for this child?

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 92

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 93

Child abuse and neglect interferes with

meeting which of the following basic

developmental need(s)?

a. Physiological Needs

b. Safety Needs

c. Social

d. Self-Esteem

e. All of the above.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

True or False: Few Nebraskans responding to the 2011 Behavioral Risk Surveillance System survey reported experiencing any Adverse Childhood Experiences (ACEs).

a. True. b. False.

53% of Nebraskans responding to the survey

reported experiencing at least one Adverse

Childhood Experience.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 95

Based on the results of this study we

would expect that about six students

in a classroom of thirty have

experienced ___ or more ACEs?

a. Five

b. Three

c. One

d. Two

e. All of the above.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 96

When faced with impending danger our

central nervous system activates the

stress response, preparing our body to:

a. Fight

b. Flee

c. Freeze

d. a, b, or c

e. a and c

Fight, Flee, or Freeze

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

5. When trauma is prolonged or repeated a child’s _________ can be impacted.

a. Brain Structure, Self-Regulation & Problem-Solving.

b.World View, Self-Concept, & Relationships.

c. Learning and Classroom Behaviors.d. a, b, and ce. b and c

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 98

Which of the following is not identified in training as important reason for creating a trauma-sensitive environment?

a. To build resiliencyb. To help kids healc.To make people more tolerant of child

abuse and trauma.d.To foster learning and developmente. To provide kids and opportunity to

experience the kind of loving relationships God intended for them.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 99

Which of the following are the five qualities of a trauma-sensitive environment identified in training?

a. Safety, Empowerment, Collaboration, Choice, Trust

b. Empowerment, Assertiveness, Safety, Security, Communication

c. Safety, Security, Secrecy, Choice, Trustd. Choice, Rules, Trust, Security, Safety. e. Trust, Rules, Choice, Consistency,

Freedom

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Looking through a trauma-sensitive lens, we are most likely ask:

a. What’s wrong with this kid?b. What did this kid do wrong?c. What would be an appropriate

punishment? d. What would be an effective

intervention?e. What will motivate this child to change?

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 101

To help a child be resilient, it is important that we do which of the following when they disclose abuse?

a. Remain calm and respond in a supportive manner.

b. Communicate that the child is not at fault.

c. Listen without interrupting.d. Report bullying to appropriate

authorities.e. All of the above.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 102

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________