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 Archived Webinars

Getting to the Root of It: Responding to difficult behavior originating in relational trauma


Archived Webinar (Original Date: January 23, 2019)

Presented by: Erin Watkins, DSW & Steve Kelly, CYW

Children and youth exposed to relational trauma often present with challenging behaviours that are unresponsive to traditional behaviour management techniques.  This webinar will provide attendees with an understanding of how to respond to difficult behaviours such as theft, hoarding and telling untruths through an attachment-focused and trauma-informed lens.

It’s Within Relationships that I Will Heal: Supporting the journey of kids and youth who have experienced relational trauma


Archived Webinar (Original Date: May 23, 2018)

Presented by: Erin Watkins, DSW

Children and youth who have experienced negative life events in the care of a trusted individual often do not implicitly trust adults to meet their needs. This webinar will build on information shared in the Looking Beneath Behaviour webinar to further discuss understanding and responding to challenging behaviour utilizing an attachment-focused and trauma-informed lens.  


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[ {"term":"Commensurate","description":"To be Equal"},{"term":"emotional disorder","description":"There are several different emotional disorders, and people can have more than one. Someone with an anxiety disorder has a lot more than the usual amount of fears and nervousness. Someone with a depressive disorder often feels sad, irritable, hopeless, or moody. A person with an obsessive-compulsive disorder or trauma-related disorder may have thoughts or reactions that impact their thinking, feeling, and behaviour, causing major problems in their day-to-day life."},{"term":"evidence based practice","description":"Evidence based practice means applying the best available research results when making decisions."},{"term":"informed consent","description":"Informed consent means our workers will explain to you and your child:\r\n\r\nWhy the service is being proposed; \r\nThe nature of the service; \r\nWho will be providing the service; \r\nWhat are the expected benefits; \r\nWhat are the alternatives to having the service; \r\nWhat are the risks and side effects; \r\nWhat are the likely consequences of not having the service; \r\nWhat are the limits of confidentiality; \r\nbefore asking you to agree to the service."},{"term":"intellectual disability","description":"Someone with an intellectual disability has limitations in thinking and problem-solving skills (also called intellectual functioning) and day-to-day life and social skills (also called adaptive functioning). The problems begin in childhood and last for the person’s whole life. Each person with an intellectual disability is different and might need a different kind of support."},{"term":"Psychoeducation","description":"Information and teaching to empower a person with a mental health condition to cope with the condition effectively"},{"term":"Reactive attachment disorder ","description":"Reactive attachment disorder (RAD) is a very specific diagnosis that can only be made by a qualified psychiatrist, psychologist, or physician. RAD refers to a very limited set of circumstances in which children are thought to not have the opportunity to develop any specific attachment to a caregiver. Onset of the problems must begin before age five and cannot be due to another mental health or developmental problem, and the child must have reached a developmental age of at least 9 months old. Children with RAD cannot or do not seek or respond to any comfort, even when very distressed or hurt. Extremely insufficient care, such as neglect or repeated changes of primary caregivers, without meaningful contact with adults, is thought to “cause” the disorder."},{"term":"resilience","description":"An individual\\'s ability to adapt to stress and adversity"},{"term":"Trauma informed","description":"Trauma-informed care recognizes trauma symptoms in clients and the role that trauma has played in their lives."} ]