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Methamphetamine Endangered Children

Methamphetamine Endangered Children. Dawn Sly, MSW, LCSW Roseburg, Oregon August 14, 2012. Methamphetamine Endangered Children. Methamphetamine is a very addictive stimulant drug. Methamphetamine can be taken orally, intranasally (snorting the powder), intravenously, or by smoking.

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Methamphetamine Endangered Children

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  1. Methamphetamine Endangered Children Dawn Sly, MSW, LCSW Roseburg, Oregon August 14, 2012

  2. Methamphetamine Endangered Children • Methamphetamine is a very addictive stimulant drug. • Methamphetamine can be taken orally, intranasally (snorting the powder), intravenously, or by smoking. • Methamphetamine is commonly known as “speed”, “meth,” and “chalk.” In its smoked form it is often referred to as “ice,” “crystal,” “crank,” and “glass.”

  3. Short-term Effects of Methamphetamine • Increased attention and decreased fatigue • Increased activity, euphoria, constant talking • Confusion, extreme nervousness, irritability, aggressiveness • Increased respiration, hypothermia, decreased appetite • Writhing, jerky or flailing movements • Formication (sensation of bugs crawling under skin) • Punding (performing a useless task compulsively) • Hypersexuality

  4. Long-term Effects of Methamphetamine • Binge and crash cycle of use • Addiction psychosis: paranoia, hallucinations, mood disturbances, delusions, repetitive motor activity • Changes in brain structure: anxiety, violent behavior, anti-social tendencies • Insomnia, weight loss, “meth mouth,” stroke

  5. Some possible indicators for meth dealing/use in neighborhoods : • Strong chemical odors like acetone, ammonia, ether • Unusual amounts of activity in and out of a residence, or unusual late night activity • Paranoid or unusual behaviors • Unusual trash, such as lots of over-the-counter cold medicine containers, automotive fuel additives, camping fuel, starter fluid containers, drain cleaners, or red stained coffee filters

  6. Some possible indicators for meth dealing/use in neighborhoods : • People bringing things to trade • Children unattended or neglected • Children regularly in dirty clothes • Unreported fires • Blackened out or covered windows • From Oregon Alliance for Drug Endangered Children website, http:www.oregondec.org/meth.htm.

  7. Risk Factors in theHome Environment • Chaos • Safety hazards: exposure to toxic chemicals, exposure to meth and/or paraphernalia • Pornography and hyper-sexuality • Exposure to criminals and criminal activity • Physical and emotional neglect • Physical and sexual abuse • Traumatic events: violence, arrests • Ineffective parenting: lack of supervision, poor judgment and inappropriate role modeling

  8. Environmental Impact on Development • The stressful environment affects the way that the child’s brain develops and usually starts in-utero. • Fight or flight response emits stress hormones. • There are critical times during brain development. • Improper brain development leads to developmental delays.

  9. Importance of Executive Functioning • Key components of executive functioning: • Self-regulation skills: the ability for children to control their emotions and behavior, resist impulses, and use self-control • Planning and organizational skills • Memory

  10. Typical Social-emotional Development Social School-aged (6 - 12 years) Self-regulation Preschool (3 - 5 years) Control Toddler (18 months - 3 years) Security Infancy (Prenatal -18 months)

  11. Common Impairments in Social-emotional Development • Infancy (Prenatal-18 mos) • Possible impairments in infant’s development when trust and security needs are not met: • flat affect • lack of eye contact, avoiding touch • lack of reciprocity • inconsistent, or difficult to read, cues • inability to be soothed: clinging, crying, whining • neurologically ingrained stress responses

  12. Common Impairments in Social-emotional Development • Infancy (Prenatal-18 mos) • Potential future impairments if not treated during infancy: • inability to development attachment with caregivers • rage, aggression • negative self-image • lying and manipulation • social isolation

  13. Common Impairments in Social-emotional Development • Infancy (Prenatal-18 mos) • Potential future impairments if not treated during infancy: • poor boundaries with others, indiscriminate affection seeking • eating issues • anxiety and chronic stress responses

  14. Common Impairments in Social-emotional Development • Toddler (18 mos – 3 yrs) • Possible impairments in toddler’s development when control and independence needs are not met: • power struggles • non-compliance • difficulty making choices • negative attention seeking • aggression • dangerous exploration

  15. Common Impairments in Social-emotional Development • Toddler (18 mos – 3 yrs) • Potential future impairments if not treated during toddlerhood: • tantrums • limit pushing • difficulty understanding concepts of cause and effect • physical aggression toward others • eating issues • toileting issues

  16. Common Impairments in Social-emotional Development • Preschooler (3-5 yrs) • Possible impairments in preschooler’s development when self-regulation needs are not met: • impulsivity – difficulty with delayed gratification • hyperactivity • inattentive • difficulty with identifying and managing feelings • difficulty with transitions • difficulty with change • overreaction to perceived stressors

  17. Common Impairments in Social-emotional Development • Preschooler (3-5 yrs) • Potential future impairments if not treated during preschool years: • lack of empathy • poor social relations, bullying • mood swings • social withdrawal • rigidity • parentified behaviors • obsessions and compulsions

  18. Possible Impairments in Other Domains of Development • Methamphetamine endangered children may demonstrate delays in a variety of developmental areas: • Cognitive processing issues: learning disabilities, memory difficulties, low intellectual functioning • Fine and gross motor delays • Sensory integration issues: over-reactivity or under-reactivity to input (hypervigilance/passivity) • Language and speech delays: receptive language impairments, expressive language impairments, articulation disorder, stuttering

  19. Possible Impairments in Other Domains of Development • Methamphetamine endangered children may demonstrate delays in a variety of developmental areas: • Eating issues: hoards food, gorges, picky eater, texture issues, swallowing problems, eating disorders • Adaptive delays: lack of self-help skills, toileting issues • Sleeping issues: difficulty falling or staying asleep, waking during night, nightmares, night terrors • Sexualized behavior

  20. Common Mental Health Diagnoses • Attention Deficit Hyperactivity Disorder (ADHD) • Post-traumatic Stress Disorder (PTSD) • Anxiety Disorders: Obsessive-Compulsive Disorder (OCD), Generalized Anxiety Disorder, Social Phobia, Specific Phobias • Mood Disorders: Depression, Bipolar Disorder • Autism Spectrum Disorders: Autism, Asperger Syndrome, Pervasive Developmental Disorder • Oppositional Defiant Disorder • Conduct Disorder • Reactive Attachment Disorder

  21. Child Welfare Related Issues • Trends noted in rural Lincoln County, Oregon: • Increase in meth-related child welfare placements • Multi-generational meth addiction • Shortage of effective treatment programs for meth addiction • Adoption and Safe Families Act (ASFA) and meth • Difficulty accessing OT services for children • Lack of adequately supported community services for meth recovery and family reunification

  22. Child Welfare Related Issues Common Issues Experienced by Foster Parents and Relative Care Providers: • “Honeymoon” period upon entry into placement • The ladder of regression may be triggered, leading to developmental regression • Stress related behaviors and the potential rollercoaster effect of visitation with parents • Once child feels secure…get ready to process!

  23. Environmental Needs forHealing and Learning • Stable, safe environment • Clear expectations • Teach the Four Be’s: • Be safe • Be kind • Be a good listener • Be responsible • Consistency and predictability • Positive attention and nurturance

  24. Environmental Needs forHealing and Learning • Frequent opportunities for learning and practicing appropriate social skills: • feeling identification and management • impulse control • relaxation techniques, and • social problem solving • Appropriate role modeling • Multiple opportunities for sensory exploration • Protection from violence and/or overstimulation in all settings (for example, rough housing, media content, raised voices)

  25. Environmental Needs forHealing and Learning • Individualized modifications based on developmental needs, recreational activities • The child and family generally require long-term, on-going support because of developmental complexities • Early intervention, whenever possible! Questions, comments, feedback?

  26. Contact Information Dawn Sly, LCSW 541.270.4660 camsly@centurytel.net

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