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TRANSCRIPT
Slide 1 Compassionate
Schools
TRAUMA INFORMED INSTRUCTIONAL PRINCIPLES, CURRICULAR DOMAINS AND
STRATEGIES
The Heart of Learning and TeachingCompassion, Resiliency, & Academic Success
Creating a Trauma Sensitive Learning EnvironmentSSWAA 2011 Conference
Presented by:
Corrine Anderson-Ketchmark, MSWRiverPlace Associates, PLLC
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Slide 2 Today’s Presentation
The Heart of Learning & Teaching • Brain research & how complex trauma
impacts growth, development and Learning
• Compassion Satisfaction vs. fatigue
• The Hope of Compassion
• Strategies, Interventions & Techniques to create Trauma Informed/Trauma Sensitive Learning environments and practices
• ACTION PLANNING
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Slide 3 HOW DO WE RE-THINK OUR
RESPONSE?
• Reactions to complex trauma present major challenges to relationship formation, adjustment and learning in k-12– There is a biological basis for challenging
behaviors that require us to re-think our responses and work to avoid personalizing.
– The behaviors we see from students are ―adaptive‖ to their life experiences – it is all they know!
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Slide 4
Developmental neglect and traumatic stress during childhood create violent, remorseless children.
This is characterized by sensitized brainstem systems (e.g., serotonin, adrenal and dopamine systems).
– Bruce Perry
The most dangerous children are created by a malignant combination of experiences
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Slide 5 Defining/Understanding Complex Trauma
Nothing ―Post‖ about traumatic Stress:Complex Trauma:
• is the experience of multiple or chronic and prolonged,
• developmentally adverse traumatic events, • most often of a personal nature and early
life onset. • These events often occur inside a child’s care giving system. (Spinazolla, et al., 05; Anda et al., 06)
– Trauma exposure is persistent but episodic, enduring high levels of unpredictability, recurrent exposure to risk.
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Slide 6 • “Complex trauma outcomes are most likely to develop and persist if an infant or child is exposed to danger that is unpredictable and uncontrollablebecause the child's body must allocate resources that are normally dedicated to growth and development instead are allocated to survival.”
(Focal Point, 2007, p.4) 6
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Slide 7 Re-thinking Our Response
• As we search for solutions to the plagues of violence in our society, it will be imperative that we avoid the False God of Simple Solutions.
– The neurobiology of complex, heterogeneous behaviors is complex and heterogeneous.• In the end, paying attention to the neurobiological impact of developmental experiences — traumatic or nurturing —will yield great insight for prevention and therapeutic interventions.
Bruce Perry
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Slide 8 FACTORS INFLUENCING TRAUMA RESPONSE
Individual Environment Traumatic Event
Childs Age/state of development
Immediate reactions of caregivers
Frequency,severity, duration of event
Prior History of Trauma Type of quality of and access to supports
Degree of physical/psychological violence -violation
Intelligence Attitudes/behaviors of first responders and caregivers
Level of terrorand/or humiliation
Strengths/Vulnerabilities – coping skills
Degree of safety for victim in aftermath
Physical –psychological proximity to event
Cultural Understanding of Trauma
Community/cultural/Political, race gender attitudes, values
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Slide 9
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Slide 10
10Source: Bruce Perry M.D., Ph.D10
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Slide 11 Attachment & Bonding
Interplay Between
• Self Regulation
• Dysregulation
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Slide 12 Social Interaction
Our social interactions play a role in reshaping our brain,
through “neuroplasticity”, repeated experiences
sculpt the shape, size, and number of neurons and
their synaptic connection.
By repeatedly driving our brain into a given register, our key
relationships can gradually mold certain neural
circuitry.
In effect, being chronically hurt and angered, or being
emotionally nourished by someone we spend time with
daily over the course of years can refashion the
brain.”
Daniel Goleman12
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Slide 13 BRAIN EFFECTS BY CRITICAL PERIODS
BRAIN REGION FUNCTION CRITICAL TIME AFFECTED BY
HIPPOCAMPUS Emotional regulation
Verbal memory
Spatial memory
First 2-3 years All maltreatment
CORPUS CALLOSUM Cross-brain function
Language & Math
Proficiency
Social cues
Infancy
Latent years
Neglect
Sexual Abuse
RT TEMPORAL GYRUS Spoken language Age 7- 9 Emotional Abuse
CEREBELLAR VERMIS Center for mental health
Navigating space - Track
periphery
Prior to puberty All maltreatment
CORTEX Thinking & Judgment
Executive Function
Long-term memory
Vision
First 2-3 years
Age 15-16
Latent years
All maltreatment
Sexual abuse
Witnessing DV
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Slide 14 Stress and Learning
• Strong emotions affect learning and memory– Acute or prolonged stress releases hormones
that disrupt learning and memory processes
• High cortisol levels affect the hippocampus-a key learning center in the brain – suppress electrical activity
– decrease efficiency
– reduce new cell growth.
• Amygdala over function (acute emotions) can hijack Hippocampus function (memory)
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Slide 15 Relationship of VIP to
VOMReferrals
• 2000 –176
• 2001 –239
• 2002 –316
• 2003 –580
• 2004 –987
• 2005 –1149
VOM’s
• 2000 -85
• 2001 -83
• 2002 -62
• 2003 -50
• 2004 -33
• 2005 -28
Future Planning, Goals, Reasoning
Regulation of Emotion Memory
Hyper arousal
Fight,
Flight or
Freeze
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Brain Derived Neurotropic Factors
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Slide 16 Epigenetics• “Epigenetics” takes the concept to the molecular level, as a
“volume control for genes.” Gene expression can be turned up or down, switched on or off, by environmental exposure, “including pre-natal exposure.”
– identical genetic codes could play out very differently if one was developed under very high stress.
• Stress affects immune function, and some infections increase the possibility of pre-term labor, which leads to early delivery and low birth-weight babies.
Michael LuUCLA Department Child Maternal Health
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Slide 17
ADVERSE CHILDHOOD EXPERIENCE DRAFT
BRAIN DEVELOPMENT PATTERNS
Adapted from the research of Martin Teicher, MD, Ph.D
OUTCOMEIndividual &
species survivethe worstconditions.
INDIVIDUALEdgy
Hot temperImpulsiveHyper vigilantBrawn overbrains
OUTCOME
Individual &species livepeacefully ingood times;vulnerable inpoor conditions
INDIVIDUALLaid backRelationship-oriented
Thinks thingsthrough
Process overpower
NEUTRALSTART
BRAINHormones, chemicals& cellular systems
prepare for a hard grindin an tough world
BRAINHormones, chemicals& cellular systemsprepare for life in abenevolent world
TRAUMATIC
STRESS
Dissonance between
biological expectations &
social reality fuels
psychiatric disorders
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Slide 18 Adverse Childhood Experiences and Complex Trauma
• The underlying concept of ACE study is that stressful-traumatic childhood experiences are a pathway to social, emotional and cognitive impairments that lead to risk of disease, disability, social problems and premature death.
• In other words it is a major public health concern!
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Slide 19
Adverse Childhood Experiences
Social, Emotional, & Cognitive Impairment
Adoption ofHealth-risk Behaviors
Disease,
Disability
Early
Death
Conception
Death
Adverse childhood experiencesinterfere with thedevelopmental process and this‘interference’has lifelongconsequences.
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Slide 20 ACEs in WASHINGTON
Population
Average
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Slide 21 Impact of Trauma on Learning
• Learning style can be quite “concrete”
• Information learned in one area may not generalize to other topics
• Feelings of overwhelming despair, loss of hope…interfere with the ability to focus
• Constant hyper arousal sabotages ability to hear positive messages of academic and social successes
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Slide 22 How do we re-think our response?
• The purpose of this training is to offer current thinking and strategies to create a trauma sensitive learning environment
• The Guiding Maxim (OSPI – The Heart of Learning and
Teaching 2008):– You cannot teach the mind until you reach
the heart”
– Teaching about compassion requires modeling what we teach by how we teach it!
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Slide 23 What it Means • Need for multi-modal, “whole brain” teaching -
Overarching Teaching Approaches that includes:
– Paradigm shift – build on what works!
– RTI-PBIS which include the following
ARC Model: Attachment, Behavior Regulation, Competency (Kinneburg & Braunstien)
That include:
– Islands of Competence, Predictability, Timing, Transitions, Safety, Written Plans, Consistency and Positive Behavioral Support
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Slide 24 Shifting our thinking and Building on What we Know
Old Paradigm New Paradigm Instructor Facilitator
Rules Norms
Discipline Opportunities
React Respond
Rote Learning Relevant Learning
Product Process
Curriculum Driven Relationship Driven
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Slide 25 Change in Practice – RTI & PBIS
• Change in Practice – How Staff Interact with Students– Every time an adult interacts with any
student it is an instructional moment
– Teach behaviors like teaching academics
– Model and practice expected behaviors
– Reinforce expected behaviors
– Pre correct to ensure positive behaviors are displayed
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Slide 26 What Impacts Learning?
• A recent study found as the five top areas• Herber Walberg (2002)
– Classroom management
– Students Emotional Intelligence
– Students prior knowledge
– Student – Teacher social interactions
– Students motivation– (example – Manitou Park middle school – Mary Wilson)
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Slide 27 Designing Schoolwide Systems for Student SuccessAcademic Instruction
(with fidelity measures)Behavioral Instruction
(with fidelity measures)
Level 3Tertiary Interventions(for individual students)• Wraparound Intervention• Complex Multiple Life Domain
Functional Behavior Assessmentand Behavior Intervention Plans
Level 2Secondary Interventions(for some students: at-risk)• Simple Functional Behavior
Assessment/Behavior Intervention Plans
• Group Intervention with Individual Features
• Group Intervention
Level 1Primary (universal)Interventions(for all students)• Direct Instruction of Behavioral Expectation
• Positive Acknowledgment
Level 3Tertiary Interventions(for individual students)• Assessment Based• Resource Intensive
Level 2Secondary Interventions(for some students: at-risk)• Some Individualizing• Small Group Interventions• High Efficiency• Rapid Response
Mo
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siv
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up
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Inc
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Nu
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of
Stu
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Screen All Students
RTI conceptual system for behavior instruction with general and special education integrated at all three levels
Level 1Primary (universal)Interventions(for all students)• Preventive, Proactive• Differentiated Instruction• Research-Validated
Curriculum
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Slide 28 Professional Resiliency
• Resilient students, need resilient staff which requires modeling of skills and attitudes. – The first line of effective practice!
This type of work will affect you!
– Vicarious trauma – secondary traumatic stress – compassion fatigue
– We have an ethical responsibility for self-care!
28Heart of Learning & Teaching
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Slide 29
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Compassion Fatigue breaks into two parts:
• Burnout: Exhaustion, frustration, anger and depression.
• Secondary Traumatic Stress : A negative feeling driven by fear and work-related trauma.
It is important to remember that some trauma at work can be direct (primary) trauma.
In other cases, work-related trauma be a combination of both primary and secondary trauma.
• http://www.proqol.org/ProQol_Test.html
ProQol.org
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Slide 30 TWELVE BRAIN RULES (John Medina)
Exercise Boosts Brain Power
Survival – Lizard, Cat, Human (three brains)
Wiring – every brain is different
Attention – People don’t pay attention to boring things – check out after 10 minutes but by telling narratives and creating events with
emotion re-ignites attention.
Short-term memory – repeat to remember
Long-term memory – remember to repeat
Sleep – need good sleep to think well
Stressed brains do not learn the same as non-stressed brains
Sensory Integration, stimulate more than one at the same time
Vision trumps all other senses
Male and Female brains are different – women remember emotional details, men get the gist.
Exploration – We are powerful and natural explorers – we can learn new things throughout our lives
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Slide 31 Enhancing the Brain• Three types of activities help brain function
– 1. Physical exercise – aerobics 45 min 3 x week
• Creates new neurons, new synapses,
– 2. Meditation – focused attention
• Enhancing mental agility and attention, more brain efficiency
– 3. Complex strategy game processes (problem solving)
• Improves neuro plasticity: attention, the ability to control thoughts and switch attention among different tasks
• (some recommended video games: Space Fortress, Rise of Nations)
Newsweek 1/11
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Slide 32 Triggers Impacting Effectiveness
• Where are your Hot Buttons???
– The ability to recognize your interactions with others, what irritates, frustrates, and angers you so you can
• Reframe problem behavior to compassionate understanding…
32Vanderbilt
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Slide 33 THE GOOD NEWS IS
While Trauma undermines brain development
Good experiences enhance it!
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Slide 34 The Secret of the Vagus Nerve
– Anatomically – a good candidate for being a physiological basis of compassion, pro-social emotion and behavior.
– Unique to mammals, slows the heart & coordinates facial muscle movements, stimulates oxytocin (comfort) release and regulates immune system response.www.greatergoodscience.org
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Slide 35 V. Nerve Secret
– Children with high levels of vagus nerve activation are rated by their teachers as more helpful and cooperative.
– The power of touch activates the V. nerve, it can cause fight or flight if touch is not done appropriately.
– Compassion is signaled in the voice, and through touch.• It is highly contagious – spread of positive
emotions and of gratitudewww.greatergoodscience.org 35
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Slide 36 From Genes and Brains to a Culture
of Compassion
• Compassion selected for in Evolution
• It is built into our brains and bodies– Predicts health
– Predicts longevity
• It becomes codified into rituals and practices
• It forms the heart of ethical systems
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Slide 37
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Changing Our Approach
The research on adverse childhood
experiences combined with the neuroscience on
hyper arousal states and brain development
offers schools a way to rethink their educational
and health models to create opportunities for
learning that will close the achievement gap!
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Slide 38 PROGRESS: A JOURNEY FOR
CARING ADULTS AND CHILDREN
– Rebuilding Attachments
– Building Personal Power
– Reducing Traumatic StressKagan 2008
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Slide 39 Three Trauma Response Interventions
• Learn Control and Master Stress Reactions– Coping Strategies to help manage stress
• Process and come to terms with stressful experiences– Clarify thinking – malleable - resiliency
• Re-establish secure social connections– Support system
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Slide 40 Compassionate Curriculum (OSPI 2009)
The How of teaching the What to..
• Taking a student-centered approach.
– Student behaviors can be influenced not controlled
– Refraining from lecturing, imposing guilt and demanding promises, instead provide choices and allow for natural consequences.
– Decision making is a shared responsibility between teacher and student
– Using I messages rather than you messages.
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Slide 41 Instructional Principles/Practices –Curricular Domains and Strategies
• The following will cover a combination of resources now available to the educational process of children exposed to trauma– OSPI’s “The Heart of Learning and Teaching
Compassion, Resiliency and Academic Success (2009)
– Framingham Public School’s Teachers’ Strategies Guide for Working With Children Exposed to Trauma (2008)
– Susan Craig’s “Reaching and Teaching Children Who Hurt” (2008)
• Richard Kagan – Transforming Troubled Children into Tomorrow’s Hero’s
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Slide 42
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Slide 43
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Slide 44 Compassionate CurriculumPrinciple I
Always Empower, Never Dis-empower:– Empowerment – shared decision making (why and
how?)– Accountability with empathy (what does this look
like?)
• Discipline is consistent, and respectful yet reinforcing a sense of responsibility
• Discipline needs to include offers to share control of the classroom environment – why?
– Always include unconditional positive regard for the student.
• These elements will increase a student’s sense of personal responsibility
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Slide 45 Principle II – Unconditional Positive Regard
• Recovering from the unspeakable by adults showing genuine respect for students as persons who have had difficult experiences
– Giving simple sustained kindness, and empathy, being a ―turn-around person.‖
– Conveying messages that no matter what happens they can learn to cope.
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Slide 46 Principle IIIMaintain High Expectations
• High expectations reinforce a student’s competence (can all students learn to high levels despite any limitations)
• Consistent expectations, limits and routines send a message that the student is valued and capable
• Limits that are immediate, age-appropriate, proportional and delivered in a calm, respectful voice…
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Slide 47 Principle IVCheck Assumptions, Observe and Question
• Compassionate teachers observe and question in responsive and relevant ways using three skills– Identify our own assumptions
– Make an observation
– Based on our observation ask questions
– What is the function of the behavior?
Be willing to listen to the response which
conveys relevancy and respect and reinforces
unconditional positive regard.
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Slide 48 Principle VBe a Relationship Coach
• Relationships influence the tone and demeanor of the classroom
• When students feel safe, and supported in the classroom, students can put more energy into learning.
• Being a relationship coach helps students mend torn perceptions of family, community and friends which is grounded in the first four principles:
• Unconditional positive regard, empowerment, checking assumptions, observe, question, and setting high expectations
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Slide 49 Principle VIProvide Guided Opportunities for Participation
• Plan, model and observe ongoing interactions for opportunities for students to make a contribution
• Pairing survivors of trauma is not merely “peer tutoring” it is a source of support and a way to contribute…it serves a dual purpose
• Service learning opportunities build a sense of competency and confidence
• Activity based learning provides hands on, experiencial opportunities, with movement to stimulate brain function.
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Slide 50 Compassionate Curriculum
This curriculum is not meant to be comprehensive – the application will vary from student to student based on individual need – requiring a wide range of strategies, interventions & techniques– The curriculum of the six principles
within the three domains is intended to be integrated into the existing delivery of academic curriculum
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Slide 51 Compassionate Curriculum -Three Domains – ARC model
• Attachment– Safety, Connection, and Assurance
• Regulation– Improving Emotional and Behavioral
Self-Regulation
• Competency– Of Personal Agency, Social Skills and
Academics
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Slide 52 ARC Model ComponentsGrowth and Development and Learning
Copyright 2008 WSU Area Health Education Center
AttachmentSelf-
Regulation Competency
Caregiver Affect Management
Affect Identification
Developmental Task Mastery
Attunement
Safe Affect Expression Building
Connections
Positive Praise & Reinforcement
Affect Modulation
Enhancing Strengths
Routines and Rituals
Promoting Self-efficacy
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Slide 53
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Slide 54 Domain ISafety, Connection and Assurance
• The basis of this domain is to ensure a sense of a safety. – Learning what can Trigger a child into a fight-
flight or freeze response is important in creating a trauma-sensitive environment for safety.
– Attunement is the capacity to accurately read the non verbal cues of others and respond appropriately.
• Attunement between the teacher and student is key to students trusting and responding appropriately to their environment
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Slide 55 Safety, Connection and Assurance
• Identifying and dealing with Triggers– “any stimulus that acts as a reminder of past overwhelming
experiences, and leads to the same set of behaviors or emotions that originally developed as an attempt to cope with that experience (Kinniburgh & Blaustein 2005)”
– Triggers can be external – involving stimuli from any of the five senses, smell, touch, seeing, hearing, taste.
– Triggers can be internal – feeling hungry, or anxious, can bring up memories of trauma
– Triggers can be a combination of external and internal stimuli
– Examples
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Slide 56 Recognizing the Need
• Normal occurrences in the classroom may startle students such as a raised voice, or change in routine, or a new student– This could trigger aggression or a
passive/spacey response (fight, flight or freeze)
– Hyper vigilance – a constant state of scanning the environment, ready to react!)
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Slide 57 Escalation Cycle
Peak
Crisis
Escalation
Agitation
Trigger
Calm
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Slide 58 Domain II: Improving Emotional and Behavioral Self-Regulation
• Given the escalation cycle, children of trauma are in a hyper arousal state, easily triggered into fight, flight or freeze response…(Survival)– Regulating their emotions and behavior is a
major challenge requiring a range of strategies and interventions.• Each resource cited in this presentation offers
a variety of approaches… offering a type of Tool Kit…
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Slide 59
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Slide 60 Range Situation Worry Scale
High Getting a shot Teacher yelling at me Making mistakes on testsFalling and getting hurt at school Forgetting my homeworkSeeing bloodThinking about robbersGetting a bad gradeGoing to a new place
109888898109
Medium Being late for schoolForgetting a library bookMaking a mistake on homeworkMeeting new peopleLaundry machine
778755
Low Chatting at schoolPlay dates
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Stacy Shaw Welch, PhDAnxiety and Stress Reduction Center (ASRC) of Seattle
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Slide 61
Stacy Shaw Welch, PhDAnxiety and Stress Reduction Center (ASRC) of Seattle
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Slide 62 Emotional and Behavioral Regulation
• Teach vocabulary of feelings
• Teach Calming the Mind and Body: Games for Young Children – 1-5 scale, or thermometer rating (Kagan)
• Teach Empathy/Listening Skills
• Teach S’cool Moves (www.schoolmoves.com )
– Targeted integrated sensory activities
• WhyTry? Social Skills (www.WhyTry.org )
• Challenge Course, Low Ropes courses…
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Slide 63 Trauma and Hero Quest Transforming Troubled Children Into Tomorrow’s Hero’s
Challenge Children:Test Safety Plans
Build Hero Skills
Affect Recognition, Modulation, Expression
Self Control: Goals, Planning, Reasoning
Life Story: From Victim (victimizer) to Hero
Grow Positive Self Image by: Helping Others Develop Skills
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Slide 64 Domain III Competencies of Personal
Agency, Social Skills and Academic Success
• Personal agency – assertiveness, self-advocacy:– Teach non-violent communication
– Fair Fighting
– Creative Self-expression• Power of Poetry – (cinquains, biopoems,
diamante poems)
• Personal Journals, Dialogue
• Worry Lock-Box
• RAFT – Role Audience, Form and Topic
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Slide 65
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Slide 66 Personal Agency, Social Skills and
Academic Success
• Social Skills and Personal Agency are closely related as both are needed to be successful socially and academically, in fact often one does not exist without the other.
• Personal Agency refers to– Assertiveness
– Self – advocacy
• Social Skills refers to:– Interpersonal Skills
– Friendship skills
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Slide 67 Social Skills, Personal Agency and Academic Competency
• Social skills have been taught in schools for years but not always through a trauma sensitive lens– Many social skill curriculums address the
needed skill development of children exposed to trauma.
– However training is needed to understand the impact of traumatic stress on learning in order to know how to teach social skills for group and/or individualized needs that are trauma sensitive
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Slide 68 Personal Agency, Social Skills, and Academic Skills
• Academic Skills – cognitive skills• Meeting grade-level curriculum expectations
• Understanding content material and demonstrating how to apply it…
• Taking an active role in learning
– Students who are exposed to trauma, will become academically competent when they feel safe, are attuned to their learning environment, to be able to self-regulate their emotions and behavior.
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Slide 69 Making Change! Building your Trauma Informed/Sensitive Toolkit
• This is a Call to Action to make broad-based systems change at the State, local community, school district and building levels! School Social Workers a best positioned to Lead the way!– We can begin by changing, reshaping and
building on our daily practices
• What do you already have/use that works?
• What resources are available to make changes?
• What do you want to add in these areas?– Safety, Connection Assurance
– Emotional/Behavioral Regulation
– Competency – Personal Agency, Academic Skills
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Slide 70 Action Planning Based on Student Need
• The intent of the presentation was to provide an understanding of the impact of complex trauma on learning with suggested strategies and interventions.– Given what was presented here today
what are you prepared to do differently with students, staff, administration and elected officials? • Focus on a student or group of student’s and
develop an Action plan to address their learning needs
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Slide 71
Matrix
Domain One:Safety, Connection and
Assurances
Domain Two:
Emotional and Behavioral Self-
regulation
Domain Three:Competencies of Personal
Agency, Social Skills and
Academic Skills
Principle I:Always Empower
Principle II:Unconditional Positive Regard
Principle III:
Maintain High Expectations
Principle IV:Check Assumptions, Observe, and
Question
Principle V:Be a Relationship Coach
Principle VI:Provide Guided Opportunities for
Helpful Participation
Six Principles and Three Domains“The Heart of Learning and Teaching: Compassion, Resiliency and
Academic Success”
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Slide 72 Strategies, Interventions, Techniques for Impact of Complex Trauma
AttachmentSafety, Connection,
Assurance
RegulationEmotional/Behavioral
CompetencyPersonal Agency, Social Skills, Academic Skills
Monday Morning class meetings/daily schedules, set tone for week, makes connection to environment
Vocabulary of feelings and categories of affect
Assertiveness skills – Giraffe Talk, Dear Man, Fair Fighting, Conflict Resolution
Emotional triggers – develops mutual attunement
Use analogies to describe emotions/triggers
Written language: Emotional expression, poetry, Cinquains, Biopoems, Diamante poems
Safety plans, Opportunities for student choices, shared decision making
Calming Body & Mind: PMR &Yoga, calming games (stuffed animal breathing etc.
Personal Journals: Dialogue, Double entry, Worry Lock Box, Alphabet Books
Planned Transitions – pre-teaching and practice
Listening with Empathy, Active Listening, I messages
Social Skills, Why Try, Second Step, Talk about Touching, Steps to Respect etc.
Calm zones/safe places to go in classrooms and school building
Kagan’s Hero Quest – strategies to de-escalate, activities to learn how to cope
Math: Social problem solving, quantitative/qualitative solutions/ethical decisions
Activities to enhance connections/feelings of belonging, making a contribution
Worry Scale, Trigger/Worries activity and Worry Lock bock
Reading: Social/emotional stories and discussion
Relationship Coaching, turn-around person - ENVOY
Accountability with empathy, restorative justice/mediation
Experiencial/activity based learning/service learning/community service learning- Challenge Course
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