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TraumaInformedPracticesforSchools- TIPS
OURBRAIN’STRIO
Amygdala– BrainStem• TheNOW. • Am Isafe?Limbicsystem– MidBrain• ThePAST. • Memories, emotions, past hurts &
experiences. • Can I trust you?Pre-frontalcortex• TheFUTURE. • Higher level functioning• canplan&consider consequences• Rational Thinking/Logic
REMOVEDVIDEO
HOPEISAONEWAYSTREET…
Resiliencyis:
“TheDeepBeliefthatatonetimeyoureallymatteredtoanother
humanbeing”-VincentFeletti,M.D.
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TraumaInformedPracticesforSchools- TIPS
WHATISTRAUMATICSTRESS?• Overwhelming experience• Involvesathreat• Results invulnerabilityandloss of control• Leavespeople feeling helpless and fearful• Interfereswithrelationships andbeliefs
“Trauma can be asingle event,connected seriesoftraumatic eventsorchronic lasting stress.”
Dia g n o sticCla ssi fi ca tio n:0-3 R
ComplexTrauma:• Multipletraumaticevents,oftenthatoccurwithinacare-
givingsystemthatissupposedtobethesourceofsafetyandstabilityinachild’slife.
.
THESTRESSRESPONSEANDTRAUMA
Thestressresponse isachemical response• Prepares thebodyforaction
‒ Fight‒ Flight‒ Freeze
• Mostrecover• Somedevelopmore severedifficulties
SIGNSOFTRAUMA
•Whatbehaviors mightweseein:• Young Children (0-5years)?• Elementary School Children (6-12years)?• Adolescents (13-18years)?
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TraumaInformedPracticesforSchools- TIPS
TRIGGERSANDBEHAVIORSome Common Triggers:• Sirens• Loud noises – school bell• Police Officers /FirePersons• Schedule Changes
§ MinimumDays, testingdays, fire/earthquakedrills, pictureday…
• SightsandSmells• Resemblances – physicaland verbal• Terms of Endearment• Unexpected Touch• …You tellus?
IT’SAPARADIGMSHIFT.CHANGINGTHEQUESTION:
• Oppositional• Outbursts• Anger
• Depression• Withdrawal/Abse nces• Argumentative• Escalation• DefianceofAuthority
• FearofRejection/Abandonme nt
• Overwhelmed• Hurt• LackofSelfWorth• Avoidance ofEmotions• Testing relationship• Triggered TraumaMemories• Need forControl
Behavior… FeelingitisMasking…
From… “What is wrong with you?” To… “What happened to you?”
UNDERSTANDINGTHAT….
TRAUMA EXPLAINS BEHAVIOR ITDOES
NOTEXCUSE BEHAVIOR
ProblemBehaviorsareoftenduetoadesiretoSelf ProtectorMechanisms for
Coping
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TraumaInformedPracticesforSchools- TIPS
WHATMITIGATESIMPACTOFTRAUMA?
• Create aSense ofSafety
• Provide aSense ofControl
• FosterConnections
CREATEASENSEOFSAFETY• Safety isahumanbeings number onepriority• Trauma results inalossof senseofsafety• This includesbothphysicalandemotional safety• Provide opportunities forstudents tobe
successful• Celebrate eventhesmallestsuccesses
CREATEASENSEOFSAFETY
• Provideasafeenvironment:predictablestructurewithconsistentroutines§ Supervision: eyes, ears, proximity to students§ Consideraschool-widepositivebehaviorintervention
program§ Createclearexpectationsduringunstructuredtimes
(e.g.,passingperiods,lunch)§ Providetransitionopportunities(e.g.,5minutestoread
abookorawarmupquestion)§ Provideclearpathwaystoemotionalsupportfor
studentswhoelecttoutilizeit
T
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9
TraumaInformedPracticesforSchools- TIPS
EVERYTHINGSPEAKS
Behaviorisaformofcommunication
Whatisthisbehaviortellingmeaboutthisyouth?Whatisthisyouthtryingtotellusthroughthisbehavior?
WHATASTUDENTKNOWSANDHASPRACTICEDWILLALWAYSFEELTHEMOSTNORMAL
UNDERSTANDTHAT:• Thatthestudentisnotouttogetus• Theyactinawaythatmakessenseaccordingtotheir
understandingofhowtheworldworks• SeehandoutTheBeliefBehindTheBehavior
STEPSTOBUILDAFFECTIDENTIFICATION
• Buildvocabulary• Connectemotionswith:
ü Bodysensationsü Thoughtsassociatedwithfeelingsü Behaviors—manifestationsoffeelings
• Contextü External:Smells,Soundsü Internal:Tired,hungry
• Useliterature,music,filmtohelpkidslearntoidentifyemotions.
• SeeHandout,TheBrainInThePalmoftheHand
T.I.P.S.TECHNIQUES
• Teach/Model/Practice• Morning check-ins• Breathing• Takingbreaks• Writing down feelings
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TraumaInformedPracticesforSchools- TIPS
T.I.P.S.TECHNIQUES
•Grounding Exercises• 5-4-3-2-1• ProgressiveMuscleRelaxation
•MyCalmColors Pallet•Mirroring• SimpleTaskstoEngageCortex
HANDOUTS/RESOURCES FORTEACHINGSTUDENTS IMPACTEDBYTRAUMA
Connections:• TwobyTenStrategy
UseandTeachwhatyouknowabouttrauma:• WorkingWithStudentsExposedToTrauma
Thepowerofperception– ormisinterpretation!• TheBeliefBehindTheBehavior–AKeyForMistakenBeliefs
SELFCARE
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TraumaInformedPracticesforSchools- TIPS
SELFAWARENESS..…• Educators and Empathy: Empathy isthe
identification with orthe experiencing of, thefeelings, thoughts or attitudes of others.
• Compassion Satisfaction: the positive feelings wegetwhenwe realizethat thecompassion weput inworkingwith others isresulting insome relief,growth orhealing.
• Empathy isadouble edged sword: Itprovideshealing power, however empathy for the traumatic pain of another can result inpersonal upset or painfor the listener.
VICARIOUSTRAUMAWhenempathyforastudent’ssufferingleadstointernalizingor
frighteningrealitiesnotpersonallyexperienced.
CompassionFatigue:
• PTSDrelatedsignsthatyoureceivevicariouslyasasecondarytargettotrauma.
• Experiencedbythoseinahelpingprofession.• Canchangeyourwiring/whoyouare
UnlikeBurnout:• Physicalandemotionalexhaustion,apathy,ordissatisfaction
withjob.
THEPROFESSIONALIMPACTOFVICARIOUSTRAUMA(AdaptedfromTheHeartofLearningandTeaching)
• JOBTASKS• MORALE• INTERPERSONAL• BEHAVIORAL• PHYSICAL• EMOTIONAL
• BEHAVIORAL• COGNITIVE• RELATIONAL
(INTERPERSONAL)• WORLDVIEW
(SPIRITUAL)
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TraumaInformedPracticesforSchools- TIPS
SELF-CARETECHNIQUES
• PHYSICALFITNESS• NUTRITIONANDHYDRATION• SLEEPANDREST• ASSERTIVENESS• CENTERINGANDSOLITUDE• CREATIVITY• FUNANDENJOYMENT• CREATEAPLANFORSELF-CARE
QUESTIONS???