Trauma in the Classroom “Looking at Student Behavior Through a Different Lens”

1. Trauma in the Classroom“Looking at Student Behavior Through a Different Lens” Sherry Franklin, LMSW School Social Worker Trainer – National Institute for Resiliency and Wellness Mecosta-Osceola Intermediate School District Sources include: Micsak, John, MA, LLPC, CTC, National Institute for Resiliency and Wellness Vaughn, Sandy, LCSW, PPCI, Prezi Ame Edstrom, Eagle Village, Power Point Dr. Ormand Hook, MOISD, Power Point Southwest Michigan Children’s Trauma Assessment Center, Kalamazoo, MI Perry, Dr. Bruce and Szalavitz, Maia, The Boy Who Was Raised as a Dog: And Other Stories from a Child Psychiatrist's Notebook--What Traumatized Children Can Teach Us About Loss, Love, and Healing

2. Learning Objectives • Gain a basic understanding of trauma and how it impacts: • Brain Development • Behavior • Learning • Recognize and respond to symptoms of trauma • Learn what you can do to support and connect with challenging students with a history of trauma.

3. Our Kids and Families: Some Statistics • Osceola County 12% Unemployment Rate 32% Food Assistance 94% Health Insurance 14% Special Education 29% Living in Poverty 20% Not Graduating on Time 27% Confirmed Child Victims of Abuse or Neglect Kids Count in Michigan Michigan League for Public Policy 2010-2011 school year • Mecosta County 11% Unemployment Rate 31% Food Assistance 93% Health Insurance 19% Special Education 29% Living in Poverty 31% Not Graduating on Time 33% Confirmed Child Victims of Abuse or Neglect

4. Define “Trauma” • “Symptoms that can result from an event or series of events that pose a threat, or a perceived threat of death, serious injury, or violations to the physical safety of the self or others.” (APA, 2000) Types of Childhood Trauma: • Child abuse (physical, sexual, emotional, or neglect.) • Poverty • Victim/ Witness of Violence • Domestic/Community Violence • Accidents/Disasters • Traumatic Loss • Immigration • War/Terrorism • Medical Procedures

5. Trauma During Childhood Leads to: • Negative Beliefs “The world is unsafe” “People can’t be trusted” “It’s my fault… I am bad.” • Piled Up Feelings Powerless Hopeless Guilt Anger Fear Confusion Worthlessness Unlovable Sadness

6. WHY? Let’s look at student behavior through a different lens.

7. The Brain Research: Survival Brain Fight, Flight, Freeze Arousal, Heartbeat, Respiration Sleeping & Eating states Reactive EmotionalBrain Affect Regulation Empathy Affiliation and Connection Tolerance Thinking Brain Abstract Reasoning Problem Solving Creativity Respect Cause and Effect Thinking Anticipate Consequences

8. Emotional Brain (Limbic System)Response to exposure to acute stress? Threat!! Emotional brain’s ‘alarm’ is activated/chemicals released Turns on sympathetic nervous system Body is mobilized for “fight/flight” Activity in Thinking Brain (cerebral cortex) is suppressed Once threat is over – homeostasis/regulation What if the exposure to traumatic stress is chronic/prolonged ? Chronic threats/stressors!! Ongoing physiological arousal in child’s fragile and undeveloped regulatory system The threat never ceases – homeostasis/regulation is never achieved Physically altered biological/neural system…the brain is physically and permanently changed Persistent “fight/flight/freeze” states can wear down the body Hyper vigilance state is persistent and always turn on Humans are engineered to handle acute stress, NOT chronic stress.

9. The Survival Brain Hijacks theThinking Brain

10. At School We Might Describe the Behavior We Observe Traumatized Students to Display as: Zoned Out Disinterested Unmotivated Withdrawn Giving Up Easily Displaying a “Who Cares?” Attitude Learning Disabled/Delayed Truant Unable to Stay in Class Perfectionists Excessively Compliant

11. Or as:HyperactiveImpulsiveActing outRisk takingOff taskDistractingDefiantAggressiveExplosiveOver reacting

12. Common Adult Misperceptions: • Students don’t care • Students choose to be rude, disinterested, ‘bad’, bullies, unmotivated, lazy • Students’ disruptive behaviors erupt out of nowhere

13. Looking through a different lens, instead, we might describe the student as: • Having a physically altered brain chemistry • Exhibiting persistent fear response • (Fight/Flight/Freeze) • Existing day to day in survival mode • Always hyper-vigilant • In a continued state of arousal

14. Chronic trauma (abuse/poverty) physically/chemically “derails” functional brain development! • The brain is conditioned to interpret the world as threatening • The brain is in a chronic state of activation and scanning for danger (triggered) • The brain is hypersensitive and always set on “alarm” • The learning brain is used less frequently, resulting in delays in learning, motor skills, social skills, etc.

15. What our brains may perceive… Mack Amy B., LMSW and Wheatley, Denise, MA; Through a Child’s Eyes: The Impact of Traumatic Experiences, July 14, 2010

16. A traumatized Brain perceives… Mack Amy B., LMSW and Wheatley, Denise, MA; Through a Child’s Eyes: The Impact of Traumatic Experiences, July 14, 2010

17. What can we do?

18. CONNECT!

19. Research Based, Data Driven, Clinical Studies Have Shown Repeatedly that Traumatized Students Need: • Respect • Information • Connection • Hope • Empathy Relationships lessen the effects of brain chemicals which cause the arousal and fear response.

20. CollaborativeProblem Solving With Student(such as Love and Logic) Step 1 Empathic questioning and listening to elicit responses and to understand the student’s concerns. Use open-ended questions, build rapport “I’ve noticed you’ve been coming to class with a frown on your face. What’s up?”

21. CollaborativeProblem SolvingSuch as Love and Logic Step 2 Define the problem Working as a team with the student, what is the concern? Check for understanding. “So you’re having a hard time reading in front of the class?” (keeping your hands to yourself, etc.)

22. At school, when a student is triggered... • “Fight or flight” kicks in – there are no choices being made • Survival brain is in total control • Thinking brain is off-line – It’s been Hijacked • Attempts to reason or to give consequences are usually futile, and often exacerbate the situation • Brain energy is always being used to regulate emotional and physical responses, depleting any energy available for cognitive engagement

23. TRIGGERS Common Triggers that Dysregulate the Traumatized Brain: • Unplanned changes or unpredictability • Transitions • Loss of control • Feeling vulnerable, singled out • Loneliness • Sensory overload • Confrontation • Praise, intimacy, and positive attention Kinniburgh and Blaustein, 2005

24. Our body language… • Many kids who have experienced trauma have brains that react strongly to non-verbal cues such as tone of voice, body language, and facial expression • When approaching a triggered child take a deep breath and do a scan of your body. • Give the student physical space…3 feet. • Know your own physical reactions when you get angry. Does your voice become louder? Do you clench your jaw? Gesture? • Approaching a traumatized child with neutral body language will help her/him hear what you are saying instead of focusing on what your body language might mean.

25. Do Don’t • Work with the student, help re-establish a feeling of safety and control • Use a calm and caring voice • Use slow speech • Speak more softly than the student • Use slow, neutral body language • Use empathetic communication (What do you need to help you calm down?” “I can see you’re upset. I wonder if this makes you feel…?) • Make demands the student can’t meet (“Stop crying! Sit down! Just focus!”) • Use embarrassment or shame • Take it personally • Make the mistake of thinking that when a student is triggered it is a good time for reasoning or for disciplining. When a student is triggered…

26. Avoid Triggers by providing classroom structure • Predictable school and classroom routines • Consistency • Explicit preparation for transitions and changes • Assume nothing! Always check for understanding • Visual schedules • Uncluttered classroom appearance • Ease transitions using grounding and breathing exercises, stretching, etc.

27. After the student has calmed down…fix it • Invite the student to meet with you in a quiet space to problem solve collaboratively. • Help her/him to identify the trigger which precipitated the reaction Teach your class specific coping skills: calm down breathing, requesting help, disengaging from stimuli, etc.

28. There is HOPE for the Thinking Brain!! A child’s brain is still developing and positive emotional states produce neurological activity which can rewire the developing brain and increase it’s capacity for : Attention Memory Learning

29. Wrapping Up… • Trauma impacts your students • Trauma causes measurable physical changes in the brain • We are the key. • Let’s look at student behavior through a different lens. • Let’s look through the Trauma Lens.