agenda - wild apricot keynot… · •feeling like you are connected to the other people in the...

9/20/2019

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13725 Starr Commonwealth Road, Albion, MI 49224877.306.5256 | www.starr.org

©2019 Starr Commonwealth

Supporting Behavior Through a Trauma Informed LensCaelan Soma, PsyD, LP, LMSW, ACTP

Chief Clinical Officer

[email protected]

© 2019 Starr Commonwealth

Starr CommonwealthStarr provides a wide array of services for children, families, communities, and professionals. From prevention and intervention, to enrichment and residential treatment, all of our trauma-informed, resilience-based programs are rooted on creating powerful and positive experiences for all to heal, and for all to thrive.


Agenda

• Trauma-informed, Resilience-focused schools

• Circle of Courage – Model of Resilience

• Private Logic

• Rethinking Discipline

• Universal Needs Assessment

• Behavior Support Plans

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Call to Action

• The National Center for Traumatic Stress Network is now asking schools to play a key role in addressing the needs of traumatized children.


What is the best place to positively impact children outside of the

home?


Why should you be convinced that you and your school becoming trauma-informed

and resilience-focused will help?

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Why should you be convinced that becoming trauma informed and

resilience focused will help?

Improved Academic Achievement and Test Scores

Improved School Climate

Improved Teacher Sense of Satisfaction and Retention

Reduced Frequency of Behavioral Outbursts and Referrals

Reduced Stress Experienced by Staff and Students

Reduced Absences, Use of Detention, and Suspensions

Reduced Bullying, Harassment, and Fights

Reduced Burden on Special Education Services


What is Trauma-Informed and Resilience-Focused Education?

It is a MINDSET



• It is asking, “What experiences are driving the way this child thinks about themselves and others?”

• And, “How does that impact the way they behave?”

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• It is NOT asking, “What is wrong with this child?”

• It is NOT labeling

• It is NOT diagnosing without first REALLYassessing


What is Trauma-Informed and Resilience Focused Education?

• It is wondering, “What can I do to support this student most?”

• And, “What are the new opportunities and experiences I can provide this child to restore and nurture resilience, despite all they have experienced?”


The Most Important Thing you will Hear Today…

Trauma-Informed and Resilience-Focused Education is a MINDSET

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We Begin Here: RESILIENCE

We can’t talk about making a school trauma-informed without talking about how

to make a school resilience-focused.

We may not be able to take away toxic stress and trauma a child has experienced or will continue to experience in their homes and

communities, but we can create new experiences of resilience in our schools.

Resilience = Hope


…the ability to achieve positive outcomes –mentally, emotionally, socially, and spiritually –despite adversity.

What is Resilience?


4 Main Protective Factors for Resilient Children

Supportive adult-child relationships

A sense of self-efficacy and perceived control

Adaptive skills and self-regulatory capacities

Sources of faith, hope and cultural traditions

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“There is no

such thing as

a bad boy.”

– Floyd Starr


Foundations

View of children


The Lakota

word for Child:

Sacred Being

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We Believe…

That there’s no such thing as a bad child.


We Believe…

That every child will be good if given an opportunity in an environment of love and

activity.


We Believe…

That badness is not a normal condition but the result of misdirected energy and

unmet needs.

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We Believe…

That every child will be good if given an opportunity in an environment of love and

activity.


We Believe…

In play.


We Believe…

That children are resources..

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We Believe…

That children merit confidence and trust.


We Believe…

That problems are opportunities.


We Believe…

That everyone has a responsibility to help and no one has the right to hurt.

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Circle of Courage


Independence

Generosity

Belonging

Mastery

Broken Circles


Belonging

Circle of Courage

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Belonging

• I get along with my parent/caregiver

• My parents want to know where I am

• My family shows that they love me

• I feel like I belong at school

• There is at least one adult at school I can trust

• I have a close friend

• Most kids I know are kind


About Belonging

• When you feel excluded, you feel paino Sadness increases

o Self esteem decreases (mastery and generosity)

o Self regulation decreases (independence)

o Cognitive function decreases (mastery)

o Loneliness is as much of a health risk factor as smoking, drinking and obesity.


School Belonging

Positive Health Impact Positive Academic Impact

DECREASED INCREASED

Substance abuse Self efficacy

Early sexual initiation Motivation

Violence Attendance

Suicidal Ideation Persistence

Eating Disorders Achievement

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Belonging

Natural Distorted Absent

Attachment Attention seeking Alienated

Friendship Clinging Withdrawn

Cooperation Craves Approval Affectionless

Intimacy Promiscuity Rejected

Trust Gang Involvement Suspicious


Support BELONGING


Ask students: “What does it mean to belong to something?”

• Feeling safe when you are with the group• Feeling like people know about the things that are important to you

(family, pets, hobbies, etc.)

• Feeling like your ideas are important and valued by others

• Feeling like you are connected to the other people in the group

• Feeling like you can make mistakes and not be judged by others

• Feeling like you can trust your teachers and that they

are here to help you.

• Feeling like your teachers will care about you no matter what.• Feeling like you can rely on the other members of the group and that

you are all stronger when you work together.

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Ask students: “How can you make othersfeel like they belong?”

• Gym: Asking someone new to be your partner• Library: Asking someone about their book

• Art: Appreciating/complimenting the art of others

• Recess: Asking others to join a game or activity

• Classroom: Offering compliments and encouragement to students in class, including others’ ideas (even if they are different from your own)

• Music: Encouraging others if they are having trouble learning something new

• In line: Staying with the group

• Cafeteria: Talking to new people or asking about others’ interests


When students are asked, “How can educators promote

belonging?”• Greet you

• Ask how you are doing

• Ask about your interests, ideas, and opinions

• Make time for the class to have fun together

• Make the room feel comfortable

• Notice when things are difficult and support you


Ask your students what they need to feel like they BELONG?

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Mastery

Circle of Courage


• To achieve one’s potential (not perfection) with appropriate supports and when success is met, the desire to achieve is strengthened

• I try to learn from my mistakes

• I am curious to learn new things

• I am good at something

(art, sports, school,

making friends, etc.)

Mastery

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About Mastery

Does not mean 100% mastery and perfection because that is

OUT OF REACH.

More about Self efficacy:

Having a desire:

• to try things with a belief one can do well even if it is difficult.

• to get better and better at something that matters to the student (school work, learning, play, interactions, exploring).

Define a goal

Persevere

See oneself as capable


Self Esteem

Feeling good about oneself


Self Efficacy

Self Efficacy –

…The belief that you have skills and can rely on them to help you navigate life and reach goals.

…Cope with adversity…Learn from failures

…Work through difficulties.

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Mastery


Achievement Overachiever Underachiever

Successful Workaholic Inadequate

Problem Solver Cheating Unmotivated/Lazy

Creative Delinquent skill Avoids Risks

ResilientRepeats Tasks Over & Over

Gives Up Easily

Motivated Over Competitive Failure Oriented


Support Mastery


Ask students, “What does it mean to mastersomething?”

Make sure to explain that mastery means self-efficacy….

• Any subject (reading: reading different books, vocabulary, comprehension; math: facts, problem solving, science, social studies)

• Areas outside of the classroom: art, music, library, physical education, computer lab

• Socially: making friends, keeping friends, making others happy

• Behaviorally: following school rules, making good choices

• Understanding yourself and knowing what your body needs

• Hobbies: sport, instrument, being in a play, etc.

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Ask students, “how can students make others feel like they have Mastery?”

• Gym: learning how to be strong and healthy, learning what your body enjoys for exercise, taking care of yourself

• Library: making improvements in reading, learning what types of books are interesting to you

• Art: getting better at having patience with yourself while working on projects, learning to be creative, completing activities

• Recess: learning how to play new games, meeting new friends, learning to take time for fun and enjoyment


How can students make others feel like they have Mastery?

• Classroom: completing work to the best of your ability, asking questions, and not giving up when work is tough, telling yourself that you can do it, using strategies to stay calm so I can do my best work

• Music: Encouraging others if they are having trouble learning something new

• In line: standing and walking with pride knowing that you have amazing strengths, being a role model to others

• Cafeteria: contributing to a fun time of the time-knowing that you have the ability to connect with others and make others happy


When asked by students, “How can educators promote mastery?”

• Celebrate your accomplishments and hard work

• Answer questions, give tips, explain something differently

• Encourage and motivate you

• Notice when things are difficult and support you

• Plan cooperative activities in class, not ones that make me compete with others

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When asked by students, “How can educators promote mastery?”• Have students solve

problems out loud (This slows down the process of critical thinking and analysis).

• Pose open ended questions about assignments or skills

• Tell me what you know about…

• How can you break this problem down into smaller steps…

• How can you first get from ____ to ____...


Ask your students what they need to experience Mastery?


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Circle of Courage

Independence


Independence

• I can keep calm when I get overwhelmed

• I control my temper and emotions

• I am learning to think before I act

• I feel confident

• I can give my opinion even if others disagree

• I usually get along with my parents and teachers


About Independence

Students feel a sense of independence when they have:

CHOICE

Increases motivation, Increases engagement, helps to meet individual learner needs, allows students to capitalize on strengths

What matters most is how students PERCEIVE choice

AUTONOMY

Students feel autonomy when they understand a task, value a task, when it is meaningful to them – does is align with values, interests and goals? Choice is not enough – it must be personally meaningful.

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Independence


Autonomy Rebellious Lacks Confidence

Self-Control Overly Controlled Lacks Control

Assertiveness Manipulative Easily Misled

Responsible Reckless/Macho Irresponsible

Leadership Bully Powerless


Support INDEPENDENCE


Ask students, what does it mean to be independent?

Being able to:

…make safe and healthy choices on your

own

…solve problems on your own

…know your feelings and help yourself get

calm when upset

…think for yourself (it is OK if you have

different ideas than other people

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Ask students, what does it mean to be independent?

Being able to:

…Make good choices for yourself (cleaning up

after yourself, putting things away, doing homework

or chores without being reminded)

…not always doing what you want, but thinking

about others and what they might want or

need


How can students model a sense of independence?

• Gym: Asking a teacher to take a break to get calm when upset about losing a game

• Library: Being able to choose a book on your own

• Art: Confidently sharing an art project with the class

• Recess: Solving a problem with a friend over who will use the swing first (using rock-paper-scissors or another way to figure it out)


How can educators promote independence?

• Help you do things by yourself

• Support you when you try new things

• Remind you of things you can do when upset

• Help you to solve tough problems

• Celebrate when you think about others

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Ask your students what they need to experience Independence



Circle of Courage

Generosity

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Generosity

• All children increase their sense of self-worth as they become committed to the positive value of caring for others

• I can usually understand how others are feeling

• I help out at home

• If my friends are upset, I help them

• I have a lot to offer to others


About Generosity

When students have the opportunity to help others

oStrengths are practiced

oThey feel valuable

oHave purpose

oExperience pride


Generosity


Altruism Selfish Helping Not Sociable

Caring Overly Involved Inflated Sense of Self

Compassionate OverindulgentNot Willing to Take Responsibility

Empathic Self Abasing Lying

Unselfish Servitude Hardened, Cold

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Support Generosity


Ask students, What does it mean to be generous?

• Helping someone when they are having a hard time

• Participating in a community event – volunteering, participating in a fundraiser, etc.

• Saving money and buying something for parent or spending time making something for a gift

• Help in the classroom by putting things away, helping the teacher with jobs, helping a student in the school, etc.

• Teaching something to someone else• Talk about a school-wide fundraiser or activity (ex.

Penny Harvest to raise money for agencies in the community or making decorations for local hospitals)


How can students be generousin school?

• Gym: putting things away in the correct area

• Library: waiting patiently while the teacher is helping someone else

• Art: only using the amount of supplies (ex. Paint) that is needed

• Recess: kindly reminding peers of the rules, teaching someone a game

• Classroom: setting a good example for others-teaching by example

• Music: complimenting peers for trying their best

• In line: staying focused on self and knowing that you are helping by letting a teacher talk to a student

• Cafeteria: help a peer carry an items if his/her hands are full

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How can educators promote generosity?• Take time to notice when

you are generous and give you compliments

• Give you opportunities to help in the classroom

• Provide time for partner work and group work

• Help you understand how other people are feeling

• Remind you and show you ways to be kind and helpful to others

• Participate in a school activity or community service project


Ask your students what they need to experience GENEROSITY?


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The Circle of Courage

The wheel is divided into 4 sections: Generosity, Belonging, Independence and Mastery.

Read and discuss many books that reinforce universal needs.

We asked children to tell us how they would feel and what it would look like if they felt they belonged, if there was generosity in the room, if they had choices and if they were learning well.

After each conversation, the children wrote what they felt were the big ideas onto sticky notes.


Book Ideas to Teach the Circle of Courage

Belonging: I am loved – Bucket Filler, Elmer, Leon the Chameleon, Pebble, We are a Family, Jingle Dancer

Mastery: I can succeed – The Little Engine That Could, I Can Succeed, What Are You Doing?

Independence: I have the power to make decisions – Bird Child, Howard Wiggle bottom, Listen to His Heart, Only One You

Generosity: I have a purpose for my life – Bucket Filler, Oddrey, Rainbow Fish, The Yesterday Stone, The Tree

Please share any suggestions you think might work!!


Resilience

When we focus on resilience, we find HOPE, SOLUTIONS, and JOY.

When we focus on resilience, we bring out the best in our students and in ourselves!

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What Matters Most…

NOT only the symptoms but the experience of trauma and how that impacts the experience of:

• Themselves

• Others

• Life following exposure to traumatic events

If we truly want to help, we must first understand how children are experiencing what they have been exposed to.

We can’t assume we know.


Children’s Mandate

If you don’t think what I think, feel what I feel, experience what I experience, and see what I see when I look at myself, others, and the world around me…

How can you possibly know what is best for me?


Trauma can disfigure and distort the way an individual sees themselves, others, and their

life experiences.

Symptoms and behavior are not as important as understanding the individual’s experience of

trauma and how it has shaped their “private logic.”

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Private Logic

“I will do whatever I have to do to let you know that I am terrified.”


Private Logic

“I will do whatever I need to do in order to control you and your responses. I don’t trust you and I need to

survive.”


Private Logic

“I will fight any experience, any activity, and any person that tries to control me because I am vulnerable to your abuse and your abandonment; it happened before and it will happen again.”

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Private Logic

“I will not do what you want me to do because, if I do and I do not do it well, you will ridicule me, berate me, shame me, abuse me, or abandon me.”


Clues & Symbols

Behavior is the beginning, not the end.

Behavior is a CLUE, as it is a traumatized child’s way of communicating.

It is highly unlikely that they will talk, reason, or use logic.

Behavior can also be a SYMBOL for what the child has experienced or is experiencing (e.g., terror, lack of safety, worry, insecurity, anger, fear, guilt, shame, low self-worth, etc.)


ACTIVITY:Universal Needs

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How do many adults respond to

“opportunities” with challenging

students?


Keep talking, I am taking away recess minutes.


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The “Dis-ease” Model

Problems are seen as symptoms of mental illness or disorder.

Interventions focus on drugs and behavior control.



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Rethinking “Discipline”



How to Complete a Trauma-Informed & Resilience-Focused Behavior Support Plan

Step 1Function of Behavior l l

Step 2Private Logic (PL) Assessment ,

Step 3Universal Needs (UN) Assessment (Parts 1 & 2)

Step 4Back to Function of Behavior Assessment to connect PL and UN to Function of Behavior

Step 5Behavior Support Plan –Strategies .

Step 6Evaluation

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Functional Behavior Assessment


Private Logic Assessment


Universal Needs Assessment

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Universal Needs Resilience Assessment


Universal Needs Assessment Report


Behavior Support Plan

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Of all you heard today, what stands out most?

How will what you have learned change your approach to teaching or working with

students?

© 2019 Starr Commonwealth104

10 Steps to Creating a

Trauma-Informed Resilient School


Together we are #DrivenToHeal

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agenda - wild apricot keynot… · •feeling like you are connected to the other people in the...

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