creating trauma sensitive schools. acknowledgements these materials have been gathered & created...
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Creating Trauma Sensitive Creating Trauma Sensitive SchoolsSchools
AcknowledgementsThese materials have been gathered & created by a work group organized by the
Wisconsin Department of Public Instruction. This group came together around a shared vision to help schools support children who have been victims of trauma.
Leah Arndt, University of Wisconsin-Milwaukee
Pamela Black, Kenosha Unified School DistrictBetty Deboer, University of Wisconsin-La Crosse
Paula Buege, Wisconsin Family TiesSara Daniel, School Based Services - St. Aemilian-Lakeside, Inc.
Nic Dibble, Wisconsin Department of Pubic Instruction Christine Dunning, University of Wisconsin-Milwaukee
Terry Ehiorobo, Wisconsin Department of Public InstructionDan Holstead,
Elizabeth Hudson, Wisconsin Department of Health ServicesJeff Krukar, Genesee Lake School
Dave Kwiatkowski, CESA #8Christin Nelson,
Supported in part by a grant from the Wisconsin Department of Health Services.
Sources of Information Helping Traumatized Children LearnHelping Traumatized Children Learn
Massachusetts Advocates for Children 2005Massachusetts Advocates for Children 2005http://www.massadvocates.org/order-book.php
The Heart of Learning & Teaching Compassion, Resiliency & Academic The Heart of Learning & Teaching Compassion, Resiliency & Academic
SuccessSuccess Wolpow, Ray; Johnson, Mona M.; Hertel, Ron; Kincaid, Susan O. 2009
http://www.k12.wa.us/CompassionateSchools/HeartofLearning.aspx
Creating Sanctuary in Schools 1995Creating Sanctuary in Schools 1995
Bloom, SandraBloom, Sandra
http://www.sanctuaryweb.com/PDFs_new/Bloom%20Sanctuary%20in%20the%20Classroom.pdf
Child Trauma Toolkit for EducatorsChild Trauma Toolkit for Educators
National Child Traumatic Stress Network National Child Traumatic Stress Network http://rems.ed.gov/docs/NCTSN_ChildTraumaToolkitForEducators.pdf
OverviewOverview
Trauma definedTrauma defined Prevalence of traumaPrevalence of trauma Impact of traumaImpact of trauma Steps to creating trauma-sensitive Steps to creating trauma-sensitive
schools schools Self careSelf care Next stepsNext steps
Trauma-Specific Therapy vs. Trauma-Sensitive School
Therapy Licensed clinical mental
health professionals
Intervention occurs in therapist’s office in 1:1 or small group sessions
Focus is on addressing trauma reactions & reducing symptoms
School
Licensed educators & pupil services professionals with varied mental health training
Sensitivity & accommodations occur throughout the school
Focus is on students’ educational success through emotional & physical safety, empowerment, trust, choice, & collaboration
Trauma DefinedTrauma Defined
1.1. Trauma exposure vs. trauma Trauma exposure vs. trauma reaction reaction
2.2. Acute trauma - PTSDAcute trauma - PTSD
3.3. Complex/developmental Complex/developmental traumatrauma
What about our school/district?
Do we have students who …. witness domestic violence? are physically, emotionally or sexually
abused? are neglected? are homeless? have family members in the military who
are fighting overseas? have experienced a natural disaster (e.g.,
tornado, house fire)?
What about our school/district?
Do we have students who …. have been in a serious accident (e.g., car
accident)? have been a victim of physical or sexual
assault? have lost a loved one? live in homes with family members who
abuse alcohol or other drugs? live in homes with family members with
untreated mental illness?
PrevalencePrevalence Adverse Childhood Experiences (ACEs) StudyAdverse Childhood Experiences (ACEs) Study
Centers for Disease Control & Prevention (CDC)Centers for Disease Control & Prevention (CDC)
Household dysfunctionHousehold dysfunction Substance abuseSubstance abuse 27%27% Parental separation/divorce Parental separation/divorce 23%23% Mental illnessMental illness 19%19% Battered motherBattered mother 13%13% Incarcerated household member Incarcerated household member 5%5%
AbuseAbuse Psychological Psychological 11%11% PhysicalPhysical 28%28% SexualSexual 21%21%
NeglectNeglect Emotional Emotional 15%15% Physical Physical 10%10%
Centers for Disease Control and Prevention
Health risks associated with ACEs
Behaviors School Absenteeism —
tardies & truancy Dysregulated eating
(under & overeating) Smoking Suicide attempts Illicit drug use &
substance abuse Multiple sexual partners Self-injurious behaviors
(e.g., cutting)
Outcomes Autoimmune disorders Obesity & eating disorders Substance use disorders Chronic obstructive pulmonary
disease (COPD) Depression Fetal death Health-related quality of life Ischemic heart disease (IHD) Liver disease Risk for intimate partner violence Sexually transmitted infections
(STIs) Unintended pregnancies
Impact of Trauma over the Life Span
Effects of childhood adverse
experiences neurological biological psychological social
Adverse Childhood Experiences (ACEs) Study
Summary of Findings•Adverse Childhood Experiences (ACEs) are:
• very common, and•strong predictors of health risks & disease from adolescence to adulthood
•This combination of findings makes ACEs one of the leading, if not the leading determinant of the health & social well-being of our nation•National study – http://www.cdc.gov/ace/index.htm •Wisconsin study - http://acesconnection.com/group/state_ace_response_project/page/wisconsin
CDC
ACE & School Performance
Traumatized children are: 2.5x more likely to fail a grade in school score lower on standardized
achievement tests more likely to have struggles in receptive
& expressive language suspended & expelled more often more frequently placed in special
education
Impact of Trauma on the Child
Cognitive/academicPhysicalEmotionalSpiritualDevelopmental
Impact on Relationships
Relationships are developed through the emotional bond between the child & primary caregiver. It is through this relationship we learn to: Regulate emotions - “self soothe” Develop trust in others Freely explore our environment Understand ourselves & others Understand that we can impact the world
around us
Impact on WorldviewImpact on WorldviewTypical Development vs. Developmental TraumaTypical Development vs. Developmental Trauma
Nurturing & stable Nurturing & stable attachments with attachments with adultsadults
Belief in a predictable Belief in a predictable & benevolent world/ & benevolent world/ generally good things generally good things will happen to mewill happen to me
Feeling of positive Feeling of positive self-worth/others will self-worth/others will see my strengthssee my strengths
Optimism about the Optimism about the futurefuture
Feeling that I can Feeling that I can have a positive have a positive impact on the worldimpact on the world
Basic mistrust of Basic mistrust of adults/inability to depend adults/inability to depend on otherson others
Belief that the world is Belief that the world is an unsafe place/bad an unsafe place/bad things will happen & they things will happen & they are usually my faultare usually my fault
Assumption that others Assumption that others will not like mewill not like me
Fear & pessimism about Fear & pessimism about futurefuture
Feelings of hopelessness Feelings of hopelessness & lack of control& lack of control
Impact on LearningImpact on Learning
Organizing narrative materialOrganizing narrative material Cause & effectCause & effect Taking another's perspectiveTaking another's perspective AttentivenessAttentiveness Regulating emotionsRegulating emotions Executive functioningExecutive functioning Engaging in curriculumEngaging in curriculum
Impact on Classroom BehaviorImpact on Classroom Behavior
Reactivity & impulsivityReactivity & impulsivity AggressionAggression DefianceDefiance WithdrawalWithdrawal PerfectionismPerfectionism
Impact on the BrainImpact on the Brain
If there is danger, the “thinking” brain shuts down, allowing the “doing” brain to act
Traumatized children experience changes in brain structures, neuro-chemistry & genetic expression
Trauma-Sensitive SchoolsTrauma-Sensitive Schools
Trauma-sensitive schools acknowledge Trauma-sensitive schools acknowledge the prevalence of traumatic occurrence the prevalence of traumatic occurrence in students’ lives & create a flexible in students’ lives & create a flexible framework that provides universal framework that provides universal supports, is sensitive to unique needs of supports, is sensitive to unique needs of students, & is mindful of avoiding re-students, & is mindful of avoiding re-traumatization.traumatization.
Steps to Create a Trauma- Sensitive School
1. Engage leadership2. Perform assessment3. Review literature4. Provide training5. Implement classroom
strategies
Step 1: Engage Leadership
Administrative direction & Administrative direction & commitmentcommitment
Priority for school Priority for school improvementimprovement
Necessary resources allocatedNecessary resources allocated Tie into existing, related Tie into existing, related
initiatives (e.g., RtI/PBIS)initiatives (e.g., RtI/PBIS)
Using the PBIS Framework to Support the Learning of Students Affected by Trauma
Tier 3
Tier 2
Tier 1
Tier 1 – Universal strategies & instruction for all students Tier 2 – Additional supports for students with milder symptoms of trauma or in high-risk groups Tier 3 – Intensive & ongoing interventions for students deeply impacted by trauma
* TIC Values & Key Areas apply across all 3 tiers of the PBIS Framework. TIC Values are from Fallot & Harris, Community Connections, www.ccdc1.org
Key Areas *Academics
Assessment & screeningBehavioral supports
Cognitive skillsCommunity partnerships
Crisis prevention & responseEducator capacity
Emotional & physiological regulationEnvironment, culture & climate
LeadershipParent & caregiver involvement
PoliciesRelationships
Social-emotional learning
Trauma-Informed Care (TIC) Values *
Safety
Empowerment
Collaboration
Trust
Choice
Step 2: Assessment
School cultureSchool culture School climate School climate Strengths/needsStrengths/needs
Current programs & strategiesCurrent programs & strategies Gaps in servicesGaps in services
Policy & proceduresPolicy & procedures ResourcesResources
Step 3: Review Literature & Explore Step 3: Review Literature & Explore Model ImplementationModel Implementation
Massachusetts Advocates of ChildrenMassachusetts Advocates of Children http://www.massadvocates.org/order-book.php
Washington State The Heart of Learning and TeachingWashington State The Heart of Learning and Teaching http://www.k12.wa.us/CompassionateSchools/HeartofLearning.aspxhttp://www.k12.wa.us/CompassionateSchools/HeartofLearning.aspx
Creating Sanctuary in Schools by Sandra BloomCreating Sanctuary in Schools by Sandra Bloom http://www.sanctuaryweb.com/PDFs_new/Bloom%20Sanctuary%20in%20the%20Classroom.pdf
Child Trauma Toolkit for Educators Child Trauma Toolkit for Educators http://rems.ed.gov/docs/NCTSN_ChildTraumaToolkitForEducators.pdfhttp://rems.ed.gov/docs/NCTSN_ChildTraumaToolkitForEducators.pdf
Calmer Classrooms: A Guide to Working with Traumatized Calmer Classrooms: A Guide to Working with Traumatized Children Children http://www.ccyp.vic.gov.au/childsafetycommissioner/downloads/calmer_clhttp://www.ccyp.vic.gov.au/childsafetycommissioner/downloads/calmer_classrooms.pdf assrooms.pdf
Making SPACE for Learning: Trauma-Informed Practice in Making SPACE for Learning: Trauma-Informed Practice in Schools Schools http://www.childhood.org.au/~/media/Files/Fundraisinghttp://www.childhood.org.au/~/media/Files/Fundraising%20files/Fundraising%20resource%20files/Making%20space%20for%20files/Fundraising%20resource%20files/Making%20space%20for%20learning%20ACF.ashx%20learning%20ACF.ashx
Visit or consult with schools that are trauma-sensitiveVisit or consult with schools that are trauma-sensitive
Step 4: Provide Staff Training
Today’s In-serviceToday’s In-service
Additional training to encourage…Additional training to encourage… Relationships that enhance learningRelationships that enhance learning
AttentionAttention AffectionAffection AttunementAttunement
Classroom strategies to establish …Classroom strategies to establish … SafetySafety EmpowermentEmpowerment CollaborationCollaboration ChoiceChoice TrustTrust
Understanding the dynamics of interpersonal, Understanding the dynamics of interpersonal, community & historical violencecommunity & historical violence
Step 5: Classroom Strategies to establish SAFETY
Clear & consistent rules Clear & consistent rules
for managing behavior & for managing behavior &
setting limitssetting limits Accommodations to meet Accommodations to meet
individual strengths & needsindividual strengths & needs Predictable structure, relationships, Predictable structure, relationships,
& environment& environment Reduce bullying & harassmentReduce bullying & harassment Use seclusion/restraint only as a last Use seclusion/restraint only as a last
resortresort
Step 5: Classroom Strategies to establish EMPOWERMENT
Embed mental health instruction into curriculum by teaching Coping skillsCoping skills Self-regulation skillsSelf-regulation skills
Provide guided opportunities for meaningful participation
Maintaining high behavioral & academic expectations
Build on strengths Build competency
Step 5: Classroom Strategies to establish COLLABORATION
School StaffSchool Staff Building Consultation Team (BCT)Building Consultation Team (BCT)
Identify triggers (FBA)Identify triggers (FBA) Classroom consultationClassroom consultation
StudentsStudents FamilyFamily
Family educationFamily education Family training & supportFamily training & support
CommunityCommunity Community referralsCommunity referrals Wrap around servicesWrap around services Community partnershipsCommunity partnerships
Step 5: Classroom Strategies to establish CHOICE Adult works with student to create
self-care plan to address triggers Identify triggers Eliminate trigger or create coping
strategies to deal with triggers Collaborative Problem Solving (Collaborative Problem Solving (Lost at Lost at
SchoolSchool - Greene, R.) - Greene, R.) Giving choices & alternativesGiving choices & alternatives
““Comfort zones”Comfort zones” Learn about lower brain interventionsLearn about lower brain interventions Sensory dietsSensory diets Safe & acceptable expression of feelingsSafe & acceptable expression of feelings
Step 5: Classroom Strategies to establish TRUST
Relationship with the educator based on…
Unconditional positive regard for all students
Checking assumptions, observing & questioning
Being a relationship coach
Self Care as an Ethical Obligation
“We can’t teach what we don’t know. We can’t lead where we won’t go.”Malcolm X
“You cannot give away that which you do not have.” Juli AlvaradoCoaching For Life
Progression of Burnout
Compassion↓
Empathy↓
Vicarious/Secondary Trauma↓
Compassion Fatigue↓
Burnout
Cycle of Compassion
Compassion and Empathy
Self Care
Compassion Satisfaction
Next Steps…
What would we like to start doing?
For more information on Creating Trauma-Sensitive Schools
Toolkit http://www.dpi.wi.gov/sspw/mhtrauma.html
Contact Nic Dibble, Education Consultant, School Social Work Services Wisconsin Department of Public Instruction
Sara Daniel, School Based Services Coordinator at St. Aemilian-Lakeside, Inc. [email protected]
Sara provides training & consultation on trauma-sensitive schools & direct service to children & families to support success at school
Christine Dunning University of Wisconsin-Milwaukee [email protected]
Chris provides training, education & consultation on trauma & trauma-sensitive schools
CreditsCredits
Child Trauma Academy (Dr. Bruce Perry) http://childtrauma.org Child Trauma Academy (Dr. Bruce Perry) http://childtrauma.org National Child Traumatic Stress Network http://www.nctsnet.org National Child Traumatic Stress Network http://www.nctsnet.org National Center for Trauma Informed Care National Center for Trauma Informed Care
http://mentalhealth.samhsa.gov/nctic/ http://mentalhealth.samhsa.gov/nctic/ The Emotional BrainThe Emotional Brain, J LeDoux, J LeDoux Affective Neuroscience: The Foundation of Human and Animal Affective Neuroscience: The Foundation of Human and Animal
EmotionsEmotions, J.P. Panksepp, J.P. Panksepp Bessel van der Kolk, http://www.traumacenter.orgBessel van der Kolk, http://www.traumacenter.org Juli Alvarado, http://www.coaching-forlife.com/ Juli Alvarado, http://www.coaching-forlife.com/ Dr. Robert Anda, CDC (ACE Study)Dr. Robert Anda, CDC (ACE Study) Helping Traumatized Children LearnHelping Traumatized Children Learn, Massachusetts Advocates , Massachusetts Advocates
for Children 2005for Children 2005 Understanding Traumatic Stress in Children Bassuk M.D., Ellen Understanding Traumatic Stress in Children Bassuk M.D., Ellen
L.: Konnath LICSW, Kristina, Volk MA., Katherine T.L.: Konnath LICSW, Kristina, Volk MA., Katherine T. The Heart of Learning and Teaching Compassion, Resiliency & The Heart of Learning and Teaching Compassion, Resiliency &
Academic SuccessAcademic Success Wolpow, Ray; Johnson, Mona M.; Hertel, Ron; Kincaid, Susan O. 2009