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8/7/2020
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New England NEA:How to Transform Trauma and Create Healing Communities in Schools
Webinar #4: The Core Capacities to Transform Trauma in Schools: The Healing Community
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© NFI Vermont 2020 [email protected]
Dave Melnick, LICSWDirector of Outpatient Services
Northeastern Family Institute, Vermont (NFI)Fellow and Trainer, ChildTrauma Academy
Beacon House
Transforming Trauma:
The School as a Healing CommunityA workshop and 3-credit graduate course learning opportunity
with Dave Melnick, LICSW
Fall 2020 or Winter/Spring 2021
Many students today arrive at school with unprecedented adversity, due to high rates of traumatic stress, the
current pandemic, social isolation, and inequities. Oftentimes, our traditional methods of relationship building,
discipline, and instruction are falling short for these students, often leaving educators strained, frustrated, and
self-doubting. In this workshop with graduate course option, we will study the harmful effects of trauma on
students and on the workforce, the premises for trauma-informed practices and the core capacities necessary to
successfully address posttraumatic stress. The graduate class will take a more comprehensive look into these
core capacities, with a focus on helping educators transform their mindsets in order to make shifts in their
practice. Finally, we study the central components for building resilience, first for the workforce and then for
students.
For more information, please contact Wendy Cohen at [email protected]
Northeastern Family Institute , Vermont
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What is “trauma-informed?
© NFI Vermont 2020 [email protected]
Trauma –informed
Realize
Recognize
Respond
Reduce
What is “trauma-transformed?
© NFI Vermont 2020 [email protected]
Trauma –transformed
Relational
Realize
Recognize
Respond
Reduce
Reflective
Resilience
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Core Capacities of Trauma-informed Practice
© NFI Vermont 2020 [email protected]
Trauma –informed
Reflective Practice
Reframing
Reducing Stress
Reenactment
Prevention
Effects of Developmental Trauma
© NFI Vermont 2020 [email protected]
#1
Physiology:
Body & Brain
#2
Attachment &
Relationships
#3
Emotion Regulation
#4
Cognition & Learning
#5
Behavioral Control
#6
Dissociation
#7
Self-esteem & Future
Orientation
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Core Capacities of Trauma-informed Practice
© NFI Vermont 2020 [email protected]
Trauma –informed
Reflective Practice
Reframing
Reducing Stress
Reenactment
Prevention
What is Reflective Practice…
© NFI Vermont 2020 [email protected]
“The cure for the pain is in the pain”
Rumi
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Begin Well: Fostering a Facilitative Environment
© NFI Vermont 2020 [email protected]
1. Connections with adults and children
2. Contribution: Opportunities to help others
3. Control
4. Competence
5. Confidence
6. Character
7. Coping Skills
4 Core Capacities to Transform Trauma: Reframing
© NFI Vermont 2020 [email protected]
“Everything can be a ‘that’; everything can be a ‘this’”
~ Chuang Tzu
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4 Core Capacities to Transform Trauma: Reframing
© NFI Vermont 2020 [email protected]
4 Core Capacities to Transform Trauma: Reframing
© NFI Vermont 2020 [email protected]
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4 Core Capacities to Transform Trauma: ReframingWhat it is…
© NFI Vermont 2020 [email protected]
Reframing
1. Seeing the same thing differently
2. Both/And thinking
3. A Shift in mindset and
emotion
4. A means to regulate stress
and neutralize…
5. Change the context, change the interaction, change feeling about child
4 Core Capacities to Transform Trauma: ReframingWhen is reframing necessary
© NFI Vermont 2020 [email protected]
Reframing
1. Behavior is chronic, unremitting and non-responsive
to traditional approaches
2. When we continue to put only a
negative attribute on the behavior
3. When we have lost sight of the
impact of chronic stress
4. Blaming, Complaining,
Shaming becomes dominant impulse
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Video Activity
© NFI Vermont 2020 [email protected]
1. Label/Describe Paul’s mindsets/beliefs about Whitney.
Describe what he believes he is seeing?
2. What are your mindsets/beliefs about Whitney?
What are the reasons Whitney is acting the way she is?
4 Core Capacities to Transform Trauma: Reframing
© NFI Vermont 2020 [email protected]
Misbehavior
• Disrespectful• Argumentative• Avoidance
Stress Behavior
• Devalued, Helpless, Anxious
• Uncertainty, move against
• Move away
Reframing
• Self-protective• Determined, self-agency,
fight response, limit setting• Self-aware, watchful
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4 Core Capacities to Transform Trauma: What you gain..
© NFI Vermont 2020 [email protected]
Reframing
1. Allows things to change form
(metamorphosis)
2. Your belief system shift can shift behavior. See a different
kid!
3. Perspective shift, point of
view 4. proximity
Reframing
© NFI Vermont 2020 [email protected]
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4 Core Capacities to Transform Trauma: Typical Reframes
© NFI Vermont 2020 [email protected]
Oppositional/Defiant/
Resistant
Fight/Flight
Self-agency/ Determined
Stubborn Resolute
Disrespectful Self-protective
problem child Child with challenges
Avoidant/ Lazy/
Unmotivated
Conserving Resources/
Know their limits
Stress Response System: Typical or Average Person
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© NFI Vermont 2020 [email protected]
Low/No Stress
Rest, Restore, Repair
Mild/Moderate Stress
Optimize, MaximizeModerate/High Stress
Overload, ExhaustionToxic Stress
Breakdown
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.
© NFI Vermont 2020 [email protected]
The amount of energy in your body
“The response of the body to any demand made on it (often for change)” (Selye)
“Stress is what arises when something you care about is at stake”, something of value/invested in” (McGonigal)
Low/No Stress
Rest, Restore, Repair
Mild/Moderate Stress
Optimize, MaximizeModerate/High Stress
Overload, ExhaustionToxic Stress
Breakdown
Stress Response System
© NFI Vermont 2020 [email protected]
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Strategies to Regulate Stress: Workforce Well-Being“VAAST”
Four steps to guide your well-being and stress mitigation strategy
1. Values: Stress is related to your values. Clearly identify them.
2. Anticipate and Assess stress states: “If it is predictable it is preventable”. Identify your “hot zones”. Identify your ‘in the moment stress level”
3. Share the load: Stress mitigation is a team sport. Cultivate an inner circle. How does your supervisor and organization/program intentionally help with this?
4. Test it out: feedback helps us to refine and improve Reflective practice. Is this working for me? What other action can I take?
© NFI Vermont 2020 [email protected]
Reflective Practice: Stress Mitigation.
Two essential questions:
1. What is the nature of your relationship with that student?
2. When you are in struggle with them, which of your core values are being violated, challenged
© NFI Vermont 2020 [email protected]
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Strategies to Regulate Stress: Bottom up/ Top Down
© NFI Vermont 2020 [email protected]
Cognitive
(10-20%)
Relational/ Affective
(30-40 %)
Physiological(51%)
Strategies to Regulate Stress: Bottom up/ Top Down
© NFI Vermont 2020 [email protected]
Cognitive
Relational/ Affective
Physiological
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Stress Response System: Typical or Average Person
.
© NFI Vermont 2020 [email protected]
Low/No Stress
Rest, Restore, Repair
Mild/Moderate Stress
Optimize, MaximizeModerate/High Stress
Overload, ExhaustionToxic Stress
Breakdown
Stress Response System: 3. Mild-to-Moderate Stress Confer Great Benefits (Enhancements)
.
© NFI Vermont 2020 [email protected]
Low/No Stress
Rest, Restore, Repair
Mild/Moderate Stress
Optimize, MaximizeModerate/High Stress
Overload, ExhaustionToxic Stress
Breakdown
1. Optimal Performance2. Flexibility, Versatile3. Vigilance4. Accountability/Reflective5. Motivation6. Responsive (esp. to logic
and reason)7. Buoyant8. Relational
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Conditions That Foster Resilience: PRIDE
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© NFI Vermont 2020 [email protected]
Low/No Stress
Rest, Restore, Repair
Mild/Moderate Stress
Optimize, MaximizeModerate/High Stress
Overload, ExhaustionToxic Stress
Breakdown
1. Predictability: Structuree and Routine moderates uncertainty
2. Relational: Safe, Caring , Respectful
3. Identify: Your hot spots and triggers
4. Developmental Stressors: 5. Empathy, validation,
compassion
Stress Response System: 4. Moderate-to-High Stress Can Create Stress-Adapted
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© NFI Vermont 2020 [email protected]
Low/No Stress
Rest, Restore, Repair
Mild/Moderate Stress
Optimize, MaximizeModerate/High Stress
Overload, ExhaustionToxic Stress
Breakdown
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© NFI Vermont 2020 [email protected]
Low/No Stress
Rest, Restore, Repair
Mild/Moderate Stress
Optimize, MaximizeModerate/High Stress
Overload, ExhaustionToxic Stress
Breakdown
Threshold of ToleranceWOT
Bandwidth
Stress Response System
Stress Response System: Resilient Person
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© NFI Vermont 2020 [email protected]
Low/No Stress
Rest, Restore, Repair
Mild/Moderate Stress
Optimize, MaximizeModerate/High Stress
Overload, ExhaustionToxic Stress
Breakdown
Threshold of ToleranceWOT
Bandwidth
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Stress Response System: Stress Adapted or Developmental
Sensitivity.
© NFI Vermont 2020 [email protected]
Low/No Stress
Rest, Restore, Repair
Mild/Moderate Stress
Optimize, MaximizeModerate/High Stress
Overload, ExhaustionToxic Stress
Breakdown
Threshold of ToleranceWOT
Bandwidth
1. “Stress Blindness2. Diminished Capacity to Parent/Blocked Care3. “Closed Brain” rigid cognitively4. Reactivity/short-tempered5. Blame, Complain, Shame6. Self-focused7. Anxious, panicky, detached
© NFI Vermont 2020 [email protected]
Low/No Stress
Rest, Restore, Repair
Mild/Moderate Stress
Optimize, MaximizeModerate/High Stress
Overload, ExhaustionToxic Stress
Breakdown
Stress Response System: Stressed Adults
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Conditions That Create Vulnerability and Sensitivity to Threat
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© NFI Vermont 2020 [email protected]
Low/No Stress
Rest, Restore, Repair
Mild/Moderate Stress
Optimize, MaximizeModerate/High Stress
Overload, ExhaustionToxic Stress
Breakdown
1. Dangerous, Unreliable Caregiving2. Neglectful, Chaotic, Non-responsive3. Unregulated Stress4. Little or no protective factors5. Challenges/Expectations are not
developmentally appropriate6. Authoritarian, cold, commanding
caregiving
Strategies That Build Resilience
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© NFI Vermont 2020 [email protected]
Low/No Stress
Rest, Restore, Repair
Mild/Moderate Stress
Optimize, MaximizeModerate/High Stress
Overload, ExhaustionToxic Stress
Breakdown
Structure, Routine, Rituals, Predictability, TraditionsAddress relational poverty (equity not fairness)Developmentally appropriate exposure to stressors 7 C’s: (Ken Ginsburg, MD)
Connection (enriched relationships)CompetenceContributionControl ConfidenceCharacter/ ConsequencesCoping Skills
“Short moments of action, many times a day”
Name the emotion
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Strategies That Build Resilience
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© NFI Vermont 2020 [email protected]
Low/No Stress
Rest, Restore, Repair
Mild/Moderate Stress
Optimize, MaximizeModerate/High Stress
Overload, ExhaustionToxic Stress
Breakdown
Surprise child’s mistrusting brain by “challenging their expectations of caregiving
behavior” Listen/Lecture & Getting to yes
VCRReframe
Regulate—Relate—ReasonConnect before you correct
Story tell
Stress Response System
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© NFI Vermont 2020 [email protected]
Low/No Stress
Rest, Restore, Repair
Mild/Moderate Stress
Optimize, MaximizeModerate/High Stress
Overload, ExhaustionToxic Stress
Breakdown