trauma-informed care: empowering students to excel by meeting their needs holistically abe summer...
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TRAUMA-INFORMED CARE: Empowering students to excel by meeting their needs holistically
ABE Summer InstituteAugust 21, 2014
Rachel Johnson, Education Program Manager
Stephanie Spandl, Social Services Program Manager
HOW WE DEFINE OURSELVES TODAY:
MORE is a multicultural community-based organization, and our mission is to empower people of many races, cultures, and ethnic backgrounds to live and work in peace.
HOW WE GOT THERE:
Founded in the mid-1980sMcDonough Homes Public Housing Site, St. Paul
Sister Kathleen Spencer, SSNDApproach: Being with people in community rather than imposing programs
MORE’S NAME:
A self-initiated women’s support group stated that they collectively needed:
more dignitymore opportunitiesmore jobsmore money more self-respect
ACCOMPLISHING OUR MISSION:
MORE’s programs offer community members an opportunity to:
Empower themselves to increase their capacity to meet the needs of their families and to take an active role in their community
ACCOMPLISHING OUR MISSION:
Three major component program areas support meeting our mission: Basic NeedsEducationSocial Services /
Mental Health
WHY MORE?
"MORE is uniquely situated as an organization serving refugees in that, in addition to the excellent work offered by its well-trained and dedicated staff members and volunteers, it has effectively eliminated two key barriers between providers and users of services. Those barriers are ones of accessibility and trust. MORE is physically located in communities of need and it has a well-established and solid reputation among those communities." •(Licensed Social Worker/Manager at the Center for Victims of Torture in a Letter of Support for MORE.)
WHY TRAUMA-INFORMED CARE?
In the general population, 61% of men and 51% of women reported exposure to at least one lifetime traumatic event, with the majority reporting more than one traumatic event (Kessler, et al, 1995)
FOUR CASE STUDIES
• A: Female, native speaker of English, early 40s
• B: Male, non-native speaker of English, late 50s
• C: Female, non-native speaker of English, mid 20s
• D: Female, native speaker of English, late 20s
WHAT IS TRAUMA?
“An event, series of events, or set of circumstances that is experienced by an individual as physically or emotionally harmful or threatening and that has lasting adverse effects on the individual’s functioning and physical, social emotional or spiritual well-being. (SAMHSA website, 6/2013)“Overwhelming emotion and a feeling of utter helplessness.” (SIDRAN Institute, website, 6/2013) Extreme stress that overwhelms the person’s capacity to cope (DSM IV-TR)
WHAT IS TRAUMA-INFORMED CARE?
An appreciation for the high prevalence of traumatic experiences in particular populations (i.e. refugees)
A thorough understanding of the profound neurological, biological, psychological and social effects of trauma and violence on the individual (Jennings, 2004)
A new perspective where those providing the support shift from asking “What is wrong with you?” to “What happened to you?”
A collaborative approach where healing is led by the program participant and supported by the service provider. CHOICE is key.
Impacts all aspects of an organization.
WHY TRAUMA INFORMED CARE?
General population trauma: 61% of men, 51% of women.100% of refugees/asylees exposed to trauma, generally repeated and severe
Other immigrants face traumas experienced in general population as well as cultural adjustment stressors.
Undocumented immigrants face the trauma of dangerous border crossings and constant fear of deportation.
Secondary trauma to organization’s staffWe might unintentionally cause harm by practices, policies and activities that are insensitive to the needs of our clients. Re-traumatizing someone unintentionally is a real possibility.
TYPES OF TRAUMA
Natural Disasters Accidents and technological disasters
car/plane crashes, chemical spills, gas leak explosions, fire
Criminal Violence -- rape, robbery, homicide, assault
Domestic Violence/Child abuse and neglectWar/torture/political or religious persecution
Effects of trauma are more severe if human-caused, repetitive, and/or experienced in childhood
What types of trauma do you think ABE/ESL students have experienced?
EFFECTS OF TRAUMA SOMATIC EXPERIENCING INSTITUTE
EFFECTS OF TRAUMA SOMATIC EXPERIENCING
INSTITUTEFight/Flight
Freeze/dissociation
•All aspects of functioning change•Frontal cortex turns off
EFFECTS OF TRAUMAIntrusive/recurrent
thoughts
Nightmares
Difficulty with sleep
Flashbacks
Distressful reminders
Emotional numbing
Feeling detached or
withdrawn from people
Less interest in daily
activities
DSM IV-TR
Irritability
Loss of Concentration
Hyper-vigilance, feeling on
guard
Exaggerated startle
response/jumpy
Feeling exhausted
Body pain
Dissociation
Blaming yourself
Feeling guilty for having
survivedHarvard Trauma questionnaire
EFFECTS ON LEARNINGTRAUMA CHANGES THE BRAIN
Capacity to acquire new cognitive information and
retrieve stored information – learning and memory – is
diminished
Trauma during brain development in childhood as well
as chronic/repeated trauma in adulthood change brain
patterns.
Stress response neural systems become chronically
overactive and hypersensitive even when environment
be relatively safe.
When afraid and hypervigilant, all non-critical info is
tuned out.Perry, B. D. (Summer, 2006). Fear and Learning: Trauma-Related Factors in the Adult Education Process. New Directions for Adult and Continuing Education, 110, 21 -27. DOI: 10.1002/ace.215
EFFECTS ON LEARNINGTRAUMA CHANGES THE BRAINMore anxious, less capable of concentrating
More attentive to nonverbal cues such as tone of voice, body
posture, and facial expressions. Such cues may be
misinterpreted due to hypervigilance.
Difficulty maintaining self-esteem - may feel overwhelmed,
helpless, inept, “stupid.”
Difficulty risk-taking, including classroom activities – fear
inhibits curiosity and exploration.
May dissociate, “zone out”Perry, B. D. (Summer, 2006). Fear and Learning: Trauma-Related Factors in the Adult Education Process. New Directions for Adult and Continuing Education, 110, 21 -27. DOI: 10.1002/ace.215
FOUR CASE STUDIES
• A: Female, native speaker of English, early 40s
• B: Male, non-native speaker of English, late 50s
• C: Female, non-native speaker of English, mid 20s
• D: Female, native speaker of English, late 20s
WHAT DOES THIS MEAN FOR YOUR PROGRAM?An educator “can create safety by making the learning environment more familiar, structured, and predictable.”
“Predictability is created by consistent behavior. This implies not rigidity but rather consistency of interaction.”
“The invisible yet powerful web of relationships that effective educators create between themselves and learners, and between and among learners, is crucial to an optimal learning environment.”
Perry, B. D. (Summer, 2006). Fear and Learning: Trauma-Related Factors in the Adult Education Process. New Directions for Adult and Continuing Education, 110, 21 -27. DOI: 10.1002/ace.215
WHAT DOES THIS MEAN FOR YOUR PROGRAM?How can educators support self regulation in the classroom?•Deep breathing
WHAT DOES THIS MEAN FOR YOUR PROGRAM? Relationships
What HurtsInteractions that are
humiliating, harsh, impersonal, disrespectful, critical, demanding, judgmental
National Council for Community Behavioral Health Carewww.TheNationalCouncil.org
What HelpsInteractions that
express kindness, patience, reassurance, calm, acceptance and listening
Frequent use of words like “please” and “thank you”
WHAT DOES THIS MEAN FOR YOUR PROGRAM?Physical Environment
What HurtsCongested areas that
are noisyPoor signage that is
confusingUncomfortable
furnitureSeparate bathroomsCold/non-inviting colors
and décor
www.TheNationalCouncil.org
What HelpsAreas that are
comfortable and calmingPrivacy when neededFurniture is clean and
comfortableNo “wrong door”
philosophy. We are all here to help
Integrated bathroomsWarm décor that
displays a positive, hopeful message
WHAT DOES THIS MEAN FOR YOUR PROGRAM?Policies and Procedures
What HurtsRules that always seem
to be brokenFocus on organizational
needs rather than client needs.
Documentation with minimal involvement of clients
Many hoops to go through before a participant’s needs are met.
Language and cultural barriers
www.TheNationalCouncil.org
What HelpsSensible & fair rules that
are clearly explained (focus on what you CAN DO more than on what you CAN’T DO)
Transparency in documentation and service planning
Materials and communication in the person’s language
Continually seeking feedback from participants
WHAT DOES THIS MEAN FOR YOUR PROGRAM?Attitudes and Beliefs
What HurtsAsking questions that convey “there is something wrong with the person.”Regarding a person’s difficulties only as symptoms of a mental health, substance use or medical problem
www.TheNationalCouncil.org
What HelpsAsking questions for the purpose of understanding what harmful events may contribute to current problems.Recognizing that symptoms may be a person’s way of coping with trauma or are adaptations.
WHAT DOES THIS MEAN FOR MY SCHOOL?
Think about each of the categories: What changes could you make in each area to meet student needs?
Relationships
Physical Environment
Policies and Procedures
Attitudes and Beliefs
[email protected]@MORE-EMPOWERMENT.ORG