Trauma & Resilience: Implications for Education

Trauma & Resilience: Implications for Education

An Interdisciplinary Conference to Investigate How We Can Better Reach New

York City’s Disconnected Youth through Education and Mental Health

Dr. Caroline S. Clauss-EhlersAssociate Professor of Counseling Psychology

Graduate School of Education, Rutgers UniversityPrivate Practice, New York, New York

An Interdisciplinary Conference to Investigate How We Can Better Reach New

York City’s Disconnected Youth through Education and Mental Health

Dr. Caroline S. Clauss-EhlersAssociate Professor of Counseling Psychology

Graduate School of Education, Rutgers UniversityPrivate Practice, New York, New York

Scenario 1Scenario 1

The Case of AdeliaA high school freshman adjusting

high school life

The Case of AdeliaA high school freshman adjusting

high school life

Scenario 2Scenario 2

The case of MarielisaA high school senior transitioning

to college

The case of MarielisaA high school senior transitioning

to college

Defining TraumaDefining Trauma

Psychiatric trauma -- An experience that is emotionally painful, distressful, or shocking and which may result in lasting mental and physical effects (Medical Dictionary).

Psychiatric trauma -- An experience that is emotionally painful, distressful, or shocking and which may result in lasting mental and physical effects (Medical Dictionary).

Trauma: SymptomsTrauma: Symptoms

Signs of trauma vary and change as a child develops, but trauma symptoms tend to be similar within certain age groups.

Signs of trauma vary and change as a child develops, but trauma symptoms tend to be similar within certain age groups.

Junior and Senior High School Symptoms

Junior and Senior High School Symptoms

Cognitive Problems concentrating, over concern regarding

health Physical

Headaches, vague complaints of pain, development of skin rashes, loss of appetite or overeating

Emotional Depression, anxiety

Behavioral Can’t meet responsibilities, resumes earlier coping

styles, withdraws socially, abuse drugs/alcohol, drop in school performance, sudden changes in attitude/style/relationships

Cognitive Problems concentrating, over concern regarding

health Physical

Headaches, vague complaints of pain, development of skin rashes, loss of appetite or overeating

Emotional Depression, anxiety

Behavioral Can’t meet responsibilities, resumes earlier coping

styles, withdraws socially, abuse drugs/alcohol, drop in school performance, sudden changes in attitude/style/relationships

Factors that Increased PTSD After September 11th

Factors that Increased PTSD After September 11th

Being younger (400% increase) Family member exposed (200%

increase) Female (88%) Prior trauma history (65%) Physical exposure (64%) Identified as Latino/Mixed/Other for

cultural background (22-28%)(Applied Research & Consulting, Columbia University Mailman School of

Public Health & New York State Psychiatric Institute, 2002)

Being younger (400% increase) Family member exposed (200%

increase) Female (88%) Prior trauma history (65%) Physical exposure (64%) Identified as Latino/Mixed/Other for

cultural background (22-28%)(Applied Research & Consulting, Columbia University Mailman School of

Public Health & New York State Psychiatric Institute, 2002)

Relationship Between Factors and School Environment

Relationship Between Factors and School Environment

Youth not going to schoolLatino parents fearful of sending

their children to schoolResponsibilities increased in

response to traumatic experience

Youth not going to schoolLatino parents fearful of sending

their children to schoolResponsibilities increased in

response to traumatic experience

Cultural Implications of Trauma

Cultural Implications of Trauma

Self-blame, gender roles & interpretation of the event (i.e., Latina woman felt she could have prevented the event, wife’s job to sacrifice)

Stigma (i.e., seeking psychological help is only for a “una loca”)

Religious persecution (i.e.,Muslims threatened) Police presence (i.e.,unintentional re-traumatization) Number of sessions limited (i.e., only 3 per family

against cultural value personalismo)

Self-blame, gender roles & interpretation of the event (i.e., Latina woman felt she could have prevented the event, wife’s job to sacrifice)

Stigma (i.e., seeking psychological help is only for a “una loca”)

Religious persecution (i.e.,Muslims threatened) Police presence (i.e.,unintentional re-traumatization) Number of sessions limited (i.e., only 3 per family

against cultural value personalismo)

Resilience to TraumaResilience to Trauma

“Process, capacity or outcome of successful adaptation despite challenges or threatening circumstances” (Masten, Best & Garmezy, 1990, p. 426)

Children develop resilience to traumatic situations in a variety of ways, but support from the family, community and school system can help the child build resilience

“Process, capacity or outcome of successful adaptation despite challenges or threatening circumstances” (Masten, Best & Garmezy, 1990, p. 426)

Children develop resilience to traumatic situations in a variety of ways, but support from the family, community and school system can help the child build resilience

Moving Towards Resilience: Culturally Inclusive Responses to Trauma

Moving Towards Resilience: Culturally Inclusive Responses to Trauma

Cultural Framework Search for the meaning of suffering and

pain in relation to the culture Search for the meaning of death/life in the

culture Traditions may help survivors feel re-

connected

(Clauss-Ehlers, C.S., Acosta, O., & Weist, M.D. (2004). Responses to terrorism: The voices of two communities speak out. In C.S. Clauss-Ehlers & M.D. Weist (Eds.), Community planning to foster resilience in children (pp. 143-159). New York, NY: Kluwer Academic Publishers.)

Cultural Framework Search for the meaning of suffering and

pain in relation to the culture Search for the meaning of death/life in the

culture Traditions may help survivors feel re-

connected

(Clauss-Ehlers, C.S., Acosta, O., & Weist, M.D. (2004). Responses to terrorism: The voices of two communities speak out. In C.S. Clauss-Ehlers & M.D. Weist (Eds.), Community planning to foster resilience in children (pp. 143-159). New York, NY: Kluwer Academic Publishers.)

Moving Towards Resilience: Cultural Inclusive Responses to Trauma

Moving Towards Resilience: Cultural Inclusive Responses to Trauma

Practical Problems Deal with the immediate problems that the

individual is having difficultly handling Build Trust Assist with financial resources Help survivors focus on something tangible

that they can accomplish over the next few days

Practical Problems Deal with the immediate problems that the

individual is having difficultly handling Build Trust Assist with financial resources Help survivors focus on something tangible

that they can accomplish over the next few days

Moving Towards Resilience: Cultural Inclusive Responses to Trauma

Moving Towards Resilience: Cultural Inclusive Responses to Trauma

Specific Cross- Cultural InterventionsReduce isolationRelaxation techniques/MeditationEducation about crisis in culturally

relevant termsCommunity techniques

Eye contact, pace of conversation, body language

Specific Cross- Cultural InterventionsReduce isolationRelaxation techniques/MeditationEducation about crisis in culturally

relevant termsCommunity techniques

Eye contact, pace of conversation, body language

Junior and Senior High School Interventions

Junior and Senior High School Interventions

Provide extra consideration and attention Be available to listen but don’t force students

to discuss experiences Encourage discussion of trauma experiences

among peers Promote involvement with community

recovery work Encourage participation in physical activities Encourage resumption of a regular routine

Provide extra consideration and attention Be available to listen but don’t force students

to discuss experiences Encourage discussion of trauma experiences

among peers Promote involvement with community

recovery work Encourage participation in physical activities Encourage resumption of a regular routine

Influences on Educational Resilience

Influences on Educational Resilience

Classroom Practices 53.3

Home & Community 51.4

Curriculum Design & Delivery

47.2

School-wide Practices & Policies

45.1

State & District Policies (Wang, M et al. Fostering Educational Resilience in Inner-City Schools, 1997)

34.5

Importance of Classroom Practices

Importance of Classroom Practices

Classroom practices Set high standards for all students, lots of

student/teacher interaction, maintain a high level of student engagement, and tailor instruction to the needs of students, create a high achievement classroom setting

Teacher Concern, expectations & role modeling to reduce

academic failure Close teacher/student relationships can reduce

stress and provide support

Classroom practices Set high standards for all students, lots of

student/teacher interaction, maintain a high level of student engagement, and tailor instruction to the needs of students, create a high achievement classroom setting

Teacher Concern, expectations & role modeling to reduce

academic failure Close teacher/student relationships can reduce

stress and provide support

Importance of the FamilyImportance of the Family Despite limited resources and severe hardship,

home environment provides support and resources

Positive factors: positive parent/child relationship(s), family cohesion, assigned chores, responsibilities for the family’s well-being

School attendance & achievement positively influenced by parents who monitor television viewing, read to young children on a daily basis, and express high expectations for academic success

Despite limited resources and severe hardship, home environment provides support and resources

Positive factors: positive parent/child relationship(s), family cohesion, assigned chores, responsibilities for the family’s well-being

School attendance & achievement positively influenced by parents who monitor television viewing, read to young children on a daily basis, and express high expectations for academic success

Importance of CurriculumImportance of Curriculum

Research suggests that the average remedial education program often adds to children’s learning problems

Need learning activities and materials that promote higher levels of thinking and are responsive to student diversity Enhance students’ motivation and promotes

educational resilience

Research suggests that the average remedial education program often adds to children’s learning problems

Need learning activities and materials that promote higher levels of thinking and are responsive to student diversity Enhance students’ motivation and promotes

educational resilience

Importance of CommunityImportance of Community

Communities that promote high moral & academic expectations help foster resilience

Social support helps to increase opportunities for children to develop new interests and skills

Communities that promote high moral & academic expectations help foster resilience

Social support helps to increase opportunities for children to develop new interests and skills

Educational Opportunity Fund Research on College Age Transitions:

A Model for Other States

Educational Opportunity Fund Research on College Age Transitions:

A Model for Other States Educational Opportunity Fund (EOF) programs were

developed in New Jersey to provide access to higher education for financially disadvantaged students who are first- and second- generation college attendees First-generation means neither guardian earned a

baccalaureate degree Second-generation means guardians earned at least one

baccalaureate degree Students must pass this 6-week program in order to

gain admissions to a 4-year college institution

(Clauss-Ehlers, C.S., & Wibrowski, C. (2007). Building resilience and social support: The effects of an educational opportunity fund academic program among first- and second-generation college students. Journal of College Student Development, 24(5), 574-584.)

Educational Opportunity Fund (EOF) programs were developed in New Jersey to provide access to higher education for financially disadvantaged students who are first- and second- generation college attendees First-generation means neither guardian earned a

baccalaureate degree Second-generation means guardians earned at least one

baccalaureate degree Students must pass this 6-week program in order to

gain admissions to a 4-year college institution

(Clauss-Ehlers, C.S., & Wibrowski, C. (2007). Building resilience and social support: The effects of an educational opportunity fund academic program among first- and second-generation college students. Journal of College Student Development, 24(5), 574-584.)

EOF Program InterventionEOF Program Intervention

6-week institute that met 5 days a week for approx. 7.5 hours a day

Supportive components Each student assigned an EOF counselor Counseling on personal and academic issues

Academic components Introduction to college English & math, a

science course in biology or geology, a course on strategies for academic success, public speaking course

6-week institute that met 5 days a week for approx. 7.5 hours a day

Supportive components Each student assigned an EOF counselor Counseling on personal and academic issues

Academic components Introduction to college English & math, a

science course in biology or geology, a course on strategies for academic success, public speaking course

Positive Effects of EOF Positive Effects of EOF

Results indicate that the summer EOF academic institute was associated with significant increases in resilience and participant’s sense of social support from program staff and peers

Results indicate that the summer EOF academic institute was associated with significant increases in resilience and participant’s sense of social support from program staff and peers

ImportanceImportance

If educators and psychologists gain greater understanding of the processes that promote resilience in youth, they will be in a better position to support strengths and coping among all our children

If educators and psychologists gain greater understanding of the processes that promote resilience in youth, they will be in a better position to support strengths and coping among all our children

Q & AQ & A