Classroom Practices for Stressed Children (part 1)

Transcription

1 Classroom Practices for Stressed Children (part 1) Karen Peterson, Ph.D. Department of Human Development WSU Vancouver Vancouver, WA Starting Strong 7 th Annual Conference August 3-5, 2015 Tacoma, WA Author: Helping Them Heal: How Teachers Can Support Young Children Who Experience Stress and Trauma 2014, Gryphon House.

2 Session Goals Understand the characteristics of stress and trauma on young children Identify the primary components of evidence-based ways positively impact stress effects Present options for classroom practice designed to enhance competence and reduce stresseffects.

3 Definitions.. Stress: Physiological and psychological reaction to excessive stimulation real or perceived Sources Physical: noise; crowding; extremes in temperature; injury; illness; social disorganization Psychological: [threat to well-being (safety/security)] loss; emotional overload; threatening/disorganized behavior; fear Trauma: Events over which an individual has little or no control and has lasting psychological/physical impact

4 Chronic/Toxic Stress The experience of multiple and prolonged, developmentally negative events; most often occur within a child s care-giving system High levels of unpredictability Persistent and multi-sensory Has more long-term, cumulative impact on children.. in most significant form identified as trauma Short and long term (permanent) physical damage with long term adult health implications Chromosomal changes Brain structural and functional changes Physiological reaction patterns

5 Physiology of Stress The body s stress response (cortosol production) directly affects the functioning and structure of brain Stress effects force the areas of the brain focus on survival and adaptation Cerebral cortex (prefrontal and frontal lobes) function reduced resulting in problems with Problems with verbal skills, memory, and problem solving Underdeveloped corpus collosum structure that allows for communication between the Left and Right hemispheres Problems in adaptive flexibility and emotional regulation

6 Perceived Threat Level Low High Adaptive Response Receptive- Ready to learn Vigilance Freeze- Withdrawal Flight- Fight Flight- Fight-Freeze Regulating Brain Region Cortex Cortex- Limbic Limbic-Midbrain Midbrain- Brain Stem Brain Stem Cognition Abstract Concrete Emotional Reactive Reflexive Physical State Calm-Engaged Arousal- Attention Alarm Fear Terror Threat-Arousal System Response Continuum adapted from B. Perry

7 STRESS REACTION PROCESS Stimuli (Stressor) Physiological Response Coping Strategies Internalized & Externalized Behaviors

8 Coping Strategies Physical and psychological options to reduce impact of stressor Not always socially desirable or effective Not always known to the child Sleep/eating disturbances; anxiety/fear Easily habituated behaviors May be both intentional and reflexive/reactive Highly resistant to change without assistance Become additive and cumulative over time More constructive coping options require cognitive flexibility and physical stability

9 Bottom line.. The effects of negative (especially chronic) stress/trauma places children at significant risk for management of behavior and acquisition of learning skills Children cannot de-stress themselves they need adult assistance in learning how to manage the effects of stress AND acquire more effective coping strategies

10 Implications for Intervention Impacts of (chronic) stress CAN be softened, changed, and new skills developed Intentional intervention requires design and implementation of multiple strategies BUILDING COMPETENCE Building connection and affiliation Reducing physiological effects Developing greater self-efficacy (sufficiency)

11 Addressing Stress and Competence Resilience and Competence Sensory Overload Self Efficacy Response Regulation Skill Deficit Environmental Disorganization Connection and Affiliation

12 Connection and Affiliation

13 Supporting Connection and Affiliation 1 Goal: Provide multiple options for children to be connected to the classroom as a community of support, engagement-contribution, and identity (physical and social) Reduce the perception and feelings of isolation, different from, and insecurity about how to belong

14 Supporting Connection and Affiliation1-a Strategies: Attention to consistency in the routines for arrival, dismissal, transitions, caring for personal needs, special occasions Rituals & routines; greeting/separations; attendance Consistent use of print style, location of print information Outside visitors; use images of adults/other children in constructive and diverse settings and behaviors; honored quests Classroom identity blue room, mascot/logo, use of words members, group, community (not family), song/chant; must be respectful! Care for living things

15 Building Connection Environmental Support (1) Space design Priority for private and observation areas; use of natural materials, display of adult & child creations/arrangements Consideration of sensory influences Smell and taste Smell triggers perfume, cigarette smoke; food preparation; need to identify smell and characteristics; use of essential oils Use of food events for positive social interactions; identification of tastes

16 Building Connection Environmental Support (2) Visual Variations in visual input lighting; organization/labeling of materials, areas Sound Sound reduction and cues for specific behaviors; skills in sound identification; use of soothing sound for relaxation repetition Kinesthetic (tactile) Connection with natural materials, traffic patterns, sensory play, use of fidget toys, music and movement in a variety of offerings

17 Regulating Responses

18 Regulating Responses Goal: Increase foundational skills for cognitively-linked selfregulation skills Decrease the impact of stress-induced responses anxiety; restlessness; heightened reactions; hypervigilance; aggression; withdrawal Strategies: Managing Classrooms Routines and physical needs *Self-regulation (regulation is dependent on external environment) Self-management of strong emotional responses *Relaxation (opportunities and techniques) Building personal options for habitual behavior

19 Regulating Responses: Self Management Blending physical actions with management of feelings and responses Sad to happy: sit up tall; 2 breaths; Mona Lisa smile Angry to calm: stop dragon brain (standing); 2 breaths; blow dragon away Scared to safe: whisper to self what is scary; 2 breaths; self hug

20 Regulating Responses: Relaxation and Changing Habitual Behavior Helping children manage (control) body sensations Focused breathing Take in deep breath (tummy goes up ), hold and then release (in for 5 hold for 3 and out for 5) Progressive Muscle Relaxation Begin with head feet; warm air moves down with each breath Thought stopping Visual image of think of Run-stop-shout Controlled body movement

21 Regulating Responses: Relaxation and Changing Habitual Behavior Helping children manage (control) body sensations Focused breathing Take in deep breath (tummy goes up ), hold and then release (in for 5 hold for 3 and out for 5) Progressive Muscle Relaxation Begin with head feet; warm air moves down with each breath Thought stopping Visual image of think of Run-stop-shout Controlled body movement