Trauma Informed Care for Adult Educators and Service Providers JERI GUE SEPTEMBER 2018

Transcription

1 Trauma Informed Care for Adult Educators and Service Providers JERI GUE SEPTEMBER 2018

2 First and Foremost! In the unlikely event of a sudden change in cabin pressure, oxygen compartments will automatically open in the panel above your seat. Please fasten your own oxygen mask before offering assistance to others. 2

3 How do you care for yourself? Poll Everywhere

4 Questions to Address What is trauma? What is trauma informed care? What does this mean for me as an adult educator or service provider?

5 What is Trauma?.. events, that are experienced as physically, emotionally, or socially harmful and threatening, and negatively impact development, health, and/or wellbeing. The most avoided, ignored, belittled denied, misunderstood and untreated, cause of human suffering Peter Levine, MD although it is the source of tremendous distress it is not an ailment or disease, but the byproduct of an instinctively instigated, altered state of consciousness we enter this state, survival mode, when we PERCEIVE that our lives are being threatened. Tracey Post, MSW, LCSW, CST, CCPT

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7 Spectrum of Trauma Acute Trauma: A single time limited event Chronic Trauma: Multiple traumatic exposures and/or events over extended periods of time Complex Trauma: Experiences of multiple traumatic events and the impact of exposure to these events (often occurring within the care giving system) Secondary/Vicarious Trauma: Exposure to the trauma of others by providers, family members, partners or friends in close contact with the traumatized individual Compassion Stress: the stress of helping or wanting to help a trauma survivor Toxic Stress: Adverse experiences that lead to strong, frequent, or prolonged activation of the body s stress response system Trauma and Resilience: An Adolescent Provider Toolkit; Adoescent Health WorkingGroup 2013, traumainformed Oregon.org

8 The Three E s of Trauma Event(s) Direct or indirect exposure to an event, series of events, or circumstances Experience Event is experienced as threatening (physical, psychological, emotional, social), and creates a sense of helplessness, intense emotional pain and distress Effects Exposure overwhelms the individual s capacity to cope and has lasting impacts on functioning (physically, psychologically, emotionally, socially)

9 Adverse Childhood Experiences (ACES) Study 17, 337 Adults were surveyed between Asked 10 questions about childhood exposure to Abuse (physical, sexual, emotional) Neglect (physical, emotional) Household dysfunction (divorce/separation, domestic violence, household substance abuse, household mental illness, criminal behavior of household member) Tracked health outcomes

10 ACE Survey Findings ACEs have a dose-response relationship with many health problems. ACE Survey

11 Children Grow Up It is important to keep in mind that traumatized children may become traumatized adults When childhood trauma is not resolved, individuals may continue to live in a state of fear and helplessness. If a child does not receive successful intervention for trauma, they are more susceptible to long-term effects (as adults). Prolonged (toxic) Stress can become trauma

12 Trauma Vs Stress Trauma is a sudden event that dramatically explodes into our lives and changes the way we perceive the world. A traumatic event is often life-threatening. Examples of traumatic events include terror attacks, natural disasters, abuse, etc. Stress - is a reaction to less dramatic and often daily events that are perceived as threatening such as a job interview, deadlines, finances, or worries related to an ongoing security situation. Positive Tolerable Toxic

13 Good Stress / Bad Stress Stress (factors other than trauma) is a normal part of life. Stress activates the Stress Response System Stress becomes toxic when this system is activated for prolonged periods of time Toxic stress can become traumatic stress

14 What happens when we are stressed? Physical Changes? Behavioral Changes?

15 Anatomy/Physiology 101 Amygdala the emotional brain - controls survival instincts and the fight, flight, freeze Frontal Cortex the thinking brain planning, reasoning, problem solving, memory, learning, and emotional regulation Adrenaline and cortisol are released

16 Toxic stress (and trauma) cause the Stress Response System to remain on high alert. Icon made by Freepik from

17 High Alert High alert is like an alarm going off in your head It is hard to concentrate, listen, pay attention, respond appropriately or learn when the alarm is ringing Ordinary events and situations become escalated when the Stress Response System is on High Alert Reactions/responses become escalated The amygdala is in control, not the frontal cortex Others, however, may shut down and become functionally paralyzed. Trauma Informed Care, Aileen Fink, PhD., 9/23/16

18 How Might Trauma Present Itself? Higher rate of absences Increased drop outs Decreased reading ability Substance abuse Rocking Threats Cursing Quiet/Silent Aggression

19 Trauma Triggers Activate the survival brain, causing an individual to react as though a there and then experience is taking place here and now. Common Triggers include: Unpredictability (e.g. change in routine, pop quiz) Sensory overload Feeling vulnerable or frustrated Confrontation

20 What is Trauma Informed Care?

21 Trauma Informed Care is a strengths-based environment that is based upon the understanding of, and responsiveness to, the impact of trauma. It emphasizes physical, psychological, and emotional safety for both providers and survivors. Instead of asking, What is wrong with this person? Ask instead, What has happened to this person?

22 Am I now.. a therapist and/or a counselor in addition to all my other roles? No.

23 What can we do as service providers to avoid triggering and/or adding to an individual s trauma? First do no harm. Hippocratic Oath

24 A Trauma Informed Approach Recognizes that certain behaviors are related to traumatic experience(s) Shifts from a model that asks, What is wrong with you? to one that asks, What has happened to you? A new question emerges: How can we shift our environment and practices to respond more effectively to your needs?

25 How do we identify students with trauma? We don t. Assume everyone we encounter may have experienced trauma. Ask, What has happened to this person? Instead of, What is wrong with this person?

26 Containment: What if someone self-discloses? Ask yourself: What would I say to a loved one? I am really sorry this happened to you. Is there a connection between what happened then and the problems you are facing now? Offer practical help: remove barriers, facilitate access to resources If he/she gets emotional, don t panic: normalize the reaction- I get why that s so upsetting. Redirect energy to productive activity: Let s see what we can do to move past this. Referrals to other providers as appropriate. Leslie A. Brower, Ph.D, R.N.Project Director, Trauma Informed Approaches

27 What can we do in our classrooms? Self-care! Be a role model for TIC behaviors! Be respectful Be patient Be understanding that those you encounter may have trauma Eye contact Smile! Assume everyone has experienced trauma Create routines Offer choices I would like my teacher to know.. Pleasant greetings go a long way!

28 As a Program Be mindful of your physical environment add color, scents, sound, lighting (favorite piece of art, nature-inspired items, lavender air freshener, cheerful lamp) Create a basket of comfort items Mandala coloring items /m Meaningful poems or images Random acts of kindness! Team Spirit Space for self-care TIP Assessment

29 Trauma and Resilience. How do some individuals move forward after trauma while others struggle to overcome their experiences?

30 Resilience is that ineffable quality that allows some people to be knocked down by life and come back stronger than ever. Rather than letting failure overcome them and drain their resolve, they find a way to rise from the ashes. Psychologists have identified some of the factors that make someone resilient, among them a positive attitude, optimism, the ability to regulate emotions, and the ability to see failure as a form of helpful feedback. Even after misfortune, resilient people are blessed with such an outlook that they are able to change course and soldier on.

31 What Trauma Taught Me About Resilience

32 prepared ready equipped primed pro-active take the initiative upbeat

33 Got it! Self-care ACES Teacher Strategies Program Strategies Be Prepared!

34 This is just the beginning. What are your next steps? How will you implement the check-off list? How will your program become Trauma Informed?

35 Questions? Concerns? Ideas?

36 Thank you!

37 ACE Study Website: Resources ACE Online Questionnaire: Creating Sanctuary in Schools by Sandra Bloom: Trauma Informed Care, Hopper, Bassuk & Olivet 2010, pg.82 University of California, Berkeley: Greater Good: Water Running Video:

38 Resources getrealphilippines.com transgriot.blogspot.com commons.wikimedia.org sunshinereflections.wordpress.com islockphoto.com theodysseyonline.com pursuit.unimelb.edu.au stoneculture.co.uk photoeverywhere.co.uk