What do you know about the children you teach?

Transcription

1 Working with Children from Trauma in Schools Matt Snyder Regional Superintendent of Schools Macon-Piatt ROE #39 Decatur, IL What do you know about the children you teach? 1

2 Students who are LOVED at HOME, come to school to learn, and students who aren t, come to SCHOOL to be LOVED. -Nicholas A. Ferroni Any event that is more overwhelming than which is normally expected. Such an event puts a child in a place of feeling out of control, scared, terrified, worthless, unlovable, or insecure. Child s life becomes one of FEAR and SURVIVAL. 2

3 Physically Abused or Threatened Abandoned Lack of Affection Lack of Love or Care Neglect Belittled Degraded Ridiculed Help for Billy, Heather Forbes Studies have shown stress during pregnancy causes the mother to release cortisol, epinephrine, and norepinephrine into the fetus. Studies have shown that children exposed to increased levels of cortisol in the womb may have trouble paying attention or solving problems later in life. Studies show that stress in the womb can affect a baby s neurobehavioral development. Help for Billy, Heather Forbes 5 min How Trauma Affects the Cognitive Structures of the Brain Secure Attachment Trauma Triggers 3

4 Principles of practice: Young children depend on primary caretakers for brain regulation and development. Brain change is a social process triggered by physical and emotional experience. Physical and emotional experiences are engaged by nonverbal forms of communication, including eye contact, facial expression, tone of voice, posture, touch, intensity and timing or pace. The nonverbal right-brain-to-right-brain process that creates reparatory change requires us as professionals to follow, moment by moment, our physical and emotional experiences in addition to our conscious reflections. Trauma, Attachment, and Stress Disorders: Rethinking and Reworking Developmental Issues A trigger is something that sets off a memory tape or flashback transporting the person back to the event of her/his original trauma. 4

5 Sights Often someone who resembles the abuser or who has similar traits or objects (clothing, hair color, distinctive walk or mannerism) Any situation where someone else is being abused (anything from a raised eyebrow and verbal comment to actual physical abuse) The object that was used to abuse The objects that are associated with or were common in the household where the abuse took place (alcohol, piece of furniture, time of year) Any place or situations where the abuse took place (specific locations in a house, holidays family events, social settings). Sounds Anything that sounds like anger (raised voices, arguments, bangs and thumps, something breaking) Anything that sounds like pain or fear (crying, whispering, screaming) Anything that might have been in the place or situation prior to, during, or after the abuse or reminds her/him of the abuse (sirens, foghorns, music, crickets chirping, car door closing) Anything that resembles sounds that the abuser made (whistling, footsteps, pop top can opening, tone of voice) Words of abuse (curses, labels, put-downs, specific words) Smell Anything that resembles the smell of the abuser (tobacco, alcohol, drugs, after shave, perfume) Any smells that resemble the place or situation where the abuse occurred (food cooking,wood, odors, alcohol) Trauma can be triggered by touch...anything that resembles the abuse or things that occurred prior to or after the abuse Touch Anything that resembles the abuse or things that occurred prior to or after the abuse (certain physical touch, someone standing too close, petting an animal, the way someone approaches) Taste Anything that is related to the abuse, prior to the abuse or after the abuse (certain foods, alcohol, tobacco) Learning the Trauma Triggers Gerry Vassar 5

6 Perpetual extreme levels of stress arousal may lead to: hypervigilance and loss of ability to concentrate altered vision and hearing hyperactivity or dissociation avoidance of potential triggers to trauma altered sleep patterns altered eating patterns compulsive self harm attempts to self medicate with substances (Cairns, K. & Stanway, S., 2004.) Northern Illinois University Center for Child Welfare & Education

7 Continued stress arousal may lead to: headaches digestive disorders respiratory disorders other psychosomatic illnesses muscle tension aching joints clumsiness altered spatial awareness (Cairns, K. & Stanway, S., 2004.) Northern Illinois University Center for Child Welfare & Education Inability to process emotions through language Diminished capacity for empathy Hypersensitivity to trauma in others Diminished range of emotions: terror or rage Diminished aesthetic and spiritual experiences Feelings of worthlessness and shame Traumatic stress takes over core identity (Cairns, K. & Stanway, S., 2004.) Northern Illinois University Center for Child Welfare & Education May become socially isolated or member of deviant peer group due to: Extreme reactions of terror or rage Diminished empathy limits social connectedness Survival mode restricts motivation to be sociable Avoidance restricts capacity to connect to others Diminished language restricts social accountability Traumatic identity leads to persistent victim or aggressor behavior (Cairns, K. & Stanway, S., 2004.) Northern Illinois University Center for Child Welfare & Education

8 Trauma impacts the ability to trust. These children often misread the motivations of others, both children and adults. Trauma produces self-regulation deficiencies. increased tension, irritability, reactivity, and inability to relax increased startle response lack of eye contact sleep and eating disruption fight, flight, freeze response inconsolable or raging, crying, and neediness increased fussiness, separation fears, and clinginess withdrawal/lack of usual responsiveness limp, displays no interest uncharacteristic aggression unusually high anxiety when separated from primary caregivers reduced capacity to feel emotions can appear numb frozen watchfulness avoids, or is alarmed by trauma related reminders, eg. sights, sounds, smells, textures, tastes and physical triggers loss of acquired motor skills avoidance of eye contact arching back/inability to be soothed 8

9 If Not You, WHO? If Not Now, WHEN? T = Tone E = Empathy A = Appropriate C = Consistent H = Healthy Touch Use the T.E.A.C.H. Method 9

10 Reduce Sensory Overload in the Classroom Predictable Structure Consistent Routines Physical Security Planned Transitions and Movement Give Children Time Physical Feedback Keep Expectations Realistic Emphasize the Positive The Out-of Sync Child, Carol Stock Kranowitz, M.A. Relationships Relationships Relationships 10

11 4 min minutes 11

12 Forbes, H. and Post, B. (2009). Beyond Consequences, Logic, and Control: A Love Based Approach to Helping Children with Severe Behaviors. Boulder, CO: Beyond Consequences Institute, LLC. Forbes, H.(2012). Help for Billy: A Beyond Consequences Approach to Helping Children in the Classroom. Boulder, CO: Beyond Consequences Institute, LLC. Kranowitz, C. (2005). The Out-of-Sync Child: Recognizing and Coping with Sensory Processing Disorder. New York: Penguin Press. Purvis, K. (2007). The Connected Child. New York: McGraw Hill. Seigel, D. and Bryson, T. (2012). The Whole Brain Child. New York: Bantam Books. 12

13 Student Name Appearance and Characteristics Behaviors Exhibited Interests and Background Specific times or situations when poor behavior occurs: