Trauma-Responsive Practices

Transcription

1 1 Trauma-Responsive Practices Eugenia Argires, MSW Monica Daniels, M.S., MHS Kevin Taylor, M Ed. Nicole Tschopp, LCSW-C Cheryl A. Casciani Chair, Baltimore City Board of School Commissioners June 2018 Dr. Sonja Brookins Santelises CEO, Baltimore City Public Schools

2 Where Are We Headed? 3 ACTION Strategies to promote Connection, Protection, Respect & Redirection 1 BACKGROUND Definition and prevalence of trauma 2 IMPACT Impact of trauma on the brain, learning, memory, emotions and relationships.

3 What is Trauma? Individual trauma results from an event, series of events, or set of circumstances that is experienced by an individual as physically or emotionally harmful or life threatening and that has lasting adverse effects on the individual s functioning and mental, physical, social, emotional, or spiritual well being. Substance Abuse and Mental Health Services Administration (SAMHSA)

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6 Spectrum of Trauma Acute Trauma - Single incident (crime victim, serious accident, natural disaster) Chronic Trauma Repeated, prolonged trauma (domestic violence, abuse, war) Complex Trauma Chronic, interpersonal trauma; varied and multiple traumas; often perpetrated by trusted caregivers Historical/Intergenerational Trauma - cumulative emotional and psychological wounding of an individual or generation caused by a traumatic experience or event. Secondary Traumatic Stress - the emotional duress that results when an individual learns about the firsthand trauma experiences of another.

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8 Toxic Stress can Impact Learning Understanding Trauma: The Learning Brain vs Survival Brain KoqaUANGvpA

9 Toxic Stress Extensive research on the biology of stress now shows that healthy development can be derailed by excessive or prolonged activation of stress response systems in the body and brain. Such toxic stress can have damaging effects on learning, behavior, and health across the lifespan. Center on the Developing Child at Harvard University

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15 Toxic Stress can Impact Learning DIVES/NEGLECT/

16 RLEARNING- TRAUMAINSCHOOLS.PDF

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18 Impact on Affect and Behavioral Modulation Hand Demonstration Video: Upstairs Brain and Downstairs Brain Wise Owl and the Barking Dog

19 Impact on Relationships For traumatized children, experiences of safety and security are rare and as a result, they find it difficult to trust those around them. Traumatized children carry these models of poor connection with them into other relationships, making it difficult for them to feel settled and engaged.

20 Learning LEARNING EMOTIONS IMPACT OF TRAUMA MEMORY RELATIONSHIPS

21 The Good News! Neuroplasticity is a term used to describe capacity to create new neural connections and growing new neurons in response to experience Dan Siegel, 2010

22 The Invisible Backpack Trauma affects how children feel, behave and think. What do you think traumatized students may fill their backpack with: Beliefs about self Beliefs about the future Beliefs about adults who care for them Beliefs about the world

23 Repacking the Invisible Backpack We can repack this backpack with positive experiences and beliefs by implementing strategies that promote the following: Connection Protection Respect Redirection

24 Essentials of Trauma-Responsive Practices CONNECTION PROTECTION RESPECT RE-DIRECTION (Hummer, Crosland & Dollard, 2009)

25 Connection: Classroom Universal Supports Strategy: Relationship-Building Activities Purpose: Building and maintaining healthy and supportive relationships

26 Video: Barry White Jr. Teacher who develops individual greetings for each student. cyfc2r8 26

27 Connection Strategy: Purpose: Building and maintaining healthy and supportive relationships

28 Protection: Classroom Universal Supports Strategy: Relaxation Stations in the classroom Purpose: Promoting emotionally and physically safe environments

29 Protection Strategy: Purpose: Promoting emotionally and physically safe environments

30 Respect: School-Wide Universal Support Strategy: Restorative Practices Circles Purpose: Engaging students and caregivers in choice and collaboration

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32 Respect Strategy: Purpose: Engaging students and caregivers in choice and collaboration

33 Redirection: School-Wide Universal Supports Strategy: Language used in redirection: Be direct and specific and tell them what they should be doing, rather than focuses on what not to do. Purpose: Teaching and reinforcing by encouraging skill-building and competence

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35 Redirection Strategy: Purpose: Teaching and reinforcing by encouraging skill-building and competence

36 Contacts Eugenia Argires, Monica Daniels, Kevin Taylor, Nicole Tschopp, 36