Toward a better understanding of new Canadian students experiences of traumatic stress: Creating a welcoming and supportive school environment

Transcription

1 Toward a better understanding of new Canadian students experiences of traumatic stress: Creating a welcoming and supportive school environment Dr. Lindsey Jaber, C.Psych. Psychological Services, Special Education Department

2 Agenda Overview of the Refugee experience pre- and postmigration Discussion of trauma Creating a welcoming and supportive school environment Resources

3 The Refugee Experience Many refugees have experienced trauma while in their country of origin, during displacement from their country of origin, or in the resettlement process

4 While in their country of origin, refugee children may have experienced traumatic events (Fazel & Stein, 2002): Violence (as witnesses, victims, and/or perpetrators) War Lack of food, water, and shelter Physical injuries, infections, and diseases Torture Forced labour Sexual assault Lack of medical care Loss of loved ones Disruption in or lack of access to schooling

5 During displacement, refugee children often face many of the same types of traumatic events that they faced in their country of origin, as well as new experiences such as: Living in refugee camps Separation from family Loss of community Uncertainty about the future Harassment by local authorities Traveling long distances by foot Detention

6 Once resettled in Canada, refugees may face stressors in four major areas: Traumatic Stress Acculturation Stress Resettlement Stress Isolation (Dow, 2011)

7 How do issues concerning refugee children fit into the current educational context? Soon after arrival in Canada, school-aged children and youth enroll in the education system These children have faced many challenges which test their resiliency and ability to survive in their new social, cultural, and physical environments School staff need a good understanding of these students backgrounds and the possible influence of trauma on their learning

8 I was scared of Canada, and then when I came first time here, I couldn t even walk, I was shaking, and then like all I see is my Mom, I never saw my Mom happy and laugh for once, and then she laughed, her first time laughing, and then my Dad was so happy, and then we all cried, and then my Mom said: We re safe now, and then I started learning English (Ayoub, 2014)

9 WHAT IS TRAUMA?

10 Trauma is an emotional response to an horrific event (APA, 2016) What is Trauma? Traumatic events are extraordinary, not because they occur rarely, but rather because they overwhelm the ordinary human adaptations to life. (Herman, 1997)

11 Types of Trauma - Acute Traumatic Events Events that occur at a particular time and place and are usually short-lived Often associated with feelings of terror, horror or helplessness School shootings Terrorist attacks Natural disasters Serious accidents Sudden or violent loss of a loved one Physical or sexual assault

12 Types of Trauma - Chronic Traumatic Situations Exposure to trauma occurs repeatedly over extended period of time Often associated with intense feelings of fear, loss of trust, decreased sense of safety, guilt, and shame Some forms of physical abuse Long-standing sexual abuse Domestic violence Wars and other forms of political violence

13 (Echo, 2017)

14 The impact of trauma may be different depending on age and developmental stage (NCTSN, 2018; SAMHSA, 2016)

15 Childhood Changes in behaviour such as aggression, anger, irritability, withdrawal, and sadness Trouble at school Trouble with peers Fear of separation from parents Fear of something bad happening

16 Adolescence Feelings of guilt, shame, embarrassment, helplessness Changes in worldview Loss of faith in others Problems in relationships including peers, family and teachers Conduct problems

17 Signs & Symptoms of Trauma Trauma can affect: How a student feels How a student thinks How a student behaves A student s relationships A student s body

18 Where I came from [refugee camp] little kids fight, the only way to get food, to have respect, is fight back the only way to protect your property is fight back Refugee Student Experience When I was upset I tried to run away from school because I wanted to go home, I didn t like them [students] making fun at me whenever I tried to tell the teacher I didn t know how to do that, so I wanted to go home (Ayoub, 2014)

19 Post-Traumatic Stress Fight or Flight response Chronic exposure can lead to: Hyperarousal Dissociation (Heller & LaPierre, 2012)

20 Why do People Freeze? The escape when there is no escape (Schore, 2012) When FIGHT/FLIGHT cannot ensure safety, FREEZE is another universal line of defense to ensure survival Advantages of the FREEZE response: Allows us to play dead (deceptive act) and offers a chance of escape Many predators aren t stimulated to attack motionless prey Distracting the predator momentarily allowing others to flee Numbness mechanism for minimizing pain suffered at death (Levine & Fredrick, 1997)

21 Post-Traumatic Stress Children are more susceptible to posttraumatic stress as they are often helpless and incapable of fight or flight Can develop a state of learned helplessness When trauma occurs early in life and is untreated, it affects all subsequent stages of development

22 Creating a welcoming and supportive school environment

23 Until like I was here [in Canada] 4 years, and then I stopped thinking about the teachers gonna hit me, and I m like: Now I know the teachers will not hit me, and I can tell them about my problems The Importance of Compassion and Resilience Sometimes I m just sleeping and I m dreaming about me reading when I was back home [refugee camp], my dream was get food, here [Canada], my dream is learn, learn to read, be capable of stuff, get a job (Ayoub, 2014)

24 1. A pervasive sense of SAFETY Students Need: 2. A sense of BELONGING 3. Experiences of COMPETENCY (Levine & Kline, 2007)

25 Establish safe and caring relationships How Educators can help Engage in active listening Create a predictable, routine-based environment Anticipate changes in routines (e.g., assemblies, lock downs, fire drills) and create a plan to deal with them

26 How Educators can help Recognize and avoid triggers Limit and simplify tasks Allow extensions if necessary Maintain a high level of support

27 How Educators can help Build on strengths Be patient with difficulties in concentration Have a calm and safe place where students can go Set limits

28 Pitfalls Thinking that the student should get over it and move on Acting as if nothing happened

29 Pitfalls Suggest that the student has been experiencing traumatic reactions for long enough Say things like: I know how you feel, It could be worse and You ll be stronger because of this

30 Trauma Informed Schools

31 Attributes of Trauma Sensitive Schools A shared understanding among all staff of how trauma affects students Supports all children to feel safe physically, socially, emotionally, and academically Addresses all areas of need

32 Attributes of Trauma Sensitive Schools Connect students to the school community and provide opportunities to practice newly developing skills Embrace teamwork and share responsibility for all students Leadership and staff anticipate and adapt to the ever-changing needs of students

33 (ECHO, 2017)

34 (Echo, 2017)

35 (The Mehrit Centre, 2018)

36 Resources Local: Newcomer Reception Centre, Multicultual Council of Windsor Partnership between the GECDSB and New Canadian Centre of Excellence Provincial & National: Centre for Addiction and Mental Health Immigrant and Refugee Mental Health Project Caring for Kids new to Canada

37 The School Mental Health Newcomer Resource Group will: Observe and monitor the mental health needs of newcomer students as they transition to our school system Provide a platform for sharing of materials and resources in support of newcomer student mental health and well-being Provide resources that are co-developed across boards and in collaboration with other ministries and settlement services

38 Questions?

39 References American Psychological Association (2016). Trauma. Retrieved from Ayoub, M. (2014). An Investigation of the Challenges Experienced by Somali Refugee Students in Canadian Elementary Schools (Master s Thesis). Retrieved from Scholarship at UWindsor/Electronic Theses and Dissertations: Dow, H. D. (2011). An Overview of Stressors Faced by Immigrants and Refugees: A Guide for Mental Health Practitioners. Home Heal th Care Management & Practice, 23(3), ECHO (2017). Resources. Retrieved from Fazel, M., & Stein, A. (2002). The mental health of refugee children. Archives of Disease in Childhood, 87, Heller, L., & LaPierre, Al. (2012). Healing developmental trauma: How early trauma affects self-regulation, slef-image, and the capacity for relationship. North Atlantic Books: Berkeley, CA. Herman, J. (2015). Trauma and recovery: The aftermath of violence from domestic abuse to political terror. Basic Books: New York, NY. Levine, P.A. & Frederick, A. (1997). Waking the tiger: Healing Trauma. North Atlantic Books. Levine, P.A. & Kline, M. (2007). Trauma Through a child s eyes. Berkley, California: North Atlantic Books. National Child Traumatic Stress Network (2018). Retrieved from Schore, A.N. (2012). The science of the art of psychotherapy. New York, N.Y.: W.W. Norton & Company Inc. Substance Abuse and Mental Health Services Administration (SAMHSA) Types of trauma and violence. Retrieved from The Mehrit Centre (2018). Infographics and visuals. Retrieved from