Taking a Trauma-Sensitive Approach with Students and Families

Transcription

1 Taking a Trauma-Sensitive Approach with Students and Families Presented by the New York State Technical and Education Assistance Center for Homeless Students (NYS-TEACHS) with guest presenters: Jay Roscup and Irene Interlichia, North Rose-Wolcott Consortium

2 About Us NYS-TEACHS New York State Technical and Education Assistance Center for Homeless Students Funded by the New York State Education Department and housed at Advocates for Children of New York Provides technical assistance on homeless education issues. Our core services include: Hotline ( ) Website of Resources ( Webinars, Annual Workshops, and On-Site Trainings Outreach Materials NYS-TEACHS - (800)

3 Purpose Participants will: Understand the connection between homelessness, trauma, and school success Understand the definition of trauma and its impact on a person s body and behavior Become familiar with the concept of trauma-sensitivity Learn how a trauma-sensitive approach is playing out in a local school district (guest presenters)

4 What do we already know? Fewer than 10% of children and youth have experienced chronic stress or trauma. A. True B. False 4

5 What do we already know? Students who have experienced chronic stress and/or trauma often act-out for no reason. A. True B. False 5

6 What do we already know? A stable relationship with an adult at school can help a student cope with the negative effects of trauma. A. True B. False 6

7 What do we already know? Research has shown that zero tolerance policies combined with high expectations allow students to thrive, especially those with histories of adverse childhood experiences. A. True B. False 7

8 Purpose Participants will: Understand the connection between homelessness, trauma, and school success Understand the definition of trauma and its impact on a person s body and behavior Become familiar with the concept of trauma-sensitivity Learn how a trauma-sensitive approach is playing out in a local school district

9 Number of Students Experiencing Homelessness Has Increased Each Year 160, , , , , , , ,000 80,000 86,715 90,506 65,921 67,221 98,174 69,545 77,915 83,413 81,783 99,196 Overall NYC (excl. charters) ROS (excl. charters) Charters 60,000 40,000 20,000-34,382 26,765 29,143 29,428 31,694 19,685 21,156 1,109 2,129 1,864 2,858 4,006 5,162 6, NYS-TEACHS - (800) SIRS data, unduplicated 9

10 Outcomes for Students in Temporary Housing School transfers are associated with: Negative Academic Outcomes: Lower test scores More likely to repeat a grade Higher drop-out rate Negative Social/Emotional Outcomes: Loss of supportive relationships Decreased engagement (high absenteeism) Increase in negative behaviors and disciplinary actions NYS-TEACHS - (800)

11 Purpose Participants will: Understand the connection between homelessness, trauma, and school success Understand the definition of trauma and its impact on a person s body and behavior Become familiar with the concept of trauma-sensitivity Learn how a trauma-sensitive approach is playing out in a local school district

12 Chronic Stress, Trauma, and School Success STRESS & TRAUMA STRESS & TRAUMA Competition for energy and attention UNSTABLE HOUSING Less available to learn and potentially more behavior challenges NYS-TEACHS - (800)

13 When Stress Becomes Trauma Everyone experiences stress. It is the level, frequency, and duration of stress that impacts a person s ability to develop and function normally. Positive Stress Tolerable Stress Trauma is more than a negative or stressful experience. Toxic Stress It encompasses feelings of helplessness and terror that can have a severe and long-lasting impact.

14 The Prevalence of Chronic Stress and Trauma ACEs STUDY: Adverse Childhood Experiences (ACEs) are chronically stressful or traumatic experiences including abuse, neglect, and/or family dysfunction. Adverse Childhood Experiences = Challenges in Adulthood 25% of children experience at least one traumatic event by age 4. NYS-TEACHS - (800)

15 The Impact of Chronic Stress and Trauma The symptoms are: Physical Emotional My world isn t safe. I see threats everywhere. I am not valuable and can t trust anyone. School stability is important! School can offer the safety, stability, and positive relationships that children need to reduce the negative impacts of chronic stress and trauma and help them become more available to learn. NYS-TEACHS - (800)

16 What is happening beneath the surface? o Increased adrenaline (hormones) o Faster heart beat o Higher blood pressure Elevated Healthy Nervous System Normal Flooded Traumatized Nervous System NYS-TEACHS - (800)

17 What triggers a fight, flight, freeze response? TRIGGERS (Threat-cue): Reactions don t happen for no reason. Something has set off that reaction such as: TRIGGER WARNINGS: There are often signs of distress that may signal the proximity of a trigger including: Not being listened to or tone of voice Loud noises or yelling A certain smell People being too close Perceived invasion of privacy (e.g. locker check) Restlessness/Agitation/Pacing Shortness of breath / pounding heart Clenching teeth or fists Hand wringing Bouncing legs Shaking Criticism (even constructive) Crying Time of day or year Particular activities e.g. drawing a picture of your house) NYS-TEACHS - (800) Giggling at inappropriate times Singing or yelling Eating food excessively fast Rocking Swearing / Aggressive language 17

18 Purpose Participants will: Understand the connection between homelessness, trauma, and school success Understand the definition of trauma and its impact on a person s body and behavior Become familiar with the concept of trauma-sensitivity Learn how a trauma-sensitive approach is playing out in a local school district

19 Addressing the Impact of Trauma through Sensitivity Trauma Therapy Licensed clinical mental health professional VS. Trauma Sensitivity Educators, district staff, and other individuals with varied mental health training (or none at all!) Intervention occurs in a therapist/counselor s office, usually in 1:1 or small group sessions Focus is on treating the symptoms of trauma (e.g. depression, anxiety disorders, PTSD, etc.) Focus is THINKING AND RESPONDING DIFFERENTLY to a student/family s reactions and behaviors Trauma-sensitive practices occur in the classroom enrollment office, bus, cafeteria, etc. NYS-TEACHS - (800)

20 WHAT DOES A TRAUMA-SENSITIVE APPROACH LOOK LIKE? NYS-TEACHS - (800)

21 Trauma-Sensitive Supports 3 Essential Elements of a Trauma-Sensitive Approach Addresses the feelings of helplessness and terror associated with trauma. 1. Safe and Supportive Environment 2. Secure Attachment to a Nurturing Adult Addresses the feelings of isolation, blame, distrust, shame, etc. associated with trauma Addresses the flooded nervous system and lack of coping and self-soothing skills associated with trauma. 3. Opportunities to Strengthen Non-Cognitive Skills NYS-TEACHS - (800)

22 Trauma-Sensitivity with Students Stress and trauma can make a student feel overwhelmed, unsafe, and unavailable to learn. But, if the student has access to 3 key supports then he/she will feel safer, more resilient, and more available to learn. STRESS & TRAUMA 1. A safe and supportive environment SCHOOL SUCCESS 2. Secure attachment to a nurturing adult 3. An opportunity to strengthen non-cognitive skills NYS-TEACHS - (800)

23 Resources o Matrix of School Success Framework Strategies o Navigating Difficult Conversations **Many more resources from NYS-TEACHS as well as external organizations are available on our website**

24 Purpose Participants will: Understand the connection between homelessness, trauma, and school success Understand the definition of trauma and its impact on a person s body and behavior Become familiar with the concept of trauma-sensitivity Learn how a trauma-sensitive approach is playing out in a local school district

25 Guest Presenters: Jay Roscup and Irene Interlichia North Rose-Wolcott Consortium includes several rural districts: North Rose-Wolcott Clyde-Savannah Lyons Newark Sodus 25

26 Review/Summary Exposure to chronic stress and trauma can negatively impact a child s ability to learn and affect them into adulthood. This is important given that nearly 2/3 of adults have experienced at least one adverse childhood experience (a.k.a. traumatic event). Using a trauma-sensitive approach can help counteract some of the negative effects of exposure to chronic stress and trauma for both students and adults. A trauma-sensitive approach can be used by anyone. It is about thinking and responding differently. You don t have to be a clinician or mental health professional. The three elements of a trauma-sensitive approach are 1) creating a safe and supportive environment, 2) fostering secure attachments and 3) strengthening non-cognitive skills

27 Next Steps Upon returning to your work-day activities: Familiarize yourself with both the School Success Framework Matrix and Navigating Difficult Conversations Tip Sheet (hint: print them out and have it posted near your work space) Use at least one strategy during each interaction with a student/family in temporary housing (hint: if you are going into a stressful or potentially frustrating situation, try to identify a few strategies beforehand) Facilitate knowledge building among others (hint(s): demonstrate through your own actions; insert trauma-sensitive language into advice you may give colleagues; provide a trauma-sensitivity training)

28 NYS-TEACHS Website: NYS-TEACHS - (800)