Children of Trauma - What Educators Need to Know
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Children with a history of trauma face unique challenges at school. This presentation provides a brief overview of issues and potential solutions. Note that images may be copyright protected. Links to IStockPhoto are included if you would like to purchase the photos for your own use.
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Children of Trauma - What Educators Need to Know
- 1. iStock_000010132889XSmall What Educators Need to Know copyright Attachment and Integration Methods, Inc., 2012
- 2. Any stressful experience that is ◦ Prolonged ◦ Overwhelming ◦ Unpredictable Where the victim’s response is ◦ Intense fear ◦ Helplessness ◦ Horror
- 3. Subjective experience Extreme stress Overwhelms an individual’s ability to cope Giller, 1999
- 4. By conservative estimates, about 40 percent of American children will have at least one potentially traumatizing experience by age eighteen. The Boy Who was Raised as a Dog Bruce D. Perry, M.D., Ph.D. and Maia Szalavitz
- 5. 11% emotionally abused 30% physically abused 20% sexually abused 13% witnessed mothers being battered 23.5% exposed to family alcohol abuse 18.8% exposed to family mental illness 4.9% exposed to family drug abuse Adverse Childhood Experiences study by Kaiser Permanente & CDC
- 6. 63% reported 1or more ACEs; 32% reported 3 or more ACEs Adverse Childhood Experiences study by Kaiser Permanente & CDC
- 7. Emotional, physical, or sexual abuse Neglect Spousal abuse Parental substance abuse Parental mental health issues Family member in jail Parents separated or divorced
- 8. Abandonment Separation from or unavailability of the primary caregiver Foster care Adoption (even at birth) Prenatal stress, chemical affronts, poor nutrition Medical trauma
- 9. Substance abuse, smoking Multiple sexual partners, unintended pregnancies, STDs Risk for intimate partner violence Suicide attempts Depression Obesity
- 10. Heart disease (COPD and IHD) Liver disease Fetal death
- 12. Early Death Disease, Disability, & Social Problems Adoption of Healthrisk Behaviors Social, Emotional & Cognitive Impairment Adverse Childhood Experiences ACESTUDY.ORG
- 15. Interferes with normal development May affect sensory processing Affects capacity for emotional regulation Interferes with attachment (and future relationships) Leads to shame and poor self-esteem Leads to maladaptive coping
- 16. Interferes with normal development Foundational steps missed Development is SEQUENTIAL, so… Later development also suffers copyright Attachment and Integration Methods, Inc., 2012
- 17. Sequential (Primitive complex) Characterized by “sensitive” or peak periods (the “right” time) Use-dependent (states traits by repetition)
- 20. The brain is always comparing current incoming patterns with previously stored templates and associations. This matching process takes place initially in the lowest, simplest parts of the brain. Does this incoming data potentially suggest danger? Our default is set at suspicion, not acceptance. Bruce Perry The Boy Who was Raised as a Dog
- 24. State of stress Thinking is distorted Time sense is distorted Short-term memory suppressed Regress to younger emotional age Regress to lower level brain functions copyright Attachment and Integration Methods, Inc., 2012
- 25. Hyperarousal - Fight/Flight Hypoarousal or Dissociation -Freeze or Surrender copyright Attachment and Integration Methods, Inc., 2012
- 26. Hyperactivity; movement; won’t sit still Tension, irritability, and impatience Anger outbursts and aggression Reactivity, defiance, impulsivity Hypervigilance Exaggerated startle response Chatter copyright Attachment and Integration Methods, Inc., 2012
- 27. Daydreams, spaces out, sleeps in class Forgets assignments & material previously mastered Unmotivated, lazy Not processing material just read Self-soothing behaviors copyright Attachment and Integration Methods, Inc., 2012
- 28. Hyperfocus Blocks memory or awareness of an event or activity but maintains some level of functioning for other activities copyright Attachment and Integration Methods, Inc., 2012
- 29. Inattention or a voluntary shift in attention Willful matters of choice Within the individual’s control copyright Attachment and Integration Methods, Inc., 2012
- 30. Explicit (Declarative) Implicit (Procedural/Nondeclarative) ◦ Conscious recollection ◦ Top-down storage & retrieval ◦ Organized, associated ◦ No conscious awareness ◦ Previous experiences affect performance ◦ Procedural and motor memory
- 31. Cognitive (Thinking) ◦ Facts, data, info - orderly ◦ Often tied to an emotional memory Emotional (Feeling) Motor (Doing) ◦ “Like riding a bike.” State (Being) ◦ ◦ ◦ ◦ Unconscious Non-verbal (pre-verbal) Earliest to develop Monster under the bed copyright Attachment and Integration Methods, Inc., 2012
- 32. Trauma interferes with memory processing Memories filed disjointed, not intact Meaning denied Memories stored in the body ◦ may not be accessible to verbal/cognitive processing Can be triggered without warning, and without conscious understanding copyright Attachment and Integration Methods, Inc., 2012
- 33. Common outcome of early trauma “My fault” I was abused, neglected, abandoned Negative self-view throughout life copyright Attachment and Integration Methods, Inc., 2012
- 34. Hour to hour Beginning / end of day Loss of structure Subs, new teachers, teachers/staff leaving End of semester / year New kids / kids leaving Field trips Future / Magic 18 copyright Attachment and Integration Methods, Inc., 2012
- 35. Also applies to transitions Fear of loss DRAMA!! ◦ In the middle of others’ relationships – doesn’t even want those to fail copyright Attachment and Integration Methods, Inc., 2012
- 36. They’re doing the best they can. Some days, their best is better than other days. It just depends. copyright Attachment and Integration Methods, Inc., 2012
- 37. Intense emotions ◦ Evoke implicit memories ◦ Seen as precursor to maltreatment Project calm, open acceptance of the student and his feelings – even when his behavior is unacceptable copyright Attachment and Integration Methods, Inc., 2012
- 38. Time of year / Traumaversaries Implicit and explicit memories Not your Hallmark holiday memory Ramp up / down Review behavior patterns from prior years Make feelings conscious copyright Attachment and Integration Methods, Inc., 2012
- 39. Assignments ◦ Amount ◦ Difficulty ◦ Content / triggers ◦ Fear of failure or success (shame!) Skip triggering content Warn ahead “Alternate” assignments not a solution copyright Attachment and Integration Methods, Inc., 2012
- 40. Penmanship Spelling Notes (teacher provided) Time (tests, writing) Location (tests) Chunk assignments Fidgets copyright Attachment and Integration Methods, Inc., 2012
- 41. Before the term begins ◦ Meet teachers ◦ Select seat ◦ Preferential seating (maybe back to wall) ◦ Type of seating (e.g., standing desk) ◦ Team meeting to discuss educational impacts of RAD / PTSD copyright Attachment and Integration Methods, Inc., 2012
- 42. Establish routines Make rules & expectations clear Advance notification of changes to routine When things change, emphasize that the student is safe and OK copyright Attachment and Integration Methods, Inc., 2012
- 43. Designate a safe area & safe person Red card / freedom to leave room Call home Calming activity Physical activity copyright Attachment and Integration Methods, Inc., 2012
- 44. Not just academic Emotional regulation Self-calming techniques Communication Problem solving Physical awareness of stress response copyright Attachment and Integration Methods, Inc., 2012
- 45. Breathe / Mindfulness Drink water Body scan / Stay in the body Tapping PACE (Brain Gym) BE, not do or talk Safe person / safe location Music copyright Attachment and Integration Methods, Inc., 2012
- 46. Permit absences on high-stress days Early passing time Attendance optional at large-group activities, assemblies Music / nature sounds copyright Attachment and Integration Methods, Inc., 2012
- 47. Make feelings and behavior conscious Direct student’s attention to his physical stress response Help student name his feelings (physical and emotional) Validate the feelings (not the behaviors) copyright Attachment and Integration Methods, Inc., 2012
- 48. Don’t ask “Why…?” No fearful or negative future predictions No optimistic positive predictions No comparing yesterday’s achievements to today’s Be OK with student’s performance and goals Rewards/consequences don’t help when the behavior is outside the student’s control copyright Attachment and Integration Methods, Inc., 2012
- 49. “Notice” more than praise Expect acting-out around traumaversaries and transitions Let the lesson be the lesson copyright Attachment and Integration Methods, Inc., 2012
- 50. Don’t expect regulated behavior from a dysregulated individual Forget chronological age What’s the child’s emotional age AT THAT MOMENT? Which part of his brain is in control? Communicate AT THAT LEVEL What’s the child’s STATE? copyright Attachment and Integration Methods, Inc., 2012
- 51. If you're trying to reach people in a state of distress, adding to their stress can be disastrous. Goulston, 2010
- 52. Calm yourself Let posture, position, tone communicate calm Focus on connection, not control Skip logic – go for empathy Listen copyright Attachment and Integration Methods, Inc., 2012
- 53. Remember – parents’ #1 priority is relationship ◦ Don’t usurp the attachment role School handle school Communicate! Communicate DIRECTLY with the parents Avoid triangulation ◦ Confirm child’s reports copyright Attachment and Integration Methods, Inc., 2012
- 56. Contact Info: ◦ attachmentandintegrationmethods.com ◦ kmbenckendorf@gmail.com Services ◦ ◦ ◦ ◦ ◦ ◦ Parent coaching (phone) Training (online or your site) Speaking, seminars, presentations Writing Integrated Healing Rhythmic Movement Training