This E-Book Explores the impact of trauma on education and learning for teens, adolescents and schools. It offers a neurocognitive developmental perspective and skills for educators to enhance effective teaching for adolescents with symptoms of PTSD. The course explores social skills, emotional regulation and neurobiology.

1.
Creating
Trauma
Safe
Schools
Image by Danilo Rizzuti
Trauma
in
the
Teen
Years
THIRTEEN
TO
EIGHTEEN

2.
2
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of
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further.

3.
3
Dr. Mike Changaris
Works with children and families who are facing
significant life challenges.

4.
4
Table of Contents
1. The story of Jane
2. Teen who have Faced Trauma
3. PTSD Teens and Dysfunctional Behaviors
4. Internalizing Behaviors: The Dissociative Type
5. Poly-Vagal Theory: The way it works…
6. Hypoactivation: In the brain
7. Poly-Vagal Theory: Hyperactivation the way it works…
8. Hyperactivation: Neurobiology
9. Working with the Traumatized Teen
10. Working with the Traumatized Teen
11. The “Attitude” Attachment Behaviors
12. Development of Emotional Regulation
13. Balance of Love and Respect
14. Threat and Arousal in Class Room Management
15. Threat and Arousal in Curriculum
16. Key Points: Trauma in Teen Years

5.
5
Trauma
in
the
Teen
Years
THIRTEEN
TO
EIGHTEEN
THE
STORY
OF
JANE
Jane
is
a
bright
15-­‐year-­‐old
girl.
As
a
teacher
you
are
excited
that
she
is
coming
to
your
class.
Over
the
summer
Jane
was
out
with
her
family
and
was
in
a
terrible
car
crash.
When
Jane
comes
into
your
class
at
first
she
is
respectful,
motivated,
and
participates
in
class.
Over
the
next
three
months
Jane
starts
being
more
irritable
in
class.
Her
test
scores
are
low.
In
class
she
fidgets
a
lot
and
sometimes
appears
to
be
staring
off
into
space
at
nothing.
When
doors
slam
Jane
jumps
out
of
her
chair.
Once
in
class,
another
student
raised
his
voice
during
an
assignment
and
Jane
yells
back
and
nearly
hits
the
boy.
When
asked
about
why
she
did
that
she
stated
that
she
did
not
know.
She
said,
“he
made
me
mad
and
he
is
stupid.”
Jane’s
parents
call
a
conference
and
try
to
help
Jane.
Jane
becomes
embarrassed
about
this
meeting
and
starts
becoming
more
withdrawn
at
school.
As
the
year
progresses
she
appears
to
be
less
able
to
concentrate
and
starts
to
cut
class.
As
a
teacher,
you
try
to
reach
out
to
Jane
and
she
is
irritated
and
says
things
to
push
you
away
and
make
you
feel
foolish
for
trying.

6.
6
Jane’s
parents
report
that
she
is
withdrawn,
irritable,
yells
at
her
siblings
for
the
smallest
things,
and
no
longer
listens
at
homes.
They
say
this
is
a
dramatic
change
for
her.
Jane
starts
to
spend
time
with
kids
who
are
getting
into
trouble.
Some
one
states
that
they
think
Jane
is
drinking.
Teen
who
have
Faced
Trauma
PTSD
is
a
normal
response
to
an
abnormal
or
terrible
life
event.
Teens
who
experience
PTSD
often
feel
isolated
and
terrified.
Because
teens
are
working
to
individuate
from
adults
in
their
lives
they
often
can
suffer
in
silence.
Teenage
impulsivity,
youthful
inexperience
and
the
tendency
to
focus
on
peers
can
make
it
more
likely
that
teens
end
up
in
dangerous
situations.
Added
to
these
difficulties
is
that
authority
figures
in
a
teen’s
life
can
themselves
be
the
source
of
the
trauma.
This
pushes
the
adolescent
toward
reaching
out
to
their
peer
group
and
not
the
adults
in
there
lives.
Most
peer
groups
for
teens
are
ill
equipped
to
help
them
understand
their
experience,
make
good
decisions,
let
alone
heal
from
the
trauma.
One
of
the
phrases
heard
about
teens
with
PTSD
is,
“they
were
never
like
this
before
______
happened.
After
_____
they
changed.”
PTSD
is
a
fundamental
change
in
the
brain
and
behaviors
but
there
is
hope.
One
cannot
“un-­‐experience”
trauma.
However,
it
is
possible
to
reduce
the
symptoms
and
find
meaning
in
a
difficult
situation.
Some
even
report
that
they
are
deeper,
stronger
and
more
real
after
working
through

7.
7
their
trauma.
In
psychology
this
is
referred
to
as,
“Post-­‐Traumatic
Growth.”
Some
even
take
their
trauma
and
change
the
world.
Some
use
the
experience
with
PTSD
as
an
inspiration
for
significant
social
change.
Teens
can
advocate
for
change
as
a
part
of
their
healing
process.
Many
teens
work
to
help
those
who
have
faced
the
difficulty
they
faced.
Many
have
started
movements
that
changed
our
world
today.
Even
the
highly
successful
campaign
MADD
(mothers
against
drunk
driving)
had
its
roots
in
a
trauma.
However,
there
are
many
difficulties
for
a
teen
to
work
through
before
they
reach,
“post-­‐traumatic
growth.”
It
is
important
to
know
that
children
and
teens
with
PTSD
often
feel
isolated,
alone
and
their
emotions
change
rapidly.
It
is
not
unusual
for
teens
to
be
suicidal
after
a
traumatic
event.
Teens
often
look
at
the
adult
world
and
see
all
the
contradictions.
They
can
feel
as
if
the
world
does
not
make
sense.
This
makes
the
teen
highly
vulnerable
to
some
of
the
most
difficult
aspects
of
PTSD.
The
symptoms
of
trauma
often
make
individuals
feel
like
life
is
meaningless,
hopeless
and
worthless.
Most
of
the
time
we
all
live
in
a
bubble
of
imagined
safety.
We
drive
to
work
pretending
that
bad
things
will
not
happen,
but
they
can
and
often
do.
Teens
with
PTSD
have
this
bubble
of
safety
popped.
Because
of
this
they
may
look
at
their
friends,
teachers
and
parents
and
feel,
“how
can
you
just
go
on
like
things
are
normal?
Don’t
you
get
it!
Life
is
changed
now.”
Instead
of
putting
this

8.
8
feeling
into
those
words
the
teen
can
act
out
or
in
some
cases
simply
drop
out.
The
anxiety
from
a
trauma
can
make
it
difficult
for
a
teen
to
sit
still
in
school
and
it
can
lead
to
teens
having
difficulty
managing
normal
frustration
associated
with
education.
This
can
lead
a
teen
to
just
not
coming
to
school
all
together
or
getting
into
significant
trouble
with
peers
or
authority
figures.
Teen’s
with
trauma
often
experience
intense
fear,
anxiety
and
worry.
What
happens
in
a
traumatic
event
is
the
brain
is
attempting
to
keep
the
individual
safe
in
several
ways.
One
of
these
is
that
remembering
the
small
events
that
could
indicate
the
danger
is
present.
These
could
be
sights,
sounds,
smells,
tastes
or
body
gestures.
The
brain
wants
to
remember
these
events
because
it
could
save
one’s
life.
The
brain
to
imprints
these
memories
like
a
photo
or
what
is
called
a
“flash
bulb
memory.”
Flash
bulb
memories
come
back
all
at
once
and
feel
as
if
the
event
were
recurring
here
and
now.
They
are
richer
then
being
in
a
theater
with
surround
sound.
It
is
more
intense
then
“smell-­‐o-­‐vision
in
3-­‐D.”
These
memories
also
are
associated
with
the
intense
emotions
and
bodily
sensations
that
the
teen
felt
during
the
event.
These
memories
(traumatic
or
flash
bulb
memories)
are
associate
with
the
terror,
powerlessness
and
horror
the
teen
felt
at
the
time
of
the
trauma.
These
things
are
associated
with
the
things
the
individual
saw,
touched,
smelled
or
heard
during
the
event.
These
sights,
smells,

9.
9
sounds,
sensations
or
tastes
can
become
triggers
leading
to
intense
anxiety,
anger,
hopelessness
or
a
flashbulb
memory.
This
means
that
teens
can
often
be
triggered
into
intense
memories
and
anxiety
at
events
that
seem
not
to
make
sense
from
the
outside.
It
could
be
a
color,
sound,
and
tone
of
voice
or
smell.
Some
adults
who
were
the
children
of
Alcoholics
report
that
the
smell
of
alcohol
or
body
movements
that
“look
intoxicated”
can
trigger
intense
rage.
While
these
memories
are
deeply
burned
into
the
memory
there
are
ways
to
help
reduce
the
impact
of
the
fear
or
anger.
Teens
with
PTSD
often
feel
intense
grief.
There
are
times
when
a
loss
is
associated
with
a
trauma.
PTSD
that
is
produced
by
the
combination
of
loss
and
danger
can
lead
to
increased
risk
of
depression.
Because
teens
often
feel
like
no
one
understands
them
or
their
point
of
view
they
are
highly
vulnerable
to
the
feelings
of
isolation,
alones
and
grief
that
occur
associated
with
PTSD.
Those
working
with
teens
can
help
them
feel
understood
and
not
alone
by
listening
to
the
teen
in
an
open
manor.
Teens
with
PTSD
often
feel
intense
feelings
of
anger.
This
is
not
surprising.
In
a
traumatic
event
the
individual
attempts
to
protect
themselves
using
anger
or
fear.
Anger
is
helpful
In
situations
where
one
can
protect
one’s
self
anger
and
it
is
a
natural
response.
Fear
is
helpful
in
situations
where
one
cannot
expect
to
reasonably
protect
one’s
self
through
fighting.
Fear
motivates
us
to
get
away
from
a
threat.
It
is
a
great
defensive
strategy,
unless
the
teen
is
getting
away
from
school.

10.
10
These
feelings
of
fear
or
anger
are
not
small
emotions
they
are
powerful
survival
energy.
In
a
traumatic
event
the
body
mobilizes
an
intense
amount
of
energy
that
it
can
use
to
defend
it
self.
One
of
the
old
stories
often
told,
which
may
or
may
not
be
true,
is
of
a
frail
grandmother
who
was
able
to
life
a
car
off
her
grand
child.
The
powerful
energy
allows
her
to
mobilize
intense
power,
intense
enough
to
do
what
looks
like
an
impossible
task.
For
teens
that
survival
energy
was
helpful
during
the
traumatic
event.
However,
if
that
anger
or
fear
is
occurring
in
a
classroom
or
with
friends
it
can
be
scary
to
the
teen
and
feel
out
of
control.
Some
teens
attempt
to
become
“over-­‐controlled”
so
that
the
anger
does
not
“leek
out.”
Others
after
an
outburst
will
avoid
coming
to
school
again
because
they
are
afraid
they
might
act
in
that
way
again.
Still
others
lash
out
verbally
or
threaten.
Teens
with
PTSD
often
have
difficulties
with
self-­‐worth.
They
can
feel
as
if
people
are
looking
down
on
them.
Teens
are
often
socially
awkward.
This
can
be
made
worse
by
symptoms
of
trauma.
Teens
who
have
trauma
have
intense
feelings
of
anger,
anxiety
and
worthlessness.
All
of
these
feelings
can
make
socializing
difficult.
One
behavioral
neurologist
theorized
that
the
human
brain
has
a,
“social
engagement
system.”
This
is
the
system
that
comes
online
when
we
feel
safe.
It
allows
individuals
to
recognize
social
cues
and
respond
socially.
We
have
all
noticed
that
either
ourselves
or
people
we
know
become
awkward
when
we
are

11.
11
anxious.
This
is
what
happens
to
teens
with
trauma.
As
the
teen
becomes
anxious,
their
“social
engagement
system”
shuts
down.
Dr.
Porges
has
theorized
that
this
system
is
chronically
dis-­‐engaged
for
teens
with
trauma.
When
teens
or
adults
are
stressed
their
inner
ear
tunes
to
a
different
channel
then
the
human
voice.
The
ear
in
stress
can
hear
low
rumbling
sounds
better
then
the
higher
musical
sounds
of
human
speech.
When
some
one
is
anxious,
angry
or
upset
they
are
less
good
at
hearing
and
less
good
at
learning.
When
the
social
engagement
system
is
shut
down
along
with
not
hearing
as
well,
the
teen
cannot
read
social
information
and
tends
to
respond
inappropriately
to
social
situations.
Disruptions
in
the
social
engagement
system
can
be
triggered
by
the
intense
feelings
of
fear
and
anger
(fight/flight)
associated
with
trauma.
Because
of
this
teens
with
trauma
are
often
mistrusting
of
others
and
quickly
feel
in
danger
in
conflicts
particularly
with
authority
figures.
Sadly,
many
teens
who
have
face
trauma
were
hurt
by
people
who
were
close
to
them
and
should
have
protected
them.
This
can
mean
that
teens
are
highly
mistrustful,
defensive
and
protective
around
those
in
authority.
As
a
teacher
it
can
feel
like
the
teen
is
pushing
you
away
when
all
you
wanted
to
do
was
help.
For
care
providers
for
children
with
PTSD
this
can
lead
to
intense
feelings
of
anger,
frustration
or
giving
up.
Educators

12.
12
and
parents
can
often
be
heard
to
say,
“If
they
don’t
want
my
help
why
should
I
even
try.”
Symptoms
of
PTSD
in
the
Teen
Years:
1. Fear,
Worry,
2. Sadness,
Feeling
alone
and
apart
from
others,
3. Anger,
4. Feeling
as
if
people
are
looking
down
on
them,
5. Low
self-­‐worth,
and
6. Unable
to
trust
others.
Teen
who
have
Face
Trauma
Often
Display
Dysfunctional
Behaviors
Some
of
adult
behaviors
are
helpful
some
of
them
are
not.
This
is
even
more
true
for
teens.
Because
teens
are
learning
how
to
act
effectively
in
the
world,
they
often
display
behaviors
that
are
dysfunctional.
Teens
learn
from
their
mistakes
and
become
more
effective
as
they
grow
toward
adulthood.
Teens
with
trauma
have
a
difficulty
that
teens
without
trauma.
Teens
with
trauma
have
difficulty
learning
from
their
behaviors.
When
stress
levels,
emotional
reactivity
and
dissociation
(spacing
out)
happen
regularly
the
thinking
and
learning
mind
of
the
teen
shuts
off.
With
this
brain
off
they
are
not
able
to
learn
from
their
mistakes.

13.
13
Most
of
us,
when
we
are
do
something
that
gives
us
a
consequence
we
don’t
like
start
to
change…
eventually...
Trauma
makes
it
difficult
for
the
teen
to
connect
consequences
with
behaviors.
One
of
the
key
tasks
for
teens
is
to
connect
up
three
factors:
Actions,
Consequences
and
Will
Power.
Teens
often
struggle
connecting
actions
with
consequences
but
teens
with
trauma
have
much
more
difficulty.
Teens
with
trauma
also
have
difficulty
connecting
actions
with
will
power.
Teens
with
trauma
often
feel
hopeless,
helpless
and
overwhelmed.
This
can
lead
them
to
giving
up.
Added
to
this
teens
with
trauma
often
feel
they
have
no
future,
no
hope
and
no
ability.
This
can
lead
teens
with
trauma
to
view
consequences
as
a
sign
that
they
are
incapable
of
success.
Some
of
the
factors
that
can
make
learning
from
consequences
difficult
for
teens
with
trauma:
are
challenges
with
concentration/attention,
anxiety
levels,
feelings
of
helplessness
or
hopelessness,
and
difficulty
with
emotional
regulation.
Emotion
regulation
is
the
ability
to
help
emotions
return
to
a
more
normal
state
after
an
intense
experience.
Teens
with
PTSD
have
to
have
two
more
things
in
place
to
make
the
connection
between
behaviors
and
outcomes.
These
are:
1.
They
have
to
have
a
basic
sense
of
safety
and
2.
the
ability
to
tolerate
distress.
The
bad
news
is
that
these
skills
fluctuate
in
all
of
us
but
fluctuate
even
more
in
teens
with
trauma.
This
means
that
all
humans
have
difficulty
with
feeling
safe
at
times
and
all
people
struggle
when
things
they
do
not
like
happen.
Teens
with
trauma
struggle
with
the
ability
to
feel
safe
with
other
people
and
at
times
they
struggle
to
feel
safe
even
in
their
own

14.
14
skin.
They
also
have
extreme
difficulty
tolerating
emotional
distress.
Life
is
frustrating.
There
is
no
way
around
it.
Small
levels
of
frustration
for
teens
with
trauma
can
lead
to
intense
feelings
of
hopelessness,
anger
or
fear.
The
good
news
is
that
these
skills
can
be
taught.
Teens
can
learn
these
skills
and
teens
with
trauma
can
re-­‐grow
the
skills.
Other
difficulties
that
teens
can
face
when
they
have
symptoms
of
trauma
are:
1. Feeling
so
shut
down
they
do
not
try
2. Extreme
impulsivity
3. Missing
the
internal
signals
that
they
are
getting
into
a
dangerous
context.
Teens
who
are
highly
shut
down
may
withdraw,
give
up
easily
or
avoid
any
tasks
with
significant
challenges.
Teens
with
PTSD
can
be
highly
impulsive
this
can
lead
them
being
in
more
dangerous
situations
and
at
risk
behaviors.
Life
for
adults
and
teens
often
requires
finding
a
balance
between
fulfilling
our
short-­‐term
and
long-­‐term
desires.
This
is
one
of
the
developmental
tasks
in
teen
years.
A
teen
may
struggle
with
finding
the
balance
of
long-­‐term
desires
such
as
getting
homework
done
so
they
can
have
a
good
job
and
be
successful
and
short-­‐term
desires
like
enjoying
spending
time
with
friends.
It
one
of
the
developmental
tasks
of
a
teen
to
be
able
do
boring
and
difficult
tasks
in
the
service
of
a
long-­‐

15.
15
term
goal.
Teens
have
a
difficult
time
making
good
choices
between
the
enjoyment
of
video
games
and
the
enjoyment
of
a
clean
room.
Teens
with
trauma
have
much
more
difficulty
with
this
process
then
teens
with
out
trauma.
This
is
in
part,
because
impulsivity
can
lead
the
teen
fulfilling
their
desires
immediately
with
less
thought
then
most
teens
for
the
outcomes
for
their
actions.
As
we
have
seen
trauma
shuts
down
the
thinking
mind.
The
thinking
mind
is
all
that
stands
between
a
teen
and
impulsively
choosing
short-­‐term
happiness.
Another
factor
effecting
this
is
the
feeling
of
hopelessness.
Teens
with
PTSD
often
feel
as
if
they
might
die
young
or
worry
that
they
might
not
make
it
to
adult
hood.
This
can
lead
them
to
thinking
thoughts
like,
“what
does
it
matter
if
I
might
die.”
This
can
increase
self-­‐destructive
behaviors.
Teachers
can
help
with
this
in
several
ways.
First
simply
being
a
safe,
consistent,
caring
person
can
be
vital
for
a
teen
and
a
lifeline
to
a
teen
with
trauma.
Creating
trauma
safe
curriculum
can
be
help
the
teen
build
the
ability
to
tolerate
distress,
develop
a
since
of
“I
can”
and
connection
the
consequence
of
their
behaviors
with
their
actions.
Making
the
classroom
an
island
of
safety
can
help
the
teen
learn
more
effectively
and
achieve
their
goals.
Third
helping
teens
listen
to
their
signals
of
safety
and
danger
can
also
make
it
less
likely
that
they
put
themselves
in
dangerous
situations.
Teens
with
trauma
often
do
not
read
the
signals
of
danger
because
they
are
often
feeling
in
danger.
This
can
lead
to
them
missing
vital
cues
that

16.
16
they
should
keep
themselves
safe.
There
are
many
ways
to
help
teens
learn
to
monitor
and
attend
to
these
signals.
Reading
these
signals
is
vital
for
learning
as
well.
Destructive
Behaviors
in
Teen
Years:
1. Increased
aggression.
2. Out-­‐of-­‐place
sexual
behavior.
3. Self-­‐harm.
Attempt
suicide.
4. Abuse
of
drugs
or
alcohol.
5. Dropping
out
of
school,
Risk
of
pregnancy
at
a
young
age.
Internalizing
Behaviors:
The
Dissociative
Type
Some
teens
implode
and
don’t
explode.
Teens
who
are
the
most
overwhelmed
sometimes
appear
quiet,
withdrawn
and
isolated.
Sometimes
this
is
referred
as
“acting-­‐in”
vs
“acting-­‐out.”
While
acting
out
is
more
dramatic
and
gets
more
attention
acting
in
can
be
just
as
difficult
and
destructive.
However,
it
is
difficult
to
see.
Often
times
teens
can
suffer
in
silence.
These
children
can
be
ignored
because
they
appear
to
be
doing
well.
They
are
not.
They
are
highly
shame
sensitive
and
need
support.
They
may
never
ask
for
it!
Increased
Internalizing
Behaviors
in
The
Teen
Years:
1. With-­‐drawing
into
their
own
world

17.
17
2. Acting
and
feeling
anxious.
3. Being
inhibited
in
normal
exploration.
4. Feeling
unsafe.
5. Depressed
mood
and
behaviors.
6. Negative
Emotions
and
beliefs.
7. Can
appear
“over
controlled."
Poly-­‐Vagal
Theory:
The
way
it
works…
PTSD
changes
the
way
the
brain
functions.
We
all
have
an
amount
of
stress
that
is
easy
for
us
to
tolerate.
If
an
event
that
is
stressful
happens
our
body
and
brains
have
the
capacity
to
rebound
and
come
back
to
rest.
For
big
stressors
it
can
take
some
time
to
return
to
rest,
for
small
ones
it
can
happen
so
quick
we
don’t
even
notice
the
stress.
There
are
two
major
systems
that
help
us
do
this.
These
are
the
rest
and
digest
a.k.a.
the
social
engagement
system.
This
system
is
the
one
that
is
engaged
when
we
are
relaxed
at
ease,
curious
and
safe.
The
other
system
is
the
fight/flight
system.
This
is
the
system
that
is
engaged
when
we
need
to
protect
ourselves
from
danger.
We
need
to
have
access
to
our
protective
response.
For
teens
with
trauma
their
protective
response
can
lead
to
acting
out
and
at
times
pushing
away
the
people
who
are
trying
to
help
them.
This
can
be
a
delicate
balance
for
teachers.

18.
18
What
can
happen
if
we
get
too
much
stress
is
that
our
brains
have
a
shut
off
switch.
This
is
like
a
circuit
breaker
in
the
brain.
This
is
what
happens
when
individuals
face
traumatic
levels
of
stress.
A
part
of
the
rest
system
turns
on
that
tells
the
thinking
mind
to
shut
down.
This
helps
an
individual
survive
and
the
terrible
event.
Some
events
are
so
stressful
our
minds
attempt
to
just
not
be
there.
However,
this
system
can
get
stuck.
When
the
brain
throws
the
shut
off
switch
the
person
is
still
stressed
they
are
just
disconnected
from
the
stress.
It
is
like
the
teen’s
brain
is
a
car
with
the
accelerator
pushed
to
the
floor
and
the
brakes
slammed
down.
The
teen
looks
relaxed
on
the
outside
but
inside
it
feels
intense
or
worse,
flat
disconnected
and
isolated.
One
study
of
individuals
with
PTSD
(adults)
found
that
70%
of
the
sample
showed
increased
heart
rate
to
stress.
Their
hearts
would
pound
at
high
rates.
This
makes
good
sense
considering
what
people
think
of
those
with
PTSD.
Interestingly
the
other
30%
did
not
have
a
normal
heart
rate.
Their
heart
rate
actually
dropped.
This
is
what
happens
when
the
person’s
brain
and
mind
goes
into
freeze.
Their
stress
levels
drop,
their
mind
shuts
down,
their
body
gets
tight
or
extremely
relaxed
(looks
collapsed).
This
is
the
biology
of
what
is
happening
in
those
children
who
are
imploding
on
the
inside.
This
is
call
hypoactivation
or
under
activation.
This
state
effects
other
areas
of
the
brain
and
can
be
seen
in
an
FMRI
scan
of
the
brain.

19.
19
Hypoactivation:
In
the
brain
For
those
who
implode
instead
of
explode
(a.k.a.
hypoarousal)
they
can
feel
“dead
inside”
their
facial
expression
looks
flat.
They
can
appear
to
look
like
they
are
warring
a
mask.
One
of
the
key
parts
of
emotions
are
physical
cues
from
the
body.
These
physical
cues
like
heart
rate,
tight
stomach,
tingly
feelings
build
the
“felt-­‐experience”
of
emotions.
Another
part
of
emotions
is
the
thoughts
that
interoperate
the
feelings.
For
those
who
implode
at
a
brain
level
their
minds
disconnect
the
feelings
from
the
body
that
signal
stress
and
emotions.
The
areas
that
help
regulate
emotions
are
overactive
so
that
even
the
small
amount
of
sensations
getting
up
from
the
body
are
squelched
leaving
the
individual
feeling
disconnected,
emotionally
flat,
and
dissociated.
Ruth
Lanius
Found
in
an
fMRI
Study…
1. Down
regulation
of
physical
sensations
from
the
insula
cortex.
The
insular
cortex
brings
up
signals
from
the
body
about
hunger,
emotions,
tiredness
and
safety.
These
signals
are
very
important
in
helping
us
stay
safe.
If
someone
cannot
read
their
emotional
cues
they
can
put
themselves
in
dangerous
situations
where
they
are
more
likely
to
have
another
traumatic
experience.

20.
20
2. Hyperactivation
activation
in
the
anterior
cigulet
cortex
(ACC).
This
is
an
area
that
regulates
emotions.
The
ACC
can
help
calm
emotions
down
and
is
the
communicator
between
our
thinking
mind
and
our
feeling
body.
3. Hyperactivation
in
the
medial
prefrontal
cortex
mPFC.
This
is
the
area
that
is
the
highest
most
complex
area
of
emotion
regulation.
This
area
is
highly
engaged.
So
that
even
though
teens
might
have
fear
activated
in
by
the
fear
center
of
the
brain
it
is
shut
down
intensely
by
the
emotion
regulation
system.
Externalizing
Behaviors:
The
Hyperarousal
Type
Increased
Externalizing
Behaviors
(e.g.
acting
out).
Intense
feelings
of
anxiety
and
easily
triggered
anger
can
lead
to
many
difficult
behaviors.
Teens
can
react
defiantly.
They
are
often
defiant
and
can
go
from
relaxed
to
terror
or
rage
quickly.
Teens
in
general
are
impulsive
and
act
out
their
feelings.
Teens
with
externalizing
behaviors
can
be
more
impulsive,
have
difficulty
concentrating
and
drop
out
more
frequently
then
other
children.
These
teens
can
ruin
their
relationships
with
authority
figures
and
at
times
have
difficulty
tolerating
friendship.
Their
ability
to
regulate
their
emotions
is
low.
Due
to
this
they
display
more
emotions
often
eliciting
more
negative
emotions
from
teachers,
parents
and
friends.

21.
21
Externalizing
Behaviors
for
Teens:
1. Disruptive
behavior:
e.g.
talking
back
in
class,
blurting
out
answers,
interrupting
others,
highly
defensive
when
given
feedback.
2. Hyperactivity:
e.g.
fighting,
moving
in
seat,
wanting
to
get
out
of
the
class,
always
sharpening
pencils
etc.
3. Aggressive
behaviors:
e.g.
yelling,
fighting
with
teens,
verbal
threats,
throwing
things,
braking
things.
4. Delinquency:
e.g.
steeling,
lying,
bullying.
5. Impulsivity:
e.g.
very
little
time
between
thought
and
action,
highly
influenced
by
emotional
states,
putting
pleasure
in
the
moment
very
high
above
long-­‐term
pleasure.
6. Teens
with
PTSD
are
often
referred
to
as
having
conduct
problems
7. Can
display
what
“antisocial
behaviors”
–
When
an
individual
is
in
high
“fight/flight”
states
their
brains
disengage
their
empathy
and
social
engagement
system.
This
can
lead
to
behaviors
that
appear
to
not
have
basic
respect
for
others.
Teens
with
PTSD
also
at
times
have
experienced
extraordinarily
difficult
and
violent
events.
Sometimes
traumatic
re-­‐enactment
can
lead
to
highly
destructive
behavior.
Re-­‐enactment
is
an
attempt
by
the
teen
to
gain
mastery
over
the
difficult
situation.
8. Appear
under-­‐controlled:
Teens
with
PTSD
often
appear
like
they
just
don’t
event
try
to
control
their
feelings
and
impulses.
This
can

22.
22
be
highly
frustrating
or
teachers,
parents
and
friends.
These
behaviors
can
negatively
impact
the
teen’s
relationships.
Poly-­‐Vagal
Theory:
The
way
it
works…
Teens
with
the
Externalizing
pattern
of
behaviors
are
about
the
70%
those
with
PTSD.
These
are
the
individuals
who
have
higher
fight/flight
activation
after
a
stressor.
In
other
words
these
are
the
kids
who
are
constantly
anxious,
hyper
and
frustrated.
These
teens
when
stressed
react
quickly
and
intensely
to
the
stressor.
What
is
happening
in
the
autonomic
nervous
system
(the
body’s
stress
and
rest
system)
for
these
teens
is,
their
fight/flight
system
engages
and
the
rest
and
digest
system
disengages.
In
other
words
they
get
angry
or
anxious
and
their
brains
natural
calming
mechanism
disengages.
This
leads
to
intense
feelings
of
anger
or
fear.
For
those
with
PTSD
the
rest
system
has
more
trouble
re-­‐
engaging.
These
teens
can
feel
anxious,
overwhelmed,
and
like
stress
is
never
ending.
Teens
with
trauma
tend
to
feel
like
they
are
driving
a
car
with
the
gas
peddle
to
the
floor
through
a
pedestrian
filled
street.
For
these
teens
it
is
like
when
they
push
the
gas
peddle
down
at
all
it
goes
to
the
floor
(e.g.
get
stressed
or
angry)
and
it
gets
stuck.
They
then
try
the
brake
and
it
does
not
work.
The
teen
then
is
dodging
traffic
(friends,
teachers,
parent,
learning)
at
60
mph
with
no
way
to
slow
down.
What
educators
can
do
is
help
a
teen
whose
gas
pedal
is
stuck
to
get
it
unstuck.
There
are
many
ways
help
trigger
the
rest/social
engagement
system.
These
will
be
discussed
below.
These
changes
also
impact
the
teen’s
brain.

23.
23
Hyperactivation
Neurobiology
For
the
externalizing
teen
when
they
have
a
mild
stressor
or
a
trauma
trigger
they
are
flooded
with
intense
emotional
feelings
from
their
body.
These
feelings
typically
are
soothed
by
key
parts
of
our
brains.
For
the
teen
with
PTSD
they
are
flooded
with
these
feelings
and
at
the
same
time
the
brain
system
that
is
supposed
to
help
the
sensations
calm
down
shuts
down.
This
leaves
the
teen
in
an
intense
state
that
can
feel
tortuous
with
no
ability
to
help
it
calm
down.
Ruth
Lanius
Found
in
an
fMRI
Study…
1. Over
activation
in
the
insula.
(in
other
words
bringing
extreme
amounts
of
information
from
the
body’s
emotional
signals)
2. Under-­‐activation
of
the
anterior
cingulate
cortex
(ACC)
(area
needed
to
regulate
the
body
sensations
brought
up
from
the
insula).
This
leads
to
lots
of
feeling
with
poor
ability
to
calm
the
feeling
down.
3. Under-­‐activation
medial
prefrontal
cortex
(mPFC)
(area
needed
to
regulate
the
body
sensations
brought
up
from
the
insula).
This
leads
to
poor
emotion
regulation.
Also,
it
leads
to
lower
self-­‐
awareness
and
a
higher
tendency
to
not
see
how
the
teen
impacts
others.

24.
24
Working
with
the
Traumatized
Teen
Trauma
can
be
a
shattering
life-­‐event.
Teens
already
are
prone
to
feeling
disconnected
from
society,
adults
and
peers.
Traumatic
events
can
lead
to
increased
feelings
of
isolation.
This
combination
can
be
very
detrimental
to
a
teen.
Traumatic
events
are
often
caused
by
people
who
are
trusted
by
the
teenager.
That
rupture
in
trust
can
make
it
more
difficult
to
the
teen
to
move
out
of
isolation
and
back
into
a
trusting
relationship
with
authority
figures.
Fluctuating
moods,
intense
emotions,
externalizing
behaviors,
lack
of
trust
and
avoidance
behaviors
can
lead
a
teenager
to
act
in
ways
that
damages
important
relationships.
Working
with
an
adolescent
who
has
experienced
trauma
requires
building
trust,
tolerating
acting
out
(with
firmly
challenging
poor
behaviors)
while
supporting
the
teen
to
make
safe
choices
and
their
life.
Adults
working
with
traumatized
teenagers
need
to
be
very
aware
of
the
subtle
attachment
behaviors
that
can
alert
the
teen
at
the
adult
they
are
with
his
safe.
It
is
also
important
for
adults
to
know
that
subtle
facial
expressions,
body
positions,
behaviors,
tones
of
voice,
and
interaction
styles
can
trigger
a
fight/flight
response.
In
other
words
seemingly
simple
actions
can
lead
to
intense
feelings
for
the
teen.
If
a
teenager
has
a
fight
flight
response
it’s
important
to
assess
if
there
were
triggers
in
the
way
a
care
provider
was
talking,
behaving,
or

25.
25
displaying
emotion.
Trauma
triggers
are
“classically
conditioned.”
This
means
they’re
often
not
logical,
connected
to
things
that
we
would
expect,
and
in
response
to
the
trigger
is
highly
disproportionate
to
the
event.
The
disproportionate
nature
of
the
traumatic
response
to
the
event
can
be
highly
frustrating
and
confusing
to
the
adult
care
providers
working
with
the
traumatized
teenager.
Because
the
adult
responses
to
a
child’s
externalizing
behavior
can
also
trigger
the
fight
flight
further,
it
imperative
for
care
providers
to
be
able
to
tolerate,
regulate,
and
redirect
highly
emotional
behavior
in
a
centered,
firm
and
direct
manor.
Remember
emotions
are
contagious!
And
the
emotions
of
trauma
are
extremely
intense.
Therefore
it’s
important
to
learn
some
skills
at
regulating
your
own
responses
to
intense
emotions
too.
See
the
ebook
on
tools
to
regulate
emotions.
The
“Attitude”
The
“Attitude”
creates
safety
and
lays
the
groundwork
for
effective
teaching.
1. Calm:
Stay
calm
ware
the
poker
face
and
remain
warm.
2. Firm:
Stick
to
the
rules
while
remaining
kind
and
supportive.
3. Accepting:
Accept
the
child
fully
not
the
actions.
4. Empathic:
Your
empathy
helps
the
child
grow
empathy
for
others
5. Playful
and
Curious:
Enjoyment
is
key
for
a
child
or
teen
with
trauma.
Curiosity
is
the
Hallmark
of
safety.

26.
26
Attachment
Behaviors
Creating
Social
Bonds:
Social
bonds
increase
the
impact
of
the
educational
relationship.
STEPS:
1.
Create
Safety
(eye
contact
–
upper
face
working).
Our
upper
face
including
our
eyes
give
strong
signals
of
safety
to
the
child’s
fight
flight
system.
How
you
approach
a
child
can
lead
to
increase
chance
of
success
in
a
triggering
situation.
2.
Approach
Proximity
(physical/
emotional
closeness).
Teens
with
PTSD
can
be
easily
triggered.
Allow
the
teen
to
notice
that
you
are
there
before
trying
to
create
emotional
contact.
3.
Establish
Contact
(emotional
contact).
Once
you
have
laid
the
foundation
establish
emotional
contact
by
engaging
in
a
topic.
Use
the
tools
below
to
increases
success.
Self-­‐Empowerment:
Uses
positive
emotions
to
build
on
existing
strengths.
Your
body
talks:
Your
whole
presence
communicates
safety.
High
Vocal
Prosody:
Reduces
stress
through
increased
social
engagement
via
changing
tuning
of
inner
ear.

27.
27
Eye
Contact:
Reduces
stress
response
1.
Make
sure
type
of
eye
contact
with
in
cultural
norms,
2.
Follow
patient’s
lead
(trauma).
Heart
Face
Connection:
Core
social
engagement
system.
Seen
in
contact
between
mother
and
child.
Can
be
evoked
through
face
to
face
caring
contact.
Environment
Matters:
Small
amounts
of
physical
beauty
impacts
stress.
Development
of
Emotional
Regulation
Overview:
The
rupture
repair
cycle
is
one
of
the
key
tools
that
grow
emotional
regulation.
It
also
grows
the
emotional
regulation
centers
in
the
brain.
If
there
are
small
ruptures
in
the
relationship
that
are
followed
by
repairs,
the
relationship
gets
stronger.
If
there
are
difficult
emotions
followed
by
positive
emotions
and
social
engagement
the
ability
to
regulate
the
emotions
get
stronger.
Tools
that
develop
emotional
regulation:
Validation
–
Validation
is
giving
some
one
the
experience
of
being
understood.
Listening
to
some
one
and
appreciating
their
emotions
as
real
is
one
of
the
key
tools
for
validation.
Validation
is
not
agreeing!

28.
28
Decoding
–
This
is
a
three
step
process.
It
is
vital
to
help
teens
understand
their
inner
world.
It
is
a
key
way
we
feel
connected
to
one
another.
It
is
vital
to
learning
how
to
manage
our
emotions.
1. The
first
step
is
noticing
the
other’s
reaction.
2. The
second
is
making
a
guess
about
what
the
reaction
is
and
naming
it
in
a
non-­‐shaming
“descriptive”
manor
to
the
teen.
3. The
third
gives
the
teen
a
chance
to
agree
or
disagree
with
your
interpretation.
You
ask
if
you
go
the
guess
about
what
was
going
on
with
the
teen
right.
Modeling
acceptance
–
Difficult
things
happen
to
all
of
us.
At
times
it
is
important
to
be
able
to
model
the
ability
to
accept
situations.
Resourcing
–
Helping
the
teen
find
a
positive
coping
skill,
personal
strength
or
identify
something
that
makes
them
feel
good.
Balance
of
Love
and
Respect
For
all
of
us
we
need
to
balance
of
love
and
respect.
For
teens
it
is
very
important.
Their
life
stage
is
asking
them
to
be
independent.
This
means
they
will
push
against
authority
figures.
They
need
to
learn
both
from
authority
that
this
is
simply
time
to
respect
the
adults
and
that
adults
care.
One
of
the
most
important
lesson
for
teens
to
understand
is
that
love
and
caring
are
why
adults
give
discipline.
For
this
to
be
the
case
discipline
must
happen
in
a
context
of
respect
and
support.
This
can
be

29.
29
difficult
for
the
teen
with
PTSD.
Many
times
those
adults
in
their
life
who
should
have
been
safe
were
not.
Many
times
they
have
felt
that
discipline
has
come
out
of
anger
and
aggression
rather
then
to
support
them.
This
can
lead
them
to
expect
that
discipline
is
unfair
and
is
irrelevant
to
them.
Threat
and
Arousal
in
Class
Room
Management
When
a
child
becomes
too
angry
the
front
brain
shuts
down.
Their
limbic
system
(mammal
and
lizard
brain)
kicks
in.
The
child
or
teen
does
not
see
the
person
but
sees
people
as
a
threat.
Teens
are
more
susceptible
to
this
then
adults.
When
adults
see
a
face
that
is
angry
they
use
their
front
brain
to
interoperate
the
emotions.
When
teens
attempt
to
do
this
they
use
the
amygdale
(fight-­‐flight
center).
This
means
they
have
a
higher
tendency
to
over
react.
There
is
a
fast
acting
circuit
in
the
brain
that
communicates
threat.
There
is
a
slow
acting
circuit
that
appraises
threat
but
uses
the
front
brain.
There
is
a
way
to
speak
to
the
fast
acting
circuit
that
makes
it
feel
safe.
Learning
these
tools
can
make
you
extremely
effective
at
defusing
difficult
situations.

30.
30
Threat
and
Arousal
in
Curriculum
Threat
shuts
down
the
front
brain.
Lowers
Ach
a
neural
chemical
associated
with
learning
and
concentration.
Hyperaroused
teens
also
often
have
significant
numbers
of
negative
thoughts
that
distract
them
from
focusing.
Curriculum
can
trigger
threat
too
as,
the
teen
expects
or
fears
failure.
Learning
is
difficult.
In
order
to
be
able
to
learn
one
must
be
able
to
tolerate
the
negative
feelings
and
thoughts
one
has
during
the
learning
process.
Movies
manage
our
threat
arousal
cycle
very
well.
They
scare
us
and
then
make
it
ok.
They
use
the
“rupture
repair
cycle.”
This
is
important
for
children
with
PTSD
as
well
as
helping
all
kids
learn.
Build
learning
around
the
four
zones:
1. Safety
Zone
(easy
work)
2. Stretch
zone
(slightly
difficult
work)
3. Growth
Zone
(difficult
work)
4. Danger
Zone
(Overwhelm
no
learning
possible)
If
there
has
been
too
much
stretch
for
too
long
it
can
be
overwhelming
there
needs
to
balance
and
a
movement
to
material
that
is
comfortable
for
teen.
If
work
is
too
easy
the
teen
will
disengage.

31.
31
Threat
and
Arousal
in
Student
Behaviors
Recognizing
threat
is
important.
1. Physical
signs
of
fight/flight
arousal:
Fidgeting,
tense
jaw,
tight
shoulders
or
fists,
flush
or
pale
skin,
pupils
dilated,
sweating,
breathing
changes,
defensive
postures.
2. Vocal
signs
of
fight/flight
arousal:
Lack
of
musicality
(vocal
prosody),
short
clipped
sentences,
angry
tone
or
silence.
Key
Points:
Trauma
in
Teen
Years
1. Teens
with
trauma
often:
Display:
Increased
aggression,
hyper
sexuality,
self-­‐harm/suicide,
drug
and
alcohol
addiction,
drop
out
of
school,
pregnancy.
2. Feel:
Fear,
worry,
sadness,
feeling
alone/isolated,
anger,
feeling
judged,
low
self-­‐worth,
and
mistrustful
of
others.
3. Externalizing:
Impulsivity,
These
Children
are
often
referred
to
as
having
conduct
problems,
Display
antisocial
behaviors,
Disruptive
behavior,
Hyperactivity,
Aggressive
behaviors,
Delinquency.

32.
32
4. Hyperactivation:
The
hyperactivated
individual
floods
with
information
from
the
body
and
has
less
capacity
to
regulate
the
intense
sensation.
5. Internalizing:
Some
teens
implode
and
don’t
explode.
Withdrawing
into
their
own
world;
Acting
and
feeling
anxious;
Being
inhibited
in
normal
exploration;
Feeling
unsafe;
Depressed
mood
and
behaviors.
Negative
Emotions
and
beliefs.
Can
appear
“over
controlled.”
These
teens
are
highly
shame
sensitive
and
they
may
never
ask
for
help.
6. Hypoactivation:
For
the
hypoarousal
type,
only
a
small
amount
of
interceptive
cues
get
into
the
limbic
cortex
and
are
quickly
squelched
by
cortical
structures,
leaving
the
individual
feeling
disconnected,
emotionally
flat,
and
dissociated.
7. The
work
can
be
frustrating.
Before
you
confront
regulate
yourself.
Put
on
your
own
oxygen
mask
first.
8. Trauma
triggers
are
classically
conditioned.
This
means
they’re
often
not
logical.
The
disproportionate
nature
of
the
traumatic
response
to
the
event
trigger
in
response
can
be
highly
frustrating
and
confusing.

33.
33
9. Building
trust,
tolerated
acting
out
but
supporting
the
teen
to
make
safe
choices
and
their
life.
10. Adults
working
with
traumatized
teenagers
need
to
be
very
aware
of
the
subtle
attachment
behaviors
that
can
alert
the
teen
at
the
adult
they
are
with
his
safe.
11. The
“Attitude”:
creates
safety
and
lays
the
ground
work
for
effective
teaching.
Five
parts:
Calm,
Firm,
Accepting,
Empathic,
Playful
and
Curious.
12. Building
Emotion
Regulation:
Rupture
repair
cycle
(Good,
Tuff,
Good
–
Sandwich).
13. Five
skills
to
build
Emotion
Regulation:
Validation,
Decoding,
Modeling
Acceptance,
Resourcing,
“The
Attitude.”
14. Threat
in
Curriculum:
Learning
can
trigger
threat
itself.
Learning
is
difficult.
Threat
shuts
down
the
front
brain
making
learning
even
more
difficult.
15. Choose
your
zone
(Safety,
Stretch,
Growth
and
Danger)
and
watch
the
physical
signs
of
“stress.”
16. Threat
in
Classroom
Management
When
a
child
becomes
too
angry
the
front
brain
shuts
down.

34.
34
17. Their
limbic
system
(mammal
and
lizard
brain)
kicks
in.
The
child
or
teen
does
not
see
the
person
but
sees
people
as
a
threat.
18. There
is
a
way
to
speak
the
language
of
the
limbic
system
to
help
a
teen
move
from
threat
to
safety.
19. Creating
Social
Bonds:
Social
bonds
increase
the
impact
of
the
educational
relationship.
Five
behaviors:
Your
body
talks,
High
Vocal
Prosody,
Eye
Contact,
(make
sure
type
of
eye
contact
with
in
cultural
norms),
Heart
Face
Connection,
20. Environment
Matters.
School
attachment
predicts
educational
success.
You
are
the
key
to
school
attachment!
21. Remember
to
balance
love
and
respect
both
are
needed
to
help
teens
with
trauma.

35.
35
A word of caution!
Learning anything new takes work! Some people may try to implement these
skills once, feel frustrated that they did not work and give up. As you
practice you get stronger!
On another note: as always contact your therapist or seek out a therapist who
can work with you if you find this material triggering!
Well, that about covers it for the Ebook “Trauma Safe Schools Series:
Overview.” I hope you enjoyed it.
We always love to hear people’s thoughts about how this has helped you in
your life. Please feel free to send us questions, feed back and thoughts!