This document provides an overview of a workshop on understanding trauma and recovery. It discusses what trauma is, common symptoms and impacts on development. Statistics on trauma experiences of students at one organization are presented. The document encourages moving beyond seeing problem behaviors and instead understanding physiological impacts. It explores therapeutic interventions like connection, emotional regulation strategies, and mindfulness.

1. Understanding the basis of
change and recovery in the
context of Trauma
State-wide BBC
Term 3 Week 6 2015
Paula Johnstone – Social
Worker / Family Coordinator
Positive Pathways Woodville

2. What’s Happen’n
What’s our
Thinking?
About Trauma
Brainstorm
activity
Explore:
What is Trauma
–Stats
Highlight
symptoms /
characteristics
of Trauma
ReMoved -
Video
Our Magic
Wand:
Therapeutic
Interventions

3. Trauma

4. Are we bored with
the idea of
Trauma?
1) It’s always
talked about
2) We’ve heard
lots about it and
3) We’ve got it
covered
Do we believe the
child tries to get
away with ‘bad
behaviour’ just
because of their
trauma Hx?
If we name the
issues or
behaviour as
being ‘Trauma’
related, will it
change the way
we work?
Is it right to expect
the child to make
all the changes?
Are they likely to
change with our
support?

5. What is Trauma? – Define what constitutes the idea of ‘Trauma’.
Are the students we work with victims of Trauma? – Past or present
If so how do we know? – what information do we have and from who?
What do we see? – Once we start working with these children what
behaviours or issues start presenting that would identify with Trauma?

6. Experiences or situations that are emotionally painful and
distressing, and that overwhelms a person’s ability to cope,
leaving them feeling powerless.
Can include: Exposure to multiple or prolonged traumatic
events impacting on a child’s development in the short &
long-term.
Traumatic events can include: psychological maltreatment,
neglect, physical and sexual abuse, exposure to drug/
alcohol and domestic violence.

8. Woodville Positive Pathways Stats:
Since opening, in 2012: We’ve had 53 student enrolments
2012 - 12 enrolments = 126 trauma related experiences
2013 - 10 enrolments = 86 trauma related experiences
2014 - 17 enrolments = 159 trauma related experiences
2015 - 14 enrolments = 109 trauma related experiences

9. YEAR Student# PS AD DV FH PMH DA I H PA EA SA N VCA GOM PD PC OTHER
2012 12 8 12 8 8 12 8 9 4 8 12 5 11 5 3 1
2013 10 6 9 6 7 9 6 6 1 5 6 2 5 2 2 1 3
2014 17 13 13 14 13 17 15 12 4 8 12 2 10 3 1 5
2015 14 10 12 8 5 12 8 6 1 7 9 4 5 2 2 2 2
53 37 46 36 33 50 37 33 10 28 39 13 31 12 8 3 11
PS ParentSeperation DA DrugandAlcohol SA SexualAbuse PC ParentinCustody
AD AttachmentDisorder I Issolation N Neglect OTHER
DV DomesticViolence H Homelessness VCA VoluntaryCustodyOrder
FH FinancialHardship PA PhysicalAbuse GOM GaurdianOftheMinister
PMH ParentMentalHealth EA EmotionalAbuse PD ParentDealth

10. Student#,53
PS,37
AD,46
DV,36
FH,33
PMH,50
DA,37
I,33
H,10
PA,28
EA,39
SA,13
N,31
VCA,12
GOM,8
PD,3
PC,11
0
10
20
30
40
50
60
1
TOTALNUMBERS
Cumulative Data from 2011 - 2015

11. 2015 Name PS AD DV FH PMH DA I H PA EA SA N VCA GOM PD PC
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17

12. PS – Parent Separation
AD – Attachment Disorder
DV – Domestic Violence
FH – Financial Hardship
PMH – Parent Mental Health
DA – Drug & Alcohol
I – Isolation
H – Homelessness
PA – Physical Abuse
EA – Emotional Abuse
SA – Sexual Abuse
N – Neglect
VCA – Voluntary Custody Arrangements
GOM – Guardian of the Minister
PD – Parent Death
PC – Parent in Custody
Other

13. The child is having difficulties socially, emotionally and academically
Hx of school disconnection / truancy concerns
Impulsive / reactive behavioural responses by the child: verbal or physical
The child may have had a # of school enrolments – lots of movement
Family Hx: You may have limited info or just assumptions from other people
We know
now these
children
do come
with a Hx
?
Lets have a look: What are the common presenting behaviours, that are often provided to
us on referral? Remembering 1st glance they may not appear trauma related, but more
generalised

14. The child may be: Withdrawn, fearful, or anxious.
Defiant / Oppositional or overtly compliant and passive behaviours.
Poor attachment with parent or caregiver (becoming more obvious)
Is always watchful and “on alert,” – Hyper-vigilant
Sensory seeking or avoiding : touch , may flinch to increased noise or sudden movements
Clothes are dirty.
Poor hygiene: obvious signs of not bathing, strong body odour
May not bring food or has very little
Struggling with level of work given, .
Increased episodes of: physical and or verbal outbursts
Poor social skills and inability to self-regulate
As we start
to know
more about
the child,
what might
we see

15. Symptoms and Characteristics
of Trauma
Question: How many area’s
of development or
characteristics do you think
are impacted upon when a
child has experienced
Trauma?
Give away for the correct
answer

16. How Many?
Attachment - Relationships
Biological – Sensory & Body Awareness
Emotional Regulation
Disassociation – Consciousness & Memory
Behaviours
Cognition
Self- Awareness/Concept

17. Attachment - Relationships

21. Biological – Sensory and Body
Awareness

24. Emotional Regulation

27. Disassociation – Consciousness & Memor

30. Behaviours

34. Cognition

38. Self Concept – Self Awareness

42. Powerful Short Film ‘ReMoved’ which will take You on
an Emotional Journey of a Foster Child.
http://petapixel.com/2014/03/17/short-film-removed-takes-you-on-an-
incredible-journey-of-a-foster-child/

44. Physiological vs Behavioural
It’s time to take a new look at the child
Look at how the brain affects behaviour
Not seeing the behaviour before the child.
The concept of:
Connect before you Correct by Dan Hughes and Kim Golding
believe -
‘You have to reach the heart before you can reach the head’
We already know that when a child feels connected they are
more open and willing to work on strategies / solutions.
The notion of:
Put a Song in your Voice and show the child you have a
genuine interest in THEM and what THEY have to tell you

45. NOTICE:
Ask?
What is happening ?
Do I need to step in or?
Can I allow the child an
opportunity to successfully
manage on their own?
IMPACT
(this is looking at the impact that
the child’s behaviour is having on
us)
Ask ?
What Impact is this having on me?
Am I:
Regulated, open & engaged? Am
I becoming defensive?
Do I need a break and
Can I be compassionate?
REGULATION
or
REFLECTION
Ask ?
What part of the child’s brain is
activated?
 Right = Emotions (impulsively)
Left = Logic
Does the child need strategies
for them feel safe through the
use of sensory regulation or
emotional regulation?
CURIOSTIY
&
UNDERSTANDING
Take the time to reflect with the
child when they are calm
Pay attention to what are the
child’s non-verbals saying
differently to the verbal
interpretation?
What was the emotional
experience that led to this
behaviour BEFORE, DURING and
AFTER?
ACCEPTANCE
&
EMPATHY
How can I help the child to know that
I GET IT AND I AM HERE FOR
THEM?
Is my posture telling them I’m
interested in what their saying?
Can I listen without giving
suggestions?
CORRECTION
Ask?
Do I need to do anything
further?
Do I need to support the child
with developing Problem
Solving strategies?
Do they need support with
Relationship Repair?
Do they need a consequence
and can they determine what
that looks like?

47. Bubble Blowing - Is an activity where the child is able to re-direct
their thinking and have the opportunity to self-regulate their
emotions. This process also encourages you to focus specifically
on your breathing so you don't dwell on other potentially stressful
thoughts
Bubble blowing is a technique that relies on slowing the breathing
and reaching a calm.
Ask the child to take 3 deep but slow breathes to start
On the 4th breath blow into the wand nice and slowly to build a big
bubble.
Continue with guiding the child to take control of their breathing
and slow it down.
Concentrate on making the biggest bubble you can which requires
the child to remain calm, centred and relaxed. This encourages the
child to maximize their control over their breath and remain focused
on just the bubble
Put a maximum time limit on this activity of 5 minutes

48. Mindfulness

49. Mandala’s
Are derived from Eastern methodology.
Psychoanalyst Carl Jung has called it “a representation of the
unconscious self.” The mandala is widely recognized as a meaningful
reflection of its creator. Mandala art therapy & healing can be a great
source of reflection on one’s soul.
As with most art therapy:
it’s not about the final product…it’s about the journey

53. Pizza Massage or The Typewriter
1st ask the person receiving the massage if it is ok to touch them on their back.
This activity is great for stimulating Deep Touch Pressure -
DTP.
DTP has been described to produce a calming effect in
children.
These activities are often used for children who are on the
spectrum or display similar behaviours and this is because
they prefer proximal sensory stimulation such as touching,
tasting, and smelling.
Lets give it a try – find a buddy and ask
permission to begin

54. Australian
Childhood
Foundation Tool-Kit