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Trauma
- 1.
- 2. Reflection • What issomething that you remember about a teacher who made an impact on you?
- 3. Barriers • What arethe barriers for children who have experienced trauma? • In what ways does this impact on them accessing education?
- 4. Trauma impacts on… (MakingSPACE for Learning: Trauma Informed Practice at School 2012)
- 5. What does atrauma sensitive school look like? • B elonging • R outine • A ttachment • C apacity • E motions
- 6. What helps childrenwho have experienced trauma? • Learning to recognise their early warning signs and emotions. • Having a personal visual timetable on their desk. • Acknowledging their feelings and being present. • Being predictable with routines and reactions. • Adults recognising and controlling their own emotions and frustrations. • A fresh start every day.
- 7. The Little Things •Teachers are busy people! How can you incorporate the social/emotional skills into your day? • http://www.weareteachers.com/21-simple- ways-to-integrate-social-emotional-learning- throughout-the-day/
- 8. The Little Things…for teachers! • Have regular breaks – have a cuppa, go for a walk, do some mindfulness activities, play Candy Crush, do whatever it takes for you to stop, think, recharge and restart. • Set limits – no matter how much work we do outside of school hours, none of us ever get through everything – there is always something else we could be working on. Give yourself a strict time that you will leave school by and stick to it! At home, apply the 80/20 rule…. Whatever time you have at home after work, spend no more than 20% of it doing things for school.
- 9. Positive Behaviour Support •Think about your classroom… what do you count as problematic or challenging behaviours?
- 10. So why dowe want to use positive behaviour systems? Isn’t that just rewarding bad behaviour?
- 11. The Negative BehaviourCycle 1 Child has a bad start to the day at home. 2 LATE - has to report to the office - told off! 3 Arrives in class - has missed instructions - trouble! 4 Negative engagements with class teacher and friends - more trouble 5 Bad mood - trouble in the playground - time out! 6 Returns to class unhappy about missing play - more trouble 7 School contacts family - more trouble at home.
- 12. People work bestwhen they are doing things that they like!
- 14. LEARNINGTHINKING LEARNING Include •Academic ability (e.g.literacy, numeracy) •Areas of knowledge •Learning style •Preferred subjects COMMUNICATION Include •How does he communicate to get his needs met? •How do they engage others socially? •How do they communicate their feelings? •Can they share stories about events in their lives and things of interest? •Can they ask and answer questions? •Can they communicate through non verbal means (e.g. role playing, writing, drawing)? •Do they have difficulty understanding others? Is there something impairing communication (e.g. language IDENTITY Include •What are they interested in? •What are their hopes/dreams/aspirations? •What qualities/values do they see as important or desirable? •How do they want to be seen by others? •How do they explore their identity? •How do they describe/present themselves? THINKING Include •Attention (e.g. selective, sustained, divided) •Memory (e.g. procedural, declarative, working memory, visual/verbal) •Executive function (planning, flexibility, strategy, ability to inhibit irrelevant responses) •Thinking skills (reasoning, self-reflection, creativity etc) •Play (imaginative) PHYSICAL Include •Physical development and maturation (e.g. puberty) •Gross and fine motor skills •Illness and disability •Medication •Hygiene & self-care •Appetite and energy •Sleep patterns •Physical fitness A brief summary of the client’s presentation In the context of… •Major life experiences that have shaped the young person to become the way they are •Current influences that are impacting on the client’s presentation What they need in order to succeed MANAGING FEELINGS Include •Arousal level (e.g. typical arousal level, sensitivity of stress response, ability to dampen stress response following stimulus, ability to appropriately match arousal level to situation) •Sensory (e.g. seek/avoid sensory stimulation) •Emotions (e.g. awareness and understanding of own and others emotions. Ability to discriminate different emotions) SOCIAL RELATIONSHIPS Include •Attachment patterns •Relationships with family members •Relationships with significant others (e.g. teachers) •Peer relationships (e.g. capable of making, maintaining, restoring friendships) •Social play (seek to play with others, turn taking, follow social norms) •Awareness of personal space and boundaries
- 15. Acceptable Alternatives • Weknow that behaviour serves a purpose – to gain something or avoid something. • Behaviour change takes time and can be difficult. In some instances a gradual approach is more effective when dealing with challenging behaviours. We are not looking to “remove” a behaviour, we are trying to shape it
- 16. Challenging Behaviour AcceptableAlternative Desired Behaviour Punching/kicking Swearing Insults Talking/sharing Walk away Verbal abuse/threats Swearing Yelling Positive language Not being in class Being in class (but not working) Working in class Throwing rocks at person/building Throwing rocks at a tree Use safe words to express feelings Example of Challenging vs Acceptable vs Desired Behaviours
- 17. Over to you… •Think of a child that you work with and choose one behaviour that you would like to modify • What is the challenging behaviour? • What is the acceptable alternative? • What is the desired behaviour?
- 18. PBSP Creation When creatingan intensive support plan for a child who is struggling to read, what are some strategies that you would implement to help them to be fluent readers?
- 19. PBSP Creation When creatingan intensive behaviour support plan, we would consider 4 keys areas of focus. • Environmental adaptation/changes • Positive programming • Focused support • Incident management
Editor's Notes
- #3 We don’t remember the teacher that taught us to read, or how to add. We remember their kindness, compassion, acceptance and willingness to help
- #4 Low attention span, difficulty following instructions, memory problems, behavioural difficulties, emotional outbursts, altered brain development, relationship problems
- #6 If you have a look at the handout, these are the 5 key components of a trauma informed school. When all staff have the same common understanding about how to promote a safe and secure environment for students, students become more capable of engaging in their learning as they are in a predictable environment, regardless of which staff member they are working with.
- #9 Teachers spend an extraordinary amount of time dedicated to improving the lives of the children that they work with. We know that the 9-3 work day and 12 weeks of holidays is a myth, and not only do educators spend time after school preparing, marking, creating, learning, supervising and networking, they go home and try and squeeze in having some kind of social life, relationships, families and extra work! It’s no wonder that often we forget to put ourselves first – so much time is spent thinking about others, it is so important to think about yourself too. Some little things that you can do in order to make sure you are taking care of yourself:
- #12 Think about what happens for some children before they get to school – we all know when one of our kids has had a “bad morning”…. What if instead of kids being in trouble for being late, we told them how great it was to see them? That we set them up with a buddy when they arrive so that they know what activity they need to be doing? Or take a minute when the class is settled so that you can talk to them one on one and make sure that they know? How we respond to all of these situations impacts on our whole class. If we keep things positive and calm, the children are better equipped to respond in kind.
- #13 It can be really challenging to move beyond the idea of rewarding good behaviour and punishing bad behaviour – traditionally it is what we have all encountered. You do good things, you get good things. You do bad things, you miss out or get something bad. For most people, the fear of punishment is enough, we don’t want to get in trouble, we want to please people, so we adhere to the rules, we are compliant and obedient. For children who have experienced trauma, some inherently believe that they are bad, they get it at home, they come to school and they still can’t do the right thing, they miss out, they are suspended, they can’t go on camps and excursions and they lose the opportunity to practice the social skills that they need. When we take the time to really get to know the students that we work with, we are able to find things they like, hook them in and develop relationships. When children develop positive relationships, they are more likely to engage because they feel safe and secure with the people that they are working with.
- #14 Appropriate behaviour is not innate – for some students, conflict is all that they have experienced. They do not know how to develop a positive relationship, or how to speak kindly to others. What would look different in your class if you approached behavioural errors in the same way that you approach academic errors?
- #15 The more we know about the children in our care and their families, the better equipped we are to understand their behaviour and possible motivations. What do you think the benefits of having this level of information regarding a child is? Last week we gave everyone the opportunity to have a look at the case formulation sheets from the CAMHS BIS – did anyone have the opportunity to fill theirs out? We will take a few minutes now for people who have not had a chance to fill theirs out
- #17 Some examples of acceptable alternatives Over time the young person ceases to use the challenging behaviours as the acceptable alternative is meeting their need, then this in effect becomes the new challenging behaviour and we need to identify something that is less worse.
- #19 I’m going to give you a copy of the RAAP application behaviour support plan – for some of the most complex children that we work with, we need to formulate a plan for action that covers the aspects of behaviour in which children are most at risk. In small groups, have a go at creating some different ways
- #20 I’m going to give you a copy of the RAAP application behaviour support plan – for some of the most complex children that we work with, we need to formulate a plan for action that covers the aspects of behaviour in which children are most at risk. In small groups, we are going to have a go at creating some different ways to tackle each area of concern. We will start with environmental changes, positive programming, focused support