New England NEA #4 Slides.pdfFour steps to guide your well-being and stress mitigation strategy 1....

8/7/2020

1

New England NEA:How to Transform Trauma and Create Healing Communities in Schools

Webinar #4: The Core Capacities to Transform Trauma in Schools: The Healing Community

.

© NFI Vermont 2020 [email protected]

Dave Melnick, LICSWDirector of Outpatient Services

Northeastern Family Institute, Vermont (NFI)Fellow and Trainer, ChildTrauma Academy

Beacon House

Transforming Trauma:

The School as a Healing CommunityA workshop and 3-credit graduate course learning opportunity

with Dave Melnick, LICSW

Fall 2020 or Winter/Spring 2021

Many students today arrive at school with unprecedented adversity, due to high rates of traumatic stress, the

current pandemic, social isolation, and inequities. Oftentimes, our traditional methods of relationship building,

discipline, and instruction are falling short for these students, often leaving educators strained, frustrated, and

self-doubting. In this workshop with graduate course option, we will study the harmful effects of trauma on

students and on the workforce, the premises for trauma-informed practices and the core capacities necessary to

successfully address posttraumatic stress. The graduate class will take a more comprehensive look into these

core capacities, with a focus on helping educators transform their mindsets in order to make shifts in their

practice. Finally, we study the central components for building resilience, first for the workforce and then for

students.

For more information, please contact Wendy Cohen at [email protected]

Northeastern Family Institute , Vermont

mailto:[email protected]

http://www.nfivt-familycenter.org/


8/7/2020

2

What is “trauma-informed?


Trauma –informed

Realize

Recognize

Respond

Reduce

What is “trauma-transformed?


Trauma –transformed

Relational

Realize

Recognize

Respond

Reduce

Reflective

Resilience





8/7/2020

3

Core Capacities of Trauma-informed Practice


Trauma –informed

Reflective Practice

Reframing

Reducing Stress

Reenactment

Prevention

Effects of Developmental Trauma


#1

Physiology:

Body & Brain

#2

Attachment &

Relationships

#3

Emotion Regulation

#4

Cognition & Learning

#5

Behavioral Control

#6

Dissociation

#7

Self-esteem & Future

Orientation





8/7/2020

4

Core Capacities of Trauma-informed Practice


Trauma –informed

Reflective Practice

Reframing

Reducing Stress

Reenactment

Prevention

What is Reflective Practice…


“The cure for the pain is in the pain”

Rumi





8/7/2020

5

Begin Well: Fostering a Facilitative Environment


1. Connections with adults and children

2. Contribution: Opportunities to help others

3. Control

4. Competence

5. Confidence

6. Character

7. Coping Skills

4 Core Capacities to Transform Trauma: Reframing


“Everything can be a ‘that’; everything can be a ‘this’”

~ Chuang Tzu





8/7/2020

6









8/7/2020

7

4 Core Capacities to Transform Trauma: ReframingWhat it is…


Reframing

1. Seeing the same thing differently

2. Both/And thinking

3. A Shift in mindset and

emotion

4. A means to regulate stress

and neutralize…

5. Change the context, change the interaction, change feeling about child

4 Core Capacities to Transform Trauma: ReframingWhen is reframing necessary


Reframing

1. Behavior is chronic, unremitting and non-responsive

to traditional approaches

2. When we continue to put only a

negative attribute on the behavior

3. When we have lost sight of the

impact of chronic stress

4. Blaming, Complaining,

Shaming becomes dominant impulse





8/7/2020

8

Video Activity


1. Label/Describe Paul’s mindsets/beliefs about Whitney.

Describe what he believes he is seeing?

2. What are your mindsets/beliefs about Whitney?

What are the reasons Whitney is acting the way she is?



Misbehavior

• Disrespectful• Argumentative• Avoidance

Stress Behavior

• Devalued, Helpless, Anxious

• Uncertainty, move against

• Move away

Reframing

• Self-protective• Determined, self-agency,

fight response, limit setting• Self-aware, watchful





8/7/2020

9

4 Core Capacities to Transform Trauma: What you gain..


Reframing

1. Allows things to change form

(metamorphosis)

2. Your belief system shift can shift behavior. See a different

kid!

3. Perspective shift, point of

view 4. proximity

Reframing






8/7/2020

10

4 Core Capacities to Transform Trauma: Typical Reframes


Oppositional/Defiant/

Resistant

Fight/Flight

Self-agency/ Determined

Stubborn Resolute

Disrespectful Self-protective

problem child Child with challenges

Avoidant/ Lazy/

Unmotivated

Conserving Resources/

Know their limits

Stress Response System: Typical or Average Person

.


Low/No Stress

Rest, Restore, Repair

Mild/Moderate Stress

Optimize, MaximizeModerate/High Stress

Overload, ExhaustionToxic Stress

Breakdown





8/7/2020

11

.


The amount of energy in your body

“The response of the body to any demand made on it (often for change)” (Selye)

“Stress is what arises when something you care about is at stake”, something of value/invested in” (McGonigal)

Low/No Stress





Breakdown

Stress Response System






8/7/2020

12

Strategies to Regulate Stress: Workforce Well-Being“VAAST”

Four steps to guide your well-being and stress mitigation strategy

1. Values: Stress is related to your values. Clearly identify them.

2. Anticipate and Assess stress states: “If it is predictable it is preventable”. Identify your “hot zones”. Identify your ‘in the moment stress level”

3. Share the load: Stress mitigation is a team sport. Cultivate an inner circle. How does your supervisor and organization/program intentionally help with this?

4. Test it out: feedback helps us to refine and improve Reflective practice. Is this working for me? What other action can I take?


Reflective Practice: Stress Mitigation.

Two essential questions:

1. What is the nature of your relationship with that student?

2. When you are in struggle with them, which of your core values are being violated, challenged






8/7/2020

13

Strategies to Regulate Stress: Bottom up/ Top Down


Cognitive

(10-20%)

Relational/ Affective

(30-40 %)

Physiological(51%)

Strategies to Regulate Stress: Bottom up/ Top Down


Cognitive

Relational/ Affective

Physiological





8/7/2020

14

Stress Response System: Typical or Average Person

.


Low/No Stress





Breakdown

Stress Response System: 3. Mild-to-Moderate Stress Confer Great Benefits (Enhancements)

.


Low/No Stress





Breakdown

1. Optimal Performance2. Flexibility, Versatile3. Vigilance4. Accountability/Reflective5. Motivation6. Responsive (esp. to logic

and reason)7. Buoyant8. Relational





8/7/2020

15

Conditions That Foster Resilience: PRIDE

.


Low/No Stress





Breakdown

1. Predictability: Structuree and Routine moderates uncertainty

2. Relational: Safe, Caring , Respectful

3. Identify: Your hot spots and triggers

4. Developmental Stressors: 5. Empathy, validation,

compassion

Stress Response System: 4. Moderate-to-High Stress Can Create Stress-Adapted

.


Low/No Stress





Breakdown





8/7/2020

16

.


Low/No Stress





Breakdown

Threshold of ToleranceWOT

Bandwidth


Stress Response System: Resilient Person

.


Low/No Stress





Breakdown


Bandwidth





8/7/2020

17

Stress Response System: Stress Adapted or Developmental

Sensitivity.


Low/No Stress





Breakdown


Bandwidth

1. “Stress Blindness2. Diminished Capacity to Parent/Blocked Care3. “Closed Brain” rigid cognitively4. Reactivity/short-tempered5. Blame, Complain, Shame6. Self-focused7. Anxious, panicky, detached


Low/No Stress





Breakdown

Stress Response System: Stressed Adults

.





8/7/2020

18

Conditions That Create Vulnerability and Sensitivity to Threat

.


Low/No Stress





Breakdown

1. Dangerous, Unreliable Caregiving2. Neglectful, Chaotic, Non-responsive3. Unregulated Stress4. Little or no protective factors5. Challenges/Expectations are not

developmentally appropriate6. Authoritarian, cold, commanding

caregiving

Strategies That Build Resilience

.


Low/No Stress





Breakdown

Structure, Routine, Rituals, Predictability, TraditionsAddress relational poverty (equity not fairness)Developmentally appropriate exposure to stressors 7 C’s: (Ken Ginsburg, MD)

Connection (enriched relationships)CompetenceContributionControl ConfidenceCharacter/ ConsequencesCoping Skills

“Short moments of action, many times a day”

Name the emotion





8/7/2020

19

Strategies That Build Resilience

.


Low/No Stress





Breakdown

Surprise child’s mistrusting brain by “challenging their expectations of caregiving

behavior” Listen/Lecture & Getting to yes

VCRReframe

Regulate—Relate—ReasonConnect before you correct

Story tell


.


Low/No Stress





Breakdown





8/7/2020

20

1.




New England NEA #4 Slides.pdfFour steps to guide your well-being and stress mitigation strategy 1....

Documents

Transcript of New England NEA #4 Slides.pdfFour steps to guide your well-being and stress mitigation strategy 1....