Children and Trauma: Creating Trauma Sensitive Learning Environments

Terri Cooper SEDNET Region 13

Cooper_s1@hcsb.k12.fl.us

1

Who is SEDNET ?

2

The Multiagency Network for Students with Emotional/Behavioral Disabilities

•Works with other agencies to create and facilitate a network of stakeholders committed to providing quality care to children with or at risk of E/BD.•Created by the Florida Legislature in 1984.•A statewide descretionary project funded by the Department of Education.•19 regions across the state.•www.sednetfl.info

Today’s ObjectivesDefine TraumaDiscuss how Trauma affects the BrainDiscuss how Trauma affects Learning and

BehaviorExplore strategies for creating Trauma-

Sensitive Learning Environments

3

4

Nurturing homes tend to produce kids who ……Feel SafeFeel SecureFeel SupportedHave the ability to “ Regulate their Emotions

”Experience Academic SuccessHave Positive Self-EsteemGoal OrientedHave Hopes and Dreams

5

6

Homes that fail to Nurture tend to produce kids who….Feel InsecureFeel UncertainFeel NervousFeel ScaredHave Poor Self-ConceptStruggle in SchoolCan’t “Regulate their Emotions”Feel HelplessFeel Hopeless

7

“One out of every four children attending school has been exposed to a traumatic event that can affect learning and/or behavior.” The National Child Traumatic Stress Network(NCTSN)

8

Defining TraumaThe experience of violence and victimization including sexual abuse, physical abuse, severe neglect, loss, domestic violence and/or the witnessing of violence, terrorism or disaster.

NASMHPD, 2006

9

Post Traumtic Stress Disorder (PTSD)A condition in which, following an identified traumatic event, a person demonstrates symptoms, lasting more than one month, of hyperarousal, reexperiencing, and avoidance.

(DSM-IV-TR)

10

Trauma is not a new concept.Trauma is a common way of life for many

children.What is new is our way of understanding it

and responding to it.Trauma sensitive approaches ask “What

happened to you?” instead of “What’s wrong with you?”

11

What Stressful Events Create Trauma?The Center for Disease Control and Kaiser

Permanente are collaborating in a large (over 17,000 participants)

longitudinal study that began in 1995.The purpose of the study is to look at the relationship

of childhood traumatic events and health and well-being later in life.

This study identified nine Adverse Childhood Experiences (ACEs) that lead to trauma.

http://www.acestudy.org/

12

Adverse Childhood Experiences (ACEs)1. Childhood physical abuse2. Childhood sexual abuse3. Childhood emotional abuse4. Physical neglect5. Growing up with a mentally ill, depressed, or

suicidal person in the home6. A drug addicted or alcoholic family member7. Witnessing domestic violence against the mother8. Loss of a parent to death or abandonment9. Incarceration of any family member for a crime

13

ACE ScoreUses a simple scoring technique to determine the degree of exposure to childhood trauma.There are ten questionsOne point is scored for each “Yes” answerPoints are added up to get an ACE scoreYou can see this test at.....

http://www.acestudy.org/

14

The more ACEs a child experiences , the greater the risk for developing physical, mental or behavioral health issues.Alcohol abuseIllegal drug useDepressionTobacco useHigh-risk sexual behaviorPhysically abuse othersObesityUnwanted pregnancyLiver and heart diseaseSuicidal thoughts 15

Adverse Childhood Experiences

16

Trauma and Brain FunctionsThe brain of a young child develops in reaction

to the way it is stimulated.Research suggests that trauma impacts brain

development and the way the brain functions.The effects of trauma over-stimulate some

parts the brain and alter the child’s ability to cope in stressful situations.

17

Fright, Flight, or Fight

Fright, Flight, or FightWhen we are experiencing stress, the limbic

part of our brain kicks into the “fright , flight or fight” mode.

Normally, this is a useful brain function.But, for a child experiencing trauma this area

of the brain gets overused.A child may respond as if they are in

danger even when they’re not.Other parts of the brain are being

underdeveloped. These are the parts of the brain that support

learning.

19

“Fright, Flight, Fight and the Little Boy”

The little boy is an elementary student in Circuit 5 participating in general education classes. He has mostly passing grades. He had acceptable behavior until just before the end of school when he was suspended for 5 days for “acting out” behavior.

20

Examiner’s Report “Given his history of ongoing exposure to domestic violence, this little boy is likely hypersensitive to situations in which he perceives others are “screaming/yelling” at him. Through early exposure to domestic violence, this little boy’s autonomic (Limbic) system has essentially been trained to be hypervigilant for signs of possible impending physical threat, which clearly has included yelling/verbal escalation. Thus, he has a very sensitive “radar” when in situations during which people, particularly adults, are “raising their voices” and is at risk for interpreting an emphatic comment as a warning sign of “an adult ready to lose control.” This little boy will tend to respond to such perceived “warning signs” with self-protective acting out, whether or not it was actually warranted.

21

Fright, Fight, or Flight: A Review• Nerve cells fire and chemicals are released.• Their respiratory rate increases/heart beats faster.• Blood rushes to their muscles and limbs.• Their pupils dilate and sight sharpens.• Their awareness intensifies. • Their impulses quicken. • Their perception of pain diminishes. • They scan and search their environment, "looking for the enemy."• They perceive everything in their environment as a possible threat to their survival.

• Their rational mind shuts down and moves them into "attack" mode. • They perceive almost everything in their world as a possible threat to their survival. •They overreact. •Their fear is exaggerated. •Their thinking is distorted. •They narrow their focus to those things that can harm them. •Fear becomes the lens through which they see the world.They see everything through the filter of possible danger. •They do everything they can to survive.

A Closer Look at the Brain

24

AmygdalaFunction Effects of Trauma

This part of the brain helps manage fear and panic. It assesses how upsetting or dangerous a situation is.

When the Amygdala is over stimulated, anxiety, hyperarousal, and hypervigilence occur. Children have melt downs, a hard time calming down and might overreact to mistakes. Overexposure to stress reduces the ability of the Amygdala to function correctly.

25

Hippocampus

Function Effects of Trauma

Encodes and retrieves information.

High levels of stress lead to forgetfulness and problems with the ability to retain academic information. MRIs in traumatized individuals show a decrease in the size of the Hippocampus in direct proportion to the degree of trauma experienced.

26

Corpus CallosumFunction Effects of Trauma

Bridges and coordinates the two cerebral hemispheres.

Stress causes a decrease in the size and function of the Corpus Callosum. This results in less brain activity and learning problems.

27

Cerebral CortexFunction Effects of Trauma

This is the “Higher Thinking” part of the brain that impacts language, abstract thinking, decision making, planning, memory and attention.

Severe stress causes this part of the brain to shut down and lets the limbic area of the brain take over. This leads to poor impulse control and poor decision-making.

28

CortisolFunction Effects of Trauma

Cortisol is a hormone which is released when we experience stress. It helps mobilize the body to respond to the stressful event.

Studies show that high levels of Cortisol may damage or destroy cells in the Hippocampus.

29

30

Some Good NewsNeuroplasticity refers to the brain’s

ability to reorganize itself by forming new neural connections throughout life.

Neurons in the brain can compensate for injury and disease and adjust their activities in response to new situations or changes in the environment .

31

Trauma affects the brain!!!!!! It can lead to ….Sleeping difficultiesBehavior issues (impulsivity, aggressiveness, withdrawal)Physical symptoms /medical issuesSensory sensitivityReckless and risk-taking behaviorDisengagement from schoolPoor social interactionsOther mental health issuesLearning problems

32

How does Trauma Affect Learning?Speech and language difficultiesDifficulty concentratingPoor relationships with peers and teachersLower academic achievementLower test scoresMore likely to repeat a gradeMore likely to be placed in special education

classesSuspended and expelled more oftenMore likely to drop out of school

33

So, What can we do about it?According to research, schools can provide

effective supports to traumatized students.All successful children possess three common

traits whether or not they had experienced trauma.A strong adult-child relationship (not necessarily a parent)

Good cognitive skillsThe ability to “self-regulate”Supporting these traits can help students be

successful. 34

3 Models for Creating Trauma-Sensitive Classrooms

The ARC Model

(Attachments, Self-Regulatory, Competencies)The Flexible Framework: Helping Traumatized

Children LearnCompassionate Instruction and Discipline in the

Classroom

35

More Things We Can DoMake students feel Safe and Secure

Teach Self-Regulation SkillsImprove Attention SkillsEnhance Coping Skills

36

Make Children feel Safe and Secure

Create predictable routines and schedules. (Make them as visual as possible!!)

Have clear behavioral expectations and consequences.

Enforce them consistently!!!!Offer frequent and sincere praise and

encouragement.Remain calm.

37

Self-Regulation StrategiesDisplay your daily schedule /rules/

consequences (use pictures to illustrate when possible).

Anticipate changes in routine or times that are difficult and be prepared to support.

Use task analysis cards to break down steps for difficult tasks (illustrate).

Use verbal cues and keywords to help children focus (example: Stop and Think).

Use positive practice. Use positive practice. Use positiv

Create and evaluate daily goals.38

Improve AttentionCreate positive and emotionally supportive

environments.Make eye contact with children when giving

directions.Make sure children understand what you want

them to do.Give children choices when possible.Remove/minimize distractions when possible.Model desired behavior.Limit t.v., computer, playstation time.Play concentration games/puzzles.Provide lots of opportunities for physical

exercise.

39

More about ChoicesChoices actually change a child’s brain

chemistryChoices empower and motivate childrenTwo positive choices should be offered

Child attends to the task the teacher wants them to do

Child learns some decision-making skillsReduces power strugglesHelps child develop self-control

Two Positive ChoicesYou have a choice. You can ask me for help or

you can ask a friend for help. Which works best for you?

You have a choice. You can go to the math center or you can go to the science center. Which do you prefer?

You have a choice. You can read at your desk or you can read at the empty desk next to mine. Which do you choose?

Enhance Coping SkillsFocus on positive experiences and positive

attitudes.Teach children to use self-reflection (journals,

art).Teach children to identify alternative choices

and select their best choice.Teach children to use positive self-talk.Explore relaxation techniques.

Deep breathingCountingVisualization

42

A Dilemma: How do we know a child is suffering from a traumatic event?

Symptoms of trauma can look a lot like ADHD, ODD, Conduct Disorder, etc.

The strategies used to support children suffering from trauma can benefit all students.

44

When teachers, school administrators, service providers and communities have a better understanding of trauma we can create environments…….where kids feel cared about and safe. where kids can learn and experience

academic success. where kids thrive in their communities.

45

“ Though no one can go back and make a brand new start, anyone can start and make a brand new ending.”

- Carl Bard

46

Thank You for your ParticipationTerri Cooper

Cooper_s1@hcsb.k12.flus

(352)797-7022 ext.213

www.sednetfl.info

47

Local SEDNET regions are funded as statewide discretionary projects through IDEA and state general appropriations to school district fiscal agents.

References Cole M.Ed, S. (Ed.). (2009). Helping traumatized children learn. Boston, MA: Massachusetts Advocates

for Children.

Hodas MD, G. (Ed.). (2006). Responding to childhood trauma: the promise and practice of trauma informed care. Pennsylvania: Office of Mental Health and Substance Abuse.

The National Child Traumatic Stress Network Toolkit for Educators (October, 2008)

Wolpow, R. (Ed.). (2011). The heart of learning and teaching: compassion, resiliency and academic success. Washington: Washington State Office of Superintendent of Public Instruction.

http://www.acestudy.org/

Neimark, N. (n.d.). The fight or flight response. Mind/Body Education Center, Retrieved from

www.NCTSN.org

Essentials of Asset Building Training of Trainers workshop. Copyright © 2008 by Search Institute, 800-888-7828, www.search-institute.org/training

Perry B. , & Szalavitz M., (2006). The boy who was raised as a dog. New York, NY: Basic Books.

Bailey B. (2001). Conscious discipline. Oviedo, Fl: Loving Guidance,Inc

48