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3

TraumaInformedPracticesforSchools- TIPS

OURBRAIN’STRIO

Amygdala– BrainStem• TheNOW. • Am Isafe?Limbicsystem– MidBrain• ThePAST. • Memories, emotions, past hurts &

experiences. • Can I trust you?Pre-frontalcortex• TheFUTURE. • Higher level functioning• canplan&consider consequences• Rational Thinking/Logic

REMOVEDVIDEO

HOPEISAONEWAYSTREET…

Resiliencyis:

“TheDeepBeliefthatatonetimeyoureallymatteredtoanother

humanbeing”-VincentFeletti,M.D.

4

TraumaInformedPracticesforSchools- TIPS

WHATISTRAUMATICSTRESS?• Overwhelming experience• Involvesathreat• Results invulnerabilityandloss of control• Leavespeople feeling helpless and fearful• Interfereswithrelationships andbeliefs

“Trauma can be asingle event,connected seriesoftraumatic eventsorchronic lasting stress.”

Dia g n o sticCla ssi fi ca tio n:0-3 R

ComplexTrauma:• Multipletraumaticevents,oftenthatoccurwithinacare-

givingsystemthatissupposedtobethesourceofsafetyandstabilityinachild’slife.

.

THESTRESSRESPONSEANDTRAUMA

Thestressresponse isachemical response• Prepares thebodyforaction

‒ Fight‒ Flight‒ Freeze

• Mostrecover• Somedevelopmore severedifficulties

SIGNSOFTRAUMA

•Whatbehaviors mightweseein:• Young Children (0-5years)?• Elementary School Children (6-12years)?• Adolescents (13-18years)?

5

TraumaInformedPracticesforSchools- TIPS

TRIGGERSANDBEHAVIORSome Common Triggers:• Sirens• Loud noises – school bell• Police Officers /FirePersons• Schedule Changes

§ MinimumDays, testingdays, fire/earthquakedrills, pictureday…

• SightsandSmells• Resemblances – physicaland verbal• Terms of Endearment• Unexpected Touch• …You tellus?

IT’SAPARADIGMSHIFT.CHANGINGTHEQUESTION:

• Oppositional• Outbursts• Anger

• Depression• Withdrawal/Abse nces• Argumentative• Escalation• DefianceofAuthority

• FearofRejection/Abandonme nt

• Overwhelmed• Hurt• LackofSelfWorth• Avoidance ofEmotions• Testing relationship• Triggered TraumaMemories• Need forControl

Behavior… FeelingitisMasking…

From… “What is wrong with you?” To… “What happened to you?”

UNDERSTANDINGTHAT….

TRAUMA EXPLAINS BEHAVIOR ITDOES

NOTEXCUSE BEHAVIOR

ProblemBehaviorsareoftenduetoadesiretoSelf ProtectorMechanisms for

Coping

6

TraumaInformedPracticesforSchools- TIPS

WHATMITIGATESIMPACTOFTRAUMA?

• Create aSense ofSafety

• Provide aSense ofControl

• FosterConnections

CREATEASENSEOFSAFETY• Safety isahumanbeings number onepriority• Trauma results inalossof senseofsafety• This includesbothphysicalandemotional safety• Provide opportunities forstudents tobe

successful• Celebrate eventhesmallestsuccesses

CREATEASENSEOFSAFETY

• Provideasafeenvironment:predictablestructurewithconsistentroutines§ Supervision: eyes, ears, proximity to students§ Consideraschool-widepositivebehaviorintervention

program§ Createclearexpectationsduringunstructuredtimes

(e.g.,passingperiods,lunch)§ Providetransitionopportunities(e.g.,5minutestoread

abookorawarmupquestion)§ Provideclearpathwaystoemotionalsupportfor

studentswhoelecttoutilizeit

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9

TraumaInformedPracticesforSchools- TIPS

EVERYTHINGSPEAKS

Behaviorisaformofcommunication

Whatisthisbehaviortellingmeaboutthisyouth?Whatisthisyouthtryingtotellusthroughthisbehavior?

WHATASTUDENTKNOWSANDHASPRACTICEDWILLALWAYSFEELTHEMOSTNORMAL

UNDERSTANDTHAT:• Thatthestudentisnotouttogetus• Theyactinawaythatmakessenseaccordingtotheir

understandingofhowtheworldworks• SeehandoutTheBeliefBehindTheBehavior

STEPSTOBUILDAFFECTIDENTIFICATION

• Buildvocabulary• Connectemotionswith:

ü Bodysensationsü Thoughtsassociatedwithfeelingsü Behaviors—manifestationsoffeelings

• Contextü External:Smells,Soundsü Internal:Tired,hungry

• Useliterature,music,filmtohelpkidslearntoidentifyemotions.

• SeeHandout,TheBrainInThePalmoftheHand

T.I.P.S.TECHNIQUES

• Teach/Model/Practice• Morning check-ins• Breathing• Takingbreaks• Writing down feelings

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TraumaInformedPracticesforSchools- TIPS

T.I.P.S.TECHNIQUES

•Grounding Exercises• 5-4-3-2-1• ProgressiveMuscleRelaxation

•MyCalmColors Pallet•Mirroring• SimpleTaskstoEngageCortex

HANDOUTS/RESOURCES FORTEACHINGSTUDENTS IMPACTEDBYTRAUMA

Connections:• TwobyTenStrategy

UseandTeachwhatyouknowabouttrauma:• WorkingWithStudentsExposedToTrauma

Thepowerofperception– ormisinterpretation!• TheBeliefBehindTheBehavior–AKeyForMistakenBeliefs

SELFCARE

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TraumaInformedPracticesforSchools- TIPS

SELFAWARENESS..…• Educators and Empathy: Empathy isthe

identification with orthe experiencing of, thefeelings, thoughts or attitudes of others.

• Compassion Satisfaction: the positive feelings wegetwhenwe realizethat thecompassion weput inworkingwith others isresulting insome relief,growth orhealing.

• Empathy isadouble edged sword: Itprovideshealing power, however empathy for the traumatic pain of another can result inpersonal upset or painfor the listener.

VICARIOUSTRAUMAWhenempathyforastudent’ssufferingleadstointernalizingor

frighteningrealitiesnotpersonallyexperienced.

CompassionFatigue:

• PTSDrelatedsignsthatyoureceivevicariouslyasasecondarytargettotrauma.

• Experiencedbythoseinahelpingprofession.• Canchangeyourwiring/whoyouare

UnlikeBurnout:• Physicalandemotionalexhaustion,apathy,ordissatisfaction

withjob.

THEPROFESSIONALIMPACTOFVICARIOUSTRAUMA(AdaptedfromTheHeartofLearningandTeaching)

• JOBTASKS• MORALE• INTERPERSONAL• BEHAVIORAL• PHYSICAL• EMOTIONAL

• BEHAVIORAL• COGNITIVE• RELATIONAL

(INTERPERSONAL)• WORLDVIEW

(SPIRITUAL)

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TraumaInformedPracticesforSchools- TIPS

SELF-CARETECHNIQUES

• PHYSICALFITNESS• NUTRITIONANDHYDRATION• SLEEPANDREST• ASSERTIVENESS• CENTERINGANDSOLITUDE• CREATIVITY• FUNANDENJOYMENT• CREATEAPLANFORSELF-CARE

QUESTIONS???