Attach 2015 What counts as success
-
Upload
robert-burroughs -
Category
Documents
-
view
227 -
download
1
Transcript of Attach 2015 What counts as success
![Page 1: Attach 2015 What counts as success](https://reader036.fdocuments.us/reader036/viewer/2022070600/58a3b61d1a28ab62218b4d13/html5/thumbnails/1.jpg)
Attachment and School: WhatCounts as Success?Lessons from a trauma-focused RTC
Robert Burroughs, PhD, Research Fellow, CaloATTACh conference, September 25, 2015, Minneapolis, MN
![Page 2: Attach 2015 What counts as success](https://reader036.fdocuments.us/reader036/viewer/2022070600/58a3b61d1a28ab62218b4d13/html5/thumbnails/2.jpg)
Learning Objectives
1) Identify the problems that school poses for students with trauma and attachment issues.
2) Discuss the limitations in conventional school approaches with traumatized children.
3) Describe a process for determining definitions of “school success” for traumatized children.
2
![Page 3: Attach 2015 What counts as success](https://reader036.fdocuments.us/reader036/viewer/2022070600/58a3b61d1a28ab62218b4d13/html5/thumbnails/3.jpg)
The Road Map
• The problems that school poses for children with trauma and attachment
• Why conventional school interventions are
less likely to work with traumatized children
• How relationship-based instruction can
help traumatized children in school • How parents and teachers can negotiate
school success
3
![Page 4: Attach 2015 What counts as success](https://reader036.fdocuments.us/reader036/viewer/2022070600/58a3b61d1a28ab62218b4d13/html5/thumbnails/4.jpg)
How do we learn?
•All learning is based in social interaction
•Social interaction is based on relationship
•Learning is based upon relationship
4
![Page 5: Attach 2015 What counts as success](https://reader036.fdocuments.us/reader036/viewer/2022070600/58a3b61d1a28ab62218b4d13/html5/thumbnails/5.jpg)
Classroom Learning Requires:
•Safety
•Trust
•Community
5
![Page 6: Attach 2015 What counts as success](https://reader036.fdocuments.us/reader036/viewer/2022070600/58a3b61d1a28ab62218b4d13/html5/thumbnails/6.jpg)
Our students’ core beliefs
• Because of our students’ core beliefs, they struggle with safety, trust, and community.
– “I won’t try, because then I can’t fail”
– “I don’t trust teachers”
– “Once I get close to teachers, I push them away”
– “If I‘m having success, that makes me anxious”
– “I’m stupid”
6
![Page 7: Attach 2015 What counts as success](https://reader036.fdocuments.us/reader036/viewer/2022070600/58a3b61d1a28ab62218b4d13/html5/thumbnails/7.jpg)
How Trauma Affects Attention
• Students are hyper-vigilant in school, since the world is unsafe to them.
• Hyper-vigilance creates anxiety, which compromises students’ abilities to:
–Concentrate on tasks–Mentally process information–Have relationships with peers and teachers
7
![Page 8: Attach 2015 What counts as success](https://reader036.fdocuments.us/reader036/viewer/2022070600/58a3b61d1a28ab62218b4d13/html5/thumbnails/8.jpg)
Shame + Anxiety = ?
8
![Page 9: Attach 2015 What counts as success](https://reader036.fdocuments.us/reader036/viewer/2022070600/58a3b61d1a28ab62218b4d13/html5/thumbnails/9.jpg)
The Road Map
• The problems that school poses for children with trauma and attachment
• Why conventional school interventions are
less likely to work with traumatized children
• How relationship-based instruction can
help traumatized children in school • How parents and teachers can negotiate
school success
9
![Page 10: Attach 2015 What counts as success](https://reader036.fdocuments.us/reader036/viewer/2022070600/58a3b61d1a28ab62218b4d13/html5/thumbnails/10.jpg)
The Difficulties ofSchool Organization (Smith, 2010)
• External vs Internal• School organized around schedules, curriculum, rules• Child’s internal need for control to feel safe
• Group Activities• Most activities of school are group-based• Child has to deal with multiple people as once, stimulating anxiety
• Delayed Gratification• Approval, achievement, report cards = delayed gratification• Child focuses on gratification in the moment to stay safe
• Dual Role of teachers• Teachers are dispensers of resources + limit-setters• Child sees limits as arbitrary and unworthy of respect
10
![Page 11: Attach 2015 What counts as success](https://reader036.fdocuments.us/reader036/viewer/2022070600/58a3b61d1a28ab62218b4d13/html5/thumbnails/11.jpg)
The Difficulties with Conventional School Inventions (Smith, 2010)
• Behavioral Evaluations• The either/or nature of evaluating behavior: eg, good/bad• From child’s POV: child’s behavior has a strategic purpose
• Conventional Behavior Plans• Behavior plans are based on consistency• Child’s POV: plan is “worked” for child’s goals• Rewards and incentives often have little impact
• Zero Tolerance• Runs the risk of an escalating cycle of consequences• From child’s POV: school becomes a power struggle
11
![Page 12: Attach 2015 What counts as success](https://reader036.fdocuments.us/reader036/viewer/2022070600/58a3b61d1a28ab62218b4d13/html5/thumbnails/12.jpg)
How “Core Beliefs” Receive…
• Correction/Criticism• Irrelevance to student’s goal of safety • Confirmation of negative self image
• Praise• Challenges core belief, which causes anxiety• Confirmation that teacher can’t be trusted
• Success• Challenges core belief, which causes anxiety• Triggers “sabotage” to restore core belief
12
![Page 13: Attach 2015 What counts as success](https://reader036.fdocuments.us/reader036/viewer/2022070600/58a3b61d1a28ab62218b4d13/html5/thumbnails/13.jpg)
The Road Map
• The problems that school poses for children with trauma and attachment
• Why conventional school interventions are
less likely to work with traumatized children
• How relationship-based instruction can
help traumatized children in school • How parents and teachers can negotiate
school success
13
![Page 14: Attach 2015 What counts as success](https://reader036.fdocuments.us/reader036/viewer/2022070600/58a3b61d1a28ab62218b4d13/html5/thumbnails/14.jpg)
Relationship-based Learning
• Current socio-cognitive theories of learning (e.g., Bruner, 1990) stress the importance of learning in the context of others.
• At CALO, relationship is at the center of everything we do.
• Because developmental trauma is created in relationship (abuse, neglect, inconsistency), it can be healed only in relationship.
14
![Page 15: Attach 2015 What counts as success](https://reader036.fdocuments.us/reader036/viewer/2022070600/58a3b61d1a28ab62218b4d13/html5/thumbnails/15.jpg)
CALO’s clinical model
15
![Page 16: Attach 2015 What counts as success](https://reader036.fdocuments.us/reader036/viewer/2022070600/58a3b61d1a28ab62218b4d13/html5/thumbnails/16.jpg)
Commitment
16
•We begin with Commitment on the care-giver’s part. •For CALO, that is the parent, guardian, or primary attachment figure that commits to sending their child to us and commits to working with us in the goal of reuniting at treatment’s end. •It begins also with our commitment as caregivers to treat the child, to “go the distance,” as we say here.
![Page 17: Attach 2015 What counts as success](https://reader036.fdocuments.us/reader036/viewer/2022070600/58a3b61d1a28ab62218b4d13/html5/thumbnails/17.jpg)
Acceptance
17
•Commitment leads to needs to Acceptance.• Acceptance by the parent and by CALO can be a complicated process, but at its fundamental level it is a recognition that developmental trauma and attachment is driving the child’s behavior, not attitudes, laziness, or narcissism. •We have to accept that it is not a matter of “trying harder” for our kids, but of learning how to trust others and ultimately themselves.
![Page 18: Attach 2015 What counts as success](https://reader036.fdocuments.us/reader036/viewer/2022070600/58a3b61d1a28ab62218b4d13/html5/thumbnails/18.jpg)
Security
18
•Once our kids feel accepted, they can begin to feel secure, or safe, both physically and emotionally. •With that feeling of safety, they can begin to form relationships with therapists, teachers, coaches—even our canines.
![Page 19: Attach 2015 What counts as success](https://reader036.fdocuments.us/reader036/viewer/2022070600/58a3b61d1a28ab62218b4d13/html5/thumbnails/19.jpg)
Attunement
19
•When students begin to form relationships, then there is the possibility of attunement.•With attunement comes the ability to co-regulate emotions, which is crucial for our students.•This is not a linear process, of course, but is recursive, with fits and starts, which the dotted line is meant to indicate.
![Page 20: Attach 2015 What counts as success](https://reader036.fdocuments.us/reader036/viewer/2022070600/58a3b61d1a28ab62218b4d13/html5/thumbnails/20.jpg)
Trusting Relationships
• Because the focus of our treatment is trusting relationship, school provides another venue in which students can experience relationships.
• Our first priority is establishing
that relationship. As I tell my teachers: it is not about the content of the curriculum, but the content of our relationships.
• But because our students often
have had such deep difficultly with school, our model is effective but not efficient. And it’s messy, as students struggle to connect with each other and with teachers.
20
![Page 21: Attach 2015 What counts as success](https://reader036.fdocuments.us/reader036/viewer/2022070600/58a3b61d1a28ab62218b4d13/html5/thumbnails/21.jpg)
The Henry Method
• Long history of school difficulties and learning disabilities
• Spent time at several different residential programs before CALO.
• Arrived at CALO in a wheelchair, but was so school phobic that we couldn’t get him into a classroom.
• So, we• Had him work with a trusted coach 1:1• Let him attend just one class to start--science• Used his interest and proficiency in PowerPoint to
assess• Built on his success to move him into other
courses
21
![Page 22: Attach 2015 What counts as success](https://reader036.fdocuments.us/reader036/viewer/2022070600/58a3b61d1a28ab62218b4d13/html5/thumbnails/22.jpg)
The Progress of Henry
22
Course Attendance Missing Work GradesLanguage Arts 22% 4 79
Algebra 1 16% 2 77
Biology 50% 0 78
US History 0% 7 47
Fall 2013
![Page 23: Attach 2015 What counts as success](https://reader036.fdocuments.us/reader036/viewer/2022070600/58a3b61d1a28ab62218b4d13/html5/thumbnails/23.jpg)
The Progress of Henry
Course Attendance Missing Work GradeLanguage Arts 78% 4 93
Algebra 1 75% 2 80
Biology 92% 1 82
US History 60% 5 71
23
Spring, 2014
![Page 24: Attach 2015 What counts as success](https://reader036.fdocuments.us/reader036/viewer/2022070600/58a3b61d1a28ab62218b4d13/html5/thumbnails/24.jpg)
The Progress of Henry
Course Attendance Missing Work GradeFilm Studies 76% 2 95
Psychology 58% 2 80
Science Experiments 100% 0 100
Sports Math 85% 1 92
Study Skills 80% 2 86
US History (CR) 75% 3 95
24
Summer, 2014
![Page 25: Attach 2015 What counts as success](https://reader036.fdocuments.us/reader036/viewer/2022070600/58a3b61d1a28ab62218b4d13/html5/thumbnails/25.jpg)
Effective, but not efficient
• Committed to helping Henry become more comfortable with school, even when he didn’t want to have anything to do with it.
• Accepted his fear and anxiety about school.
• Made it secure for him by shrinking down the task and giving him a safe relationship to work within.
• Attuned with him and guided him into other experiences when he was ready for them.
25
![Page 26: Attach 2015 What counts as success](https://reader036.fdocuments.us/reader036/viewer/2022070600/58a3b61d1a28ab62218b4d13/html5/thumbnails/26.jpg)
Tips for Teachers (Smith, 2010)
• Truth vs Belief• Just explaining the difference can be helpful• Can become basis for suggesting child’s erroneous beliefs
• Challenging Beliefs• Direct challenge rarely works• Suggest that child flip the belief• When met with resistance, be curious
• Accountability for Beliefs• Before praise, ask if child would believe it• If yes, give praise; if no, withhold
26
![Page 27: Attach 2015 What counts as success](https://reader036.fdocuments.us/reader036/viewer/2022070600/58a3b61d1a28ab62218b4d13/html5/thumbnails/27.jpg)
The Road Map
• The problems that school poses for children with trauma and attachment
• Why conventional school interventions are
less likely to work with traumatized children
• How relationship-based instruction can
help traumatized children in school • How parents and teachers can negotiate
school success
27
![Page 28: Attach 2015 What counts as success](https://reader036.fdocuments.us/reader036/viewer/2022070600/58a3b61d1a28ab62218b4d13/html5/thumbnails/28.jpg)
The Importance of Regulation
Responsive Engaged Focused Calm
Dysregulation Regulation DysregulationHypo-arousal Defiance Resistance Depression Withdrawal
Hyper-arousal Anger Hyperactivity Fidgetiness Vigilance
28
Forbes & Post (2006), citing Perry (2003) identify dysregulation in traumatized children as either stemming from hypo-arousal or hyper-arousal.
![Page 29: Attach 2015 What counts as success](https://reader036.fdocuments.us/reader036/viewer/2022070600/58a3b61d1a28ab62218b4d13/html5/thumbnails/29.jpg)
Why regulation matters in school classrooms• In a review of research literature, Duckworth &
Carlson (2013) note:
self-regulation is often a better predictor of academic outcomes than is IQ or grades. With school achievement levels controlled, children who were rated one standard deviation above the mean on [a measure of] attention span/persistence at age 4 years had 39% greater odds of completing college by age 25. (p. 215)
29
![Page 30: Attach 2015 What counts as success](https://reader036.fdocuments.us/reader036/viewer/2022070600/58a3b61d1a28ab62218b4d13/html5/thumbnails/30.jpg)
Calo School Approach
Emotional Regulation
Classroom Conventions
Executive Functioning
Academic Content
30
![Page 31: Attach 2015 What counts as success](https://reader036.fdocuments.us/reader036/viewer/2022070600/58a3b61d1a28ab62218b4d13/html5/thumbnails/31.jpg)
Fairness Is Getting What You Need
• Fairness = Treating all the same?
• Fair treatment = everyone is treated according to what they need
• The relevance of comparing children
• When traumatized children raise fairness, usually code for:• “Things aren’t going my way”• “I don’t want to be held accountable”
• So what do traumatized children need in school?
31
![Page 32: Attach 2015 What counts as success](https://reader036.fdocuments.us/reader036/viewer/2022070600/58a3b61d1a28ab62218b4d13/html5/thumbnails/32.jpg)
Controlling Classroom Anxiety
•Safety
•Trust
•Community
32
![Page 33: Attach 2015 What counts as success](https://reader036.fdocuments.us/reader036/viewer/2022070600/58a3b61d1a28ab62218b4d13/html5/thumbnails/33.jpg)
Resources for Teachers
• Forbes, Heather. (2012). Help for Billy: A beyond consequences approach to helping challenging children in the classroom. Boulder, CO: Beyond Consequences Institute, LLC.
• Geddes, Heather. (2006). Attachment in the Classroom. London: Worth Publishing
• Smith, Lawrence (2010). Oil and water: The attachment disordered child and school. http://Attachmentdisordermaryland.com
• Helping Traumatized Children Learn: 5 Core Ideas http://traumasensitiveschools.org/tlpi-publications
33
![Page 34: Attach 2015 What counts as success](https://reader036.fdocuments.us/reader036/viewer/2022070600/58a3b61d1a28ab62218b4d13/html5/thumbnails/34.jpg)
References
• Bruner, J. (1990). Acts of Meaning: Four lectures on mind and culture. Cambridge,
MA: Harvard University Press. • Duckworth, A. L., & Carlson, S. M. (2013). Self-regulation and school success. In B.
W. Sokol, F. M. E. Grouzet, & U. Müller (Eds.), Self-regulation and autonomy: Social and developmental dimensions of human conduct (pp. 208-230). New York: Cambridge University Press.
• Forbes, H.T & Post, B.B. (2006). Beyond consequences and logic and control: A love-based approach to helping children with severe behaviors. Orlando, FL: Beyond Consequences Institute.
• Perry, B.D. (2003) Keynote Address. Neurons to Neighborhood 2003 Conference. Los Angeles, CA
34