Building Trauma-Sensitive Schools MODULE ONE Understanding Trauma and Its Impact MODULE TWO...

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Building Trauma-Sensitive Schools MODULE ONE Understanding Trauma and Its Impact MODULE TWO Trauma-Sensitive Schools: What, Why, & How MODULE THREE A Roadmap for Leaders

Transcript of Building Trauma-Sensitive Schools MODULE ONE Understanding Trauma and Its Impact MODULE TWO...

Page 1: Building Trauma-Sensitive Schools MODULE ONE Understanding Trauma and Its Impact MODULE TWO Trauma-Sensitive Schools: What, Why, & How MODULE THREE A Roadmap.

Building Trauma-Sensitive Schools

MODULE ONEUnderstanding Trauma and Its Impact

MODULE TWOTrauma-Sensitive Schools: What, Why, & How

MODULE THREEA Roadmap for Leaders

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MODULE ONEUnderstanding Trauma and Its Impact

Part One: What is trauma and how common is it?

Part Two: How does the stress response system work?

Part Three: What is the impact of exposure to trauma?

Part Four: What does this mean for schools?

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Part One: What is trauma and how common is it?

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Source: Herman, J. (1992). Trauma and recovery. New York: Basic Books.

Overwhelms ability to cope

Results in feelings of terror, helplessness, and powerlessness

Interferes with sense of control, connection, and meaning

What is trauma?

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Acute Trauma

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Types of traumaChronic Trauma

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Complex Trauma

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Historical Trauma

“It is important for us to know our history, because we are carrying it.”

Maria Yellow Horse Brave Heart

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Childhood trauma is common.One out of every four students has been

exposed to a traumatic event.

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2 out of 3 children in the United States are exposed to violence.

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In 2013 in the United States

679,000 children were victims of abuse and neglect.

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Poly-victimization

75% who are victimized reported more than one type of victimization.

1 in 10 report 5 or more exposures to violence.

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Histories of Trauma among Children

(

Trauma happens within a broader context.

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SUMMARY: PART ONE

• Traumatic experiences are overwhelming.

• Early, prolonged trauma is particularly damaging.

• Exposure to violent trauma is common.

• Risk for exposure to more than one type is high.

• Contextual factors increase risk for trauma.

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Part Two: How does the stress response system work?

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The Stress Response

The brain has a built-in alarm system.

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Cortex

Limbic Systemamygdala

Brain Stem

“Thinking Brain”

“Emotional Brain”

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2. Thinking brain assesses the situation

3. Thinking brain goes off-line

1. The amygdala senses threat and sets

off the alarm

4. Emotional brain activates fight or flight

response

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Herman, 1992

Traumatic Stress Response

“After a traumatic experience, the human system of self-preservation

seems to go onto permanent alert, as if the danger might return at any moment.”

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There are a range of common responses after a traumatic event.

Responses vary by stage of development.

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COMMON TRAUMA RESPONSES: CHILDREN

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COMMON TRAUMA RESPONSES: ADOLESCENTS

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Culture and Trauma

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Triggers are reminders of past traumatic experiences.

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Supervision and Support Potential triggers for youth

Loud noisesPhysical touchThreatening gesturesAuthority figuresChaos or uncertaintyParticular spaces

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Supervision and Support Potential triggers for caregivers

School environmentAuthorityConfusionThreat of system involvement

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SUMMARY: PART TWO

• The brain has a built-in alarm system.

• In danger, the emotional brain takes over.

• A traumatic experience overwhelms the system.

• A range of acute responses are common.

• Triggers are reminders that set off the alarm.

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Part Three: What is the impact of exposure to trauma?

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Everybody responds

Response is intense, but recovery is relatively quick.

Response is long-term, intrusive, and severe.

Continuum of Responses

Adult support is critical

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• Stress resistance

• Resilience

• Protracted recovery

• Post-traumatic growth

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• Severe persisting distress

• Decline

• Stable maladaptive functioning

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Post-traumatic Stress Disorder (PTSD)

• Re-experiencing

• Avoidance

• Changes in arousal

• Negative changes in beliefs and mood

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Cultural Context and PTSD

Western diagnosis

May not capture cultural variations

Variations in distress may not fit existing criteria

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Source: National Child Traumatic Stress Network, Culture and Trauma Briefs. (2006). Volume 1(4).

Rates of PTSD

Ranges from 5% to 14.5% in adolescents

Rates are higher for girls

Prevalence varies based type of trauma

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Histories of Trauma among Children

Risk and Protective Factors & Trauma

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Histories of Trauma among Children

38(

Environmental & Contextual Factors

• Nature of event• Proximity• Culture and ethnicity• Social support• Parents

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Histories of Trauma among Children

39(

Individual Factors

• History of exposure• Age• Gender• Cognitive ability• Self-efficacy• Biological determinants

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“Early experiences are built into our bodies, creating biological ‘memories’ that shape development, for better or for worse.”

Center on the Developing Child

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Cortex

Limbic Systemamygdala

Brain Stem

“Thinking Brain”

“Emotional Brain”

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(Center for the Developing Child, working paper 5)

Periods of particular sensitivity to the effects of environment and experience

Brain adapts to whatever experiences are available

Sensitive Periods

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Thinking brain less well-developed

toxic stress

Constant threat

Emotional brain remains in survival

mode

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Effects of Complex Trauma

• Relationships• Emotional Regulation• Behavior• Cognition• Dissociation• Self-Concept and Future Orientation

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• Relationships• Emotional Regulation• Behavior• Cognition• Dissociation• Self-Concept and Future Orientation

Effects of Complex Trauma

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Effects of Complex Trauma

• Relationships• Emotional Regulation• Behavior• Cognition• Dissociation• Self-Concept and Future Orientation

Page 47: Building Trauma-Sensitive Schools MODULE ONE Understanding Trauma and Its Impact MODULE TWO Trauma-Sensitive Schools: What, Why, & How MODULE THREE A Roadmap.

Effects of Complex Trauma

• Relationships• Emotional Regulation• Behavior• Cognition• Dissociation• Self-Concept and Future Orientation

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Effects of Complex Trauma

• Relationships• Emotional Regulation• Behavior• Cognition• Dissociation• Self-Concept and Future Orientation

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Effects of Complex Trauma

• Relationships• Emotional Regulation• Behavior• Cognition• Dissociation• Self-Concept and Future Orientation

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Effects of Complex Trauma

• Relationships• Emotional Regulation• Behavior• Cognition• Dissociation• Self-Concept and Future Orientation

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Felitti & Anda, 2010; Felitti et al., 1998

Adverse Childhood Experiences

• physical abuse, emotional abuse, and sexual abuse• emotional and physical neglect• household substance abuse• household mental illness• a mother treated violently• parent separation or divorce• incarcerated household member

More than 1 in 5 reported 3 or more experiences.

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Felitti & Anda, 2010; Felitti et al., 1998 Centers for Disease Control and Prevention

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SUMMARY: PART THREE• Many children recover from trauma, but some

develop more significant challenges, such as PTSD.

• There are key environmental and individual factors that impact a child’s response trauma.

• Complex trauma – chronic interpersonal trauma that begins early – changes the way the brain develops.

• Complex trauma can impact all areas of functioning into adulthood.

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Part Four: What does this mean for schools?

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Difficulty paying attention and learningTrouble building relationships with teachers and peersMore time out of classIncreased risk of failing, poor test scoresMore likely to be suspended or expelledHigher rates of referral to special education

Impact of Trauma: Students

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Impact of Trauma: Staff

Secondary Traumatic Stress & Vicarious Trauma

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All are in survival modeNegative impact on school safety and cultureCreates an environment less conducive to learningIncreased risk for harm

Impact of Trauma: Conditions for Learning

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“Trauma is a fact of life. It does not, however, have to be a life sentence. Not only can trauma be healed, but with appropriate guidance and support, it can be transformative . . . How we handle trauma (as individuals, communities and societies) greatly influences the quality of our lives.”

Peter Levine,1997

Page 59: Building Trauma-Sensitive Schools MODULE ONE Understanding Trauma and Its Impact MODULE TWO Trauma-Sensitive Schools: What, Why, & How MODULE THREE A Roadmap.

Building Trauma-Sensitive Schools

MODULE ONEUnderstanding Trauma and Its Impact

MODULE TWOTrauma-Sensitive Schools: What, Why, & How

MODULE THREEA Roadmap for Leaders


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