Creating Trauma-Responsive Schools Webinar Series

Webinar #2: Trauma-Informed Skills for Educators (TISE) - Part 2: Trauma-Responsive

Skills and Strategies

December 4, 2019

DISCLAIMER

The views, opinions, and content expressed in thispresentation do not necessarily reflect the views,opinions, or policies of the Center for Mental HealthServices (CMHS), the Substance Abuse and MentalHealth Services Administration (SAMHSA), or the U.S.Department of Health and Human Services (HHS).

Creating Trauma-Responsive Schools 2019 – 2020 FREE! Webinar Series

• Webinar #1: Trauma-Informed Skills for Educators (TISE) - Part 1 (of 2): Trauma 101

Date: November 13, 2019

• Webinar #2: Trauma-Informed Skills for Educators (TISE) - Part 2 (of 2): Trauma-Responsive Skills and Strategies

Date: December 4, 2019

• Webinar #3: Trauma-Informed Schools and the MTSS Framework

Date: February 12, 2020

• Webinar #4: Trauma-Responsive Schools Implementation Assessment Tool (TRS-IA)

Date: March 18, 2020

• Webinar #5: Supports for Teachers Affected by Trauma (STAT)

Date: April 15, 2020

• Webinar #6: TSA Center for Schools Evidence-Based & Evidence-Informed Practices

Date: May 13, 2020

Webinar Series Page with Registration Links and Recorded Webinars

https://mhttcnetwork.org/centers/northwest-mhttc/new-webinar-series-creating-trauma-responsive-schools

Mental Health Technology Transfer Center (MHTTC) Network

Visit the MHTTC website at https://mhttcnetwork.org/

Provide direct training and TA on the implementation of mental health services in schools

Build infrastructure and create learning communities

Support educational leaders to promote mental health for ALL

Northwest MHTTC School Mental Health Supplement Goals:

Staff

Kelcey Schmitz,

School Mental Health

Lead

Megan Lucy,

Program Assistant

Eric Bruns,

Project Director

Email: Kelcey Schmitz kelcey1@uw.edu or

Megan Lucy mlucy@uw.edu

Phone: (206) 221-3054

Websites:MHTTC

https://mhttcnetwork.org/centers/northwest-mhttc/school-

based-mental-health

UW SMART Center

https://depts.washington.edu/uwsmart/

Sign up for the NW MHTTC SMH Newsletter!

https://tinyurl.com/nw-smh-news

Contact Info

Evaluations

• Required by our funder

• If there are multiple attendees in your location please have each person complete an evaluation

• Used to inform, refine, & enhance future events/activities

• Helps communicate the need for this type of support

• Voluntary and anonymous

• Very important! We will end a few minutes early and ask that you please take a few moments to complete.

Today’s Speakers

Vivien Villaverde, MSW, LCSW Pamela Vona, MA, MPH

Clinical Associate Professor in the Field

Education Department of the University of

Southern California Suzanne Dworak-Peck

School of Social Work and a member of the

Treatment and Services Adaptation Center for

Schools

Program Manager at Treatment and

Services Adaptation Center for

Resilience, Hope and Wellness in

Schools

Trauma-Informed Skills for Educators

• Learn about different types of traumatic experiences and their prevalence

• Understand how exposure to trauma can impact students’ emotional, social, and academic functioning

• Enhance educators’ ability to respond supportively with students who’ve been exposed to trauma and build resilience

Overview

Realizethe prevalence and impact of

trauma

Recognizethe signs

and symptomsof trauma

Respond by integrating

trauma-informed

principles to create a safe a

nurturing school climate

Resist Re-

traumatization

What is a trauma-responsive school system?

HHS Publication #(SMA) 14-4884. (2014). Office of Policy, Planning, and Evaluation, Substance Abuse and Mental Health Services Administration [SAMHSA], U.S. Dept. of Health and Human Services.

Trauma-Informed Skills for EducatorsPart 2: Trauma-Responsive Strategies for Educators

Childhood Exposure

• ACES and Trauma

Proximal Outcomes

• Poor academic performance

• Emotional difficulties

• Social impairments

Distal Outcomes

• Chronic Health Problems

• Lower employment

• Higher rates incarceration

Childhood Exposure

• ACES and Trauma

TRS

Proximal Outcomes

• Academic Achievement

• Socio-emotional Wellness

Distal Outcomes

• Better Health Outcomes

• Stable Employment

• Lower Incarceration

• Resilience and Relationship Building

• Classroom Climate

• Trauma-informed Communication

• Trauma-informed De-escalation

• Trauma-informed Staff Collaboration

Trauma-responsive strategies & Trauma principles

SafetyTrust & TransparencyPeer SupportCollaboration & MutualityEmpowerment, Voice & ChoiceCultural Humility

Resilience

Resilience is defined as “the ability to effectively cope with, adapt to, and

overcome adversity, stress, and challenging experiences

• Assets

✓Intelligence

✓Talents (athletic, artistic, etc.)

✓Temperament

✓Self-Esteem

• Resources

✓Relationship with a trusted adult

✓Consistent and predicable roles,

routine and rituals

✓Having a sense of purpose

Protective Factors

• Positive, supportive social relationships can serve as an “antidote” to trauma.

• Communicate to students that they are safe and that they belong in the academic community.

• Help re-sculpt brain architecture by helping students turn down their survival brain.

• Model safe, trusting relationships.

Relationships

Relationships

Van Ryzin., J Community Psyc, 38:131-154, 2010.

Source: https://www.youtube.com/watch?v=SFnMTHhKdkw

Safety

Trust & Transparency

Peer Support

Collaboration & Mutuality

Empowerment, Voice & Choice

Cultural Humility

6 Key Principles of Trauma-Informed Approach

Source: https://store.samhsa.gov/system/files/sma14-4884.pdf

Principles of Trauma-Responsive Relationships

• Safety

✓Physical safety

✓Psychological safety

✓Access to support

✓Modeling of calm behavior

Principles of Trauma-Responsive Relationships

• Trust and Transparency

✓Clear expectations

✓Predictability

✓Consistency

Principles of Trauma-Responsive Relationships

• Peer Support

✓Applies to students and adults

✓Foundation for learning and collaboration

✓Shared experiences promote healing and well-being

Principles of Trauma-Responsive Relationships

• Collaboration & Mutuality

✓Partnering

✓Leveling of power

✓Meaningful shared decision-making

Principles of Trauma-Responsive Relationships

• Empowerment, Voice & Choice

✓Provide opportunities for success

✓Engage in decision-making

✓Encourage student to identify their own resources

✓Acknowledge successes

• Cultural Humility

✓Learn about students cultures but let them define the context of their individual experience

✓Identify strengths and assets of the culture

✓Understand inherent protective factors and coping mechanisms associated with each culture

✓Be aware of your own biases and its manifestations

Principles of Trauma-Responsive Relationships

Fostering a Trauma-Responsive Climate

• Safe and calm classrooms are essential for learning

• True for all students but particularly important for students with trauma histories

• There are strategies educators can employ to foster safety by identifying, eliminating, and minimizing the impact of trauma arousing events.

Creating a Trauma-Responsive Classroom

• Teachers should post or communicate schedules

• If schedule is likely to be disrupted students should be made award

Transparency and Predictability

• Entrances and exits should be easily visible and accessible

• Some students may not like having other students behind them.

• Adequate personal space in seating arrangements

Classroom Layout

• Mindful of potentially triggering classroom signage

• Sensitive subject matter

• Welcoming & inclusive signage

• Empowerment

Subject Matter

• Sound of sirens

• Car breaks

• Fights

External Stimuli

• Foster collaboration/create a culture of collaboration and support

• Set clear parameters

• Being mindful of student conflicts when making group assignments

Expectations for peer-to-peer interactions

• Involve students in decision-making to foster empowerment

• Physical space and stance when communicating with students

• Tone of voice when communicating with students

Educator student interactions

• Engage student senses through touch, sight, and sound can help them regulate their emotions.

• The calm corner should include objects and activities to engage students’ senses.

✓coloring books,

✓play dough,

✓stress balls,

✓or music with headphones

• Set clear calm corner parameters at the start of the school year.

Calm Corner

Trauma-Responsive Communication

Attune, Normalize, Empower

• Tone

• Volume

• Cadence

• Body language

General strategies for trauma-responsive communication

• Validation

• Types of Reflective Communication

✓Simple

✓Feelings

✓Double-sided

Attunement

• Affirmations: These are statements that recognize, encourage, reinforce and acknowledge the person, their feelings, opinions are valid or worthwhile.

• Examples Include:

❑“I know there is a lot going on. I’m glad you are here today”

❑“You’re doing a great job”

❑“You worked very hard on that. I’m proud of you”

Attunement Strategy 1: Validation

• Stay close to what the student is saying by taking a part of what they are saying and repeating or rephrasing it.

• Student Statement: “I really just want to leave school today. Everybody is on my case.”

❑Response 1: It’s hard for you to stay in class today.

❑Response 2: People are really on you today.

Attunement Strategy 2: Simple Reflection

• This is the deepest form of reflection. It is a paraphrase that emphasizes the emotional dimension of the message.

• Students Statement: I just really want to leave school today. Everybody is on my case”

❑Response 1: You seem frustrated today.

❑Response 2: You are feeling overwhelmed.

Attunement Strategy 3: Reflection of Feeling

• This is used when a student is feeling confusion and/or ambivalence about a topic

• Student Statement: I really just want to leave school today. Everybody is on my case but I know that if I leave I will get in more trouble as it is.”

❑Response: You’re frustrated today but you know you will get in trouble if you leave.

Attunement Strategy 4: Double–sided Reflection

Ordering, directing, or commanding

• Go right back there and tell her you’re sorry.

Warning or threatening

• You better listen to me or you’ll be sent to the principal.

Giving advice, making suggestions, or providing solutions

• What I would do is…

Persuading with logic, arguing, or lecturing

• The facts are that…

Moralizing, preaching, or telling clients what they “should” do

• You really ought to…

Roadblocks to Effective Attunement

Disagreeing, judging, criticizing, or blaming

It’s your own fault.

Shaming, ridiculing, or labeling

You should be ashamed of yourself.

Agreeing, approving, or praising

I think you’re absolutely right.

Withdrawing, distracting, humoring, or

changing the subject

Let’s talk about that some other time.

I hear it’s going to be a nice day tomorrow.

• It is important for teachers to help educate students about common reactions.

• Consider the student's age and understanding of events

• Discuss and educate students about common emotional reactions

• Discuss and educate students about common behavioral reactions

Normalize

• Students Statement: Sorry I’m late today. I didn’t sleep last night.

❑Response : “You are telling me that you are not sleeping well. Just to let you know, people who experience accidents often find it hard to sleep.”

• Students Statement: I don’t have my homework. I just couldn’t do it.

❑“Okay so you don’t have your homework. It can be hard to concentrate after you experience something really scary.”

Normalize

• Support and practice problem-solving where student is expert of their well-being:

• Identify resources and protective factors

❑Family

❑Community

❑School

❑Peers

Empower

• Students Statement: Sorry I’m late today. I didn’t sleep last night.

❑“You are telling me that you are not sleeping well. Just to let you know, people who experience accidents often find it hard to sleep. What has been helpful in the past when you’ve had a hard time sleeping?”

• Students Statement: I don’t have my homework. I just couldn’t do it.

❑“Okay so you don’t have your homework. It can be hard to concentrate after you experience something really scary. Can you tell me what you think would help make it easier for you to get your homework done.”

Empower

• Only engage the student from a place of calm

• Student is likely to be in “survival mode” (amygdala firing, prefrontal cortex “offline”

• Responding to a dysregulated student in a punitive or authoritative manner is likely to exacerbate their state of mind.

• Can be challenging.

✓Student’s emotional state can heighten our own

✓Our own past experiences and current stressors can come into play

Self-regulation: Educator/Staff

• Self-Reflection

✓Awareness of own past stressful experiences and current stressors

• Self-Regulation Strategies:

✓Positive thoughts or mantras. “I can manage this”/”This is not about me, he/she is just triggered”

✓Grounding: Noticing the details of the setting you are in./Ask yourself ‘what is todays date”

✓Meditative techniques: Deep breathing, muscle relaxation

NOTE: The more you practice meditative techniques and self-regulation outside the classroom the more these skills will be available to you when you need them during difficult situations in the classroom.

Self-regulation: Educator/Staff

• What signs have you noticed in yourself that indicate you aren’t calm? (e.g. pounding heart, voice gets shrill, face feels hot, hands shake)

• Are there specific instances or triggers you have noticed in the classroom that cause you to become less calm?

• What strategies have you used to calm yourself? What is successful? What is unsuccessful?

Self-regulation: Educator/Staff

• Because a student’s prefrontal cortex is not engaged optimally when they are triggered, reasoning is likely to be unsuccessful.

• Student’s “fight or flight” response is activated.

• Key is to help them understand they are in safe and supportive environment.

Student-regulation

Source: https://indy.education/2019/02/21/teachers-stop-provoking-students/

• Student-Regulation Strategies:

✓Grounding: Ask them for the details of the room you are in./Ask ‘what is todays date”

✓Meditative techniques: Deep breathing, muscle relaxation

✓Distraction: Redirect students: drawing, using sensory tools like putty or stress balls, walking

✓Modeling: Demonstrate calm

NOTE: The more your students practice meditative techniques the more readily these skills will be available to them during difficult situations in the classroom

Student-regulation

• What strategies have you used to calm students?

• What has been successful?

• What has been unsuccessful?

Student-regulation

• Students are still in the process of calming.

• Not ready for teaching or problem-solving (prefrontal cortex)

• Validate and affirm their experience and struggle

• Use reflective listening and non-judgmental communication

Attunement

"When Seen, Heard and Understood...People Shift from Stress to Rest.“- Bruce Perry -

• When a student is calm and cognitively available discussion can occur

• Sign of regulation include:

✓Eye contact

✓Calm Breathing

✓Expression of Curiosity

✓Two-way conversation

NOTE: This part may come hours or days later. This is an important step to help educate the student about their reaction and reconnect and reaffirm that the relationship is intact after a difficult situation.

Resolution

• Understand why the student was upset

• Gauge how the student is currently feeling

• Discuss clear and expected consequences and actions

• Encourage continued connection and future success

Resolution

Trauma-Responsive Collaboration to Support Students and Staff

• Address how staff relationships and collaboration are critical to creating continuity of support throughout the school system

• Provide guidance for making referrals that align with trauma-informed principles

• Discuss how staff collaboration is fundamental to staff wellness and a trauma-informed school culture.

Trauma-responsive staff collaboration:

Source: http://gcps-communique.com/archive/2017/11/15/support-staff-members-boost-student-success-every-day

• How we talk to colleagues about a student can set the path for what supports will be put in place or actions that will be taken

• If we use the old “what’s wrong with this student” lens, we’re more inclined to refer to our students as “trouble-makers” or “difficult”.

• If we suspect that trauma may be playing a role in their behavior, we may describe this same student as “showing symptoms of stress or trauma”, and may think about the student’s strengths that they can leverage to build resilience.

Trauma-responsive collaboration is essential to support students

• We often collaborate with colleagues for additional supports

✓Addressing disruptive behaviors

✓Addressing needs outside of classroom needs such as sicio0emotional challenges

• Incorporate trauma-informed principles in the collaboration/referral process

✓Consider whether trauma may be contributing

✓Identify strengths and protective factors

✓Collaborate and empower equal participation from students and caregivers

✓Foster trust and transparency in all processes

✓Protect student confidentiality and privacy

Trauma-informed referrals

• Collaborative relationships set the tone of communication across the school and can be an important source of support

• Schools demands can be very stressful and overwhelming

• When educators experience strong peer support, they are better able to support their students

• Encourage the use of the trauma-responsive communication skills

✓Affirmation / Validation

✓Reflective Listening

✓Normalizing

✓Empowerment

Staff collaborative to support staff wellness

Realizethe prevalence and impact of

trauma

Recognizethe signs

and symptomsof trauma

Respond by integrating

trauma-informed

principles to create a safe a

nurturing school climate

Resist Re-

traumatization

What is a trauma-responsive school system?

HHS Publication #(SMA) 14-4884. (2014). Office of Policy, Planning, and Evaluation, Substance Abuse and Mental Health Services Administration [SAMHSA], U.S. Dept. of Health and Human Services.

A Trauma-Responsive Lens for Student Behavior

The goal is to shift our perspective from

“What’s wrong with that student?”

to

“What has happened to that student?”

Childhood Exposure

• ACES and Trauma

TRS

Proximal Outcomes

• Academic Achievement

• Socio-emotional Wellness

Distal Outcomes

• Better Health Outcomes

• Stable Employment

• Lower Incarceration

Questions / Feedback

Pamela Vona, MA, MPH

Program Manager

Treatment Services Adaptation

Center for Schools

213.821.4398

pamelayo@usc.edu

Vivien Villaverde, MSW, LCSW

Clinical Associate Professor,

Field Education

USC Suzanne Dworak-Peck

School of Social Work

213.821.7068

villaver@usc.edu

Contact Information

Creating Trauma-Responsive Schools 2019 – 2020 FREE! Webinar Series

• Webinar #1: Trauma-Informed Skills for Educators (TISE) - Part 1 (of 2): Trauma 101

Date: November 13, 2019

• Webinar #2: Trauma-Informed Skills for Educators (TISE) - Part 2 (of 2): Trauma-Responsive Skills and Strategies

Date: December 4, 2019

• Webinar #3: Trauma-Informed Schools and the MTSS Framework

Date: February 12, 2020

• Webinar #4: Trauma-Responsive Schools Implementation Assessment Tool (TRS-IA)

Date: March 18, 2020

• Webinar #5: Supports for Teachers Affected by Trauma (STAT)

Date: April 15, 2020

• Webinar #6: TSA Center for Schools Evidence-Based & Evidence-Informed Practices

Date: May 13, 2020

Webinar Series Page with Registration Links

https://mhttcnetwork.org/centers/northwest-mhttc/new-webinar-series-creating-trauma-responsive-schools

Evaluations

• Required by our funder

• Used to inform, refine, enhance future events/activities

• Helps communicate the need for this type of support

• Voluntary and anonymous

• If there are multiple attendees in your location please have each person complete an evaluation

• Very important! We will end a few minutes early and ask that you please take a few moments to complete.

Email: Kelcey Schmitz kelcey1@uw.edu or

Megan Lucy mlucy@uw.edu

Phone: (206) 221-3054

Websites:MHTTC

https://mhttcnetwork.org/centers/northwest-mhttc/school-

based-mental-health

UW SMART Center

https://depts.washington.edu/uwsmart/

Sign up for the NW MHTTC SMH Newsletter!

https://tinyurl.com/nw-smh-news

Contact Info

THANK YOU!