Trauma and SEL - YDEKC · 2017-07-12 · Need met Relaxation Trust Security Secure attachment Penny...
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10/14/16 1 Building Resiliency Linking Trauma-informed Practices and SEL [email protected] 2016 Making Connections that Matter © Sound Discipline The Adverse Childhood Experience Study • Abuse Psychological 11% Physical 28% Sexual 22% (F=28%, M = 16%) • Neglect Emotional 15% Physical 10% • Household dysfunction Significant alcohol use 27% Loss of parent before age 18 23% Depression or mental illness in home 17% Mother treated violently 13% Imprisoned household member 6% www.SoundDiscipline.org From: www.AceStudy.org ACE Score 0 – 33% 1 – 25% 2 – 15% 3 – 10% 4 – 6% 5 or more 11% The problem (misbehavior) is a solution to another problem (that you don’t see) © Sound Discipline www.SoundDiscipline.org From: Acestudy.org ACEs increase the risk of: • Many leading causes of death and disability • Continuing the epidemic of intra-family violence www.SoundDiscipline.org ACES have a strong influence on: • A host of important social issues: depression, victimization, alcohol use, early sexual activity • School. With insecure attachment and an ACE score of 4 or more students are 32 X more likely to have attention or behavior problems.
Transcript of Trauma and SEL - YDEKC · 2017-07-12 · Need met Relaxation Trust Security Secure attachment Penny...
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Building Resiliency Linking Trauma-informed Practices and SEL
2016
Making Connections that Matter © Sound Discipline
The Adverse Childhood Experience Study
• Abuse Psychological 11% Physical 28% Sexual 22% (F=28%, M = 16%)
• Neglect Emotional 15% Physical 10%
• Household dysfunction Significant alcohol use 27% Loss of parent before age 18 23% Depression or mental illness in home 17% Mother treated violently 13% Imprisoned household member 6%
www.SoundDiscipline.org
From: www.AceStudy.org
ACE Score
0 – 33% 1 – 25% 2 – 15% 3 – 10% 4 – 6%
5 or more 11%
The problem (misbehavior) is a solution
to another problem (that you don’t see)
© Sound Discipline
www.SoundDiscipline.org From: Acestudy.org
ACEs increase the risk of:
• Many leading causes of death and disability • Continuing the epidemic of intra-family violence
www.SoundDiscipline.org
ACES have a strong influence on:
• A host of important social issues: depression, victimization, alcohol use, early sexual activity
• School. With insecure attachment and an ACE score of 4 or more students are 32 X more likely to have attention or behavior problems.
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Resiliency “The deep belief that at one time you
really mattered to another human being”
© Sound Discipline
– Dr. Vincent Felitti, MD
© Sound Discipline
Attachment matters:
ü Attuned ü Responsive ü Coherent ü Consistent
Need
Arousal
Arousal / Relaxation Cycle
Need met
Relaxation
Trust Security
Secure attachment
Penny Davis, MA, adapted from ‘Attachment Parenting’ by Grossmont College Foster and Kinship Education
www.SoundDiscipline.org
Need
Arousal
Disrupted Arousal / Relaxation Cycle
Need NOT met
Emotional Distress
Mistrust Insecurity
Insecure attachment
Penny Davis, MA, adapted from ‘Attachment Parenting’ by Grossmont College Foster and Kinship Education
www.SoundDiscipline.org
Basic Trust Causal Thinking Ability to delay gratification
Conscience Development
Ability to handle stress
Building blocks for growth
Penny Davis, MA, adapted from ‘Attachment Parenting’ by Grossmont College Foster and Kinship Education
www.SoundDiscipline.org
A R O U S A L Baseline Normal
Trauma Baseline Insecure attachment
The Stress Response
“Lose it” H E A R T R A T E
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Basic Trust Causal Thinking Ability to delay gratification
Conscience Development
Ability to handle stress
Relationship skills Socialization
Identity Formation Concentration
Intellectual Potential
Building blocks for growth
Penny Davis, MA, adapted from ‘Attachment Parenting’ by Grossmont College Foster and Kinship Education
www.SoundDiscipline.org
Functions of the Prefrontal Cortex
• Attuned communication • Emotional balance • Response flexibility • Fear modulation • Empathy • Insight • Moral Awareness • Intuition
© Sound Discipline
Cortex Midbrain Brainstem
www.SoundDiscipline.org
Reason
Relate
Regulate
A brain-informed approach to relationship
Dual Focus for Student Success
DATA
Successful Citizens
Structure of Power
Kings
Peasants
Bosses
Workers
Men
Women
Adults
Children
Lighter skinned people
Darker skinned people
Threats
Rewards
Punishment
Control of resources
Control of environment
Death Control of voice
Control of rules
Collaboration
Problem solving Differences as assets
Cooperation LEADERSHIP
LADDERSHIP
Engages whole community
Shared Vision Integrity
RESPECT
“Container” for
conflict Empathy
Accountability
Traditions
Institutions
Divide and “conquer”
Source: Adapted from Raising Respectful Kids in a Rude World. McKay, McKay, Eckstein and Maybell, 2001
How do we know we matter?
???
? ?
© Sound Discipline
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Encouragement • Did things with me • Knew me • Trusted me • Listened to me • Asked me about me • Pushed me to do what
they knew I could • Saw something in me I
couldn’t see • Saw me in a positive
light
• Shared part of themselves (stories, skills)
• Eyes looked happy to see me
• Remembered things I liked
• Took time for me • Let me teach them
something • Held me accountable
© Sound Discipline
Courage: The movement we make in the direction of becoming our best selves.
Encouragement: The space we make for others to find and develop their best selves
© Sound Discipline
Descriptive Encouragement: I notice …………
Appreciative Encouragement: I appreciate…. Thank you for……..
Empowering Encouragement: I have faith….. I know….. I trust……
© Sound Discipline
CONNECT BEFORE CORRECT
Connection is critical for human relationships.
Compassion= Being present “with”
© Sound Discipline
Why is this important?
Relationships matter to the growing brain
Brains are plastic. They grow in relationship.
Practice is critical. Neurons that fire together wire together
www.SoundDiscipline.org
First steps: • Grow ADULT skills • Support systems that invite adults to
reflect and shift perspectives • Social learning is not a “head” thing.
– Rethink our approaches – Make time for practice using real life
situations. – The sense of community is critical (at many
levels)
www.SoundDiscipline.org
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Growing ci*zens who are
responsible, respec0ul and resourceful members of the community
Developing respec2ul rela*onships in schools, families and communi*es
• Agreements and Guidelines • Rou3nes • Meaningful Work • Self-‐regula3on • Communica3on Skills • Mutual Respect
• Building Coopera3on • Mistakes and how to fix them • Encouragement • Respec3ng differences • Buy-‐in for class mee3ngs
CLASS MEETING FORMAT 1. Compliments and Apprecia3ons 2. Follow up on prior solu3ons 3. Agenda items 4. Future plans
Forming a circle
Respec3ng differences
Prac3cing compliments & apprecia3ons
Using respecNul communica3on skills
Focusing on Solu3ons
Using and understanding mistaken goals
Using Agenda and Class Mee3ng Format
Brainstorming and Role-‐playing
Building the house
Laying the founda3on
Preparing the ground
Vision
House of Posi*ve Discipline in the Classroom
Adapted from design by Debbie Owen-Sohocki From Positive Discipline in the School and Classroom: Activities for Students
Available at PositiveDiscipline.com
Giving adults training and tools can have a dramatic impact on student (and adult) behavior
© Sound Discipline
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33 0
25 50 75
100 125 150 175 200
Physical Aggression Defiance
No.
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ffice
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Giving adults training and tools can have a dramatic impact on student (and adult) behavior
© Sound Discipline
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Physical Aggression Defiance
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www.SoundDiscipline.org
Making connections that matter..
all day every day
Jody McVittie, MD www.SoundDiscipline.org
YOUR connections make a difference!
Resources - Books • Framingham Public Schools Teachers’ Strategies Guide for
Working with Children Exposed to Trauma, 3rd Edition 2008 • Greene Ross: Lost at School: Why our Kids with Behavioral
Challenges are Falling Through the Cracks and How We Can Help Them.
• Levine, Peter: In an Unspoken Voice • Medea, Andra Conflict Unraveled: Fixing Problems at Work and in
Families • Nelsen, Jane: Positive Discipline • Perry, Bruce: The Boy Who Was Raised as a Dog • Siegel, Daniel and Mary Hartzell: Parenting from the Inside Out
www.SoundDiscipline.org
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Resources - Online • ACE study www.acestudy.org Turning Gold into Lead (summary of ACE study)
http://www.acestudy.org/files/Gold_into_Lead-_Germany1-02_c_Graphs.pdf • Massachusetts Advocates for Children: Helping Traumatized Children Learn
http://www.massadvocates.org/download-book.php • Bruce Perry’s articles on trauma and development:
http://www.childtrauma.org/images/stories/Articles/attcar4_03_v2_r.pdf http://www.childtrauma.org/images/stories/Articles/traumaloss_bdp_final_7_09.pdf
• Mirror Neurons: http://www.pbs.org/wgbh/nova/sciencenow/3204/01.html • Daniel Siegel, brain in hand http://www.youtube.com/watch?v=DD-lfP1FBFk • Carol Dweck’s work: http://nymag.com/news/features/27840/ • http://www.stanfordalumni.org/news/magazine/2007/marapr/features/dweck.html • Sound Discipline website, newsletters and resources: www.SoundDiscipline.org • Sound Discipline newsletter – Encouragement and 2x10:
http://hosted-p0.vresp.com/634436/2c5da0bea8/ARCHIVE • Daniel Pink on TED: The Science Motivation
http://www.ted.com/talks/dan_pink_on_motivation.html • Daniel Pink, RSA Drive: http://www.youtube.com/watch?v=u6XAPnuFjJc • This American Life: Back to School
http://www.thisamericanlife.org/radio-archives/episode/474/transcript www.SoundDiscipline.org
