Building Trauma-Sensitive Schools
MODULE ONEUnderstanding Trauma and Its Impact
MODULE TWOTrauma-Sensitive Schools: What, Why, & How
MODULE THREEA Roadmap for Leaders
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?
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?
Historical Trauma
“It is important for us to know our history, because we are carrying it.”
Maria Yellow Horse Brave Heart
Poly-victimization
75% who are victimized reported more than one type of victimization.
1 in 10 report 5 or more exposures to violence.
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.
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
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.”
There are a range of common responses after a traumatic event.
Responses vary by stage of development.
Supervision and Support Potential triggers for youth
Loud noisesPhysical touchThreatening gesturesAuthority figuresChaos or uncertaintyParticular spaces
Supervision and Support Potential triggers for caregivers
School environmentAuthorityConfusionThreat of system involvement
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.
Everybody responds
Response is intense, but recovery is relatively quick.
Response is long-term, intrusive, and severe.
Continuum of Responses
Adult support is critical
Post-traumatic Stress Disorder (PTSD)
• Re-experiencing
• Avoidance
• Changes in arousal
• Negative changes in beliefs and mood
Cultural Context and PTSD
Western diagnosis
May not capture cultural variations
Variations in distress may not fit existing criteria
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
Histories of Trauma among Children
38(
Environmental & Contextual Factors
• Nature of event• Proximity• Culture and ethnicity• Social support• Parents
Histories of Trauma among Children
39(
Individual Factors
• History of exposure• Age• Gender• Cognitive ability• Self-efficacy• Biological determinants
“Early experiences are built into our bodies, creating biological ‘memories’ that shape development, for better or for worse.”
Center on the Developing Child
(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
Thinking brain less well-developed
toxic stress
Constant threat
Emotional brain remains in survival
mode
Effects of Complex Trauma
• Relationships• Emotional Regulation• Behavior• Cognition• Dissociation• Self-Concept and Future Orientation
• Relationships• Emotional Regulation• Behavior• Cognition• Dissociation• Self-Concept and Future Orientation
Effects of Complex Trauma
Effects of Complex Trauma
• Relationships• Emotional Regulation• Behavior• Cognition• Dissociation• Self-Concept and Future Orientation
Effects of Complex Trauma
• Relationships• Emotional Regulation• Behavior• Cognition• Dissociation• Self-Concept and Future Orientation
Effects of Complex Trauma
• Relationships• Emotional Regulation• Behavior• Cognition• Dissociation• Self-Concept and Future Orientation
Effects of Complex Trauma
• Relationships• Emotional Regulation• Behavior• Cognition• Dissociation• Self-Concept and Future Orientation
Effects of Complex Trauma
• Relationships• Emotional Regulation• Behavior• Cognition• Dissociation• Self-Concept and Future Orientation
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.
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.
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
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
“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
Top Related