Creating & Sustaining Trauma Informed Schools

21st Century Strategies for School-Based Interventions, Approaches & Frameworks

Tim Callahan, Psy.D.Clinical Psychologist

Director of Mental Health Services The Greene ESC

Why Schools Need to be Trauma Informed

Critical role in providing stability & safe place

School is a great place to repair & develop the brain

Inherent features of school can amplify trauma symptoms. Unintentionally re-traumatize.

Dangers of making things worse if un-informed

The Trauma Cycle

Access to mental health services & supports

Student Engagement

The 4 R’s: Realize, Recognize, Respond & Resist

Trauma Defined – The 3 E’s

Events & ExposureExperienceEffects

Classroom Responses

Flight Fight Freeze

o Withdrawingo Fleeing the classroomo Skipping Classo Daydreamingo Seeming to Sleepo Avoiding otherso Hiding or wanderingo Becoming disengaged

o Acting Outo Behaving aggressivelyo Acting sillyo Exhibiting defianceo Being hyperactiveo Arguingo Screaming/yelling

o Exhibiting numbnesso Refusing to answero Refusing to get needs

meto Giving a blank looko Feeling unable to more

or act

Kristin Souers, Fostering Resilient Learners

Prevalence 3 million children maltreated annually

1 in 4 girls/1in 6 boys sexually abused each year

71% of children exposed to violence annually

3-10 million children witnessed domestic violence

94% of children in juvenile justice have trauma history

40-80% of children experienced bullying at some time

75% of all Child Protection reports for neglect

Birth to age one: highest for neglect

Impact Costs: $124 Billion (CDC 2018)

Academic Performance

Standardized Testing

Developmental & Language Delays

Special Education Needs

Social, Emotional & Behavioral Problems

Bullying

Absenteeism

Removal, Suspensions, Expulsions, Separate Facilities

Adapting to Threat

Stress Response System

Plasticity & Resilience

The Compensating Brain Neuroplasticity Adaptability Trauma, Stress & Resiliency Neuronal Connectivity Health Creating Environments Relationships as Anchors

Environment: The RecipeNurturing & Positive EnvironmentsSafetyCompassion & PraiseDignityRespect for Individual Differences & TalentsBrain & Body Health

Early & OftenStimulation & RestCuriosityHumor, PlayfulnessPreventionTeach Self RegulationProstheticsRelationships

Trauma Disorders & The School Environment: Common Denominators

Disproportionate Reaction to Stress

Screening Out Stimuli: Hyper-vigilance

Concentration & Stamina

Time Pressures & Multi-Tasking

Interactions with Others

Negative & Positive Feedback, Compliance

Responding to Change

To the Brain, Pain is Pain

Teach, Reinforce, Practice, Promote & ModelTeach rather than assume…..

Appropriate Student Classroom Behavior

Self Regulation – Attention, Mood, Behavior

Hot & Cool EF, Engagement

Compliance

Pro-Social Behavior

Flexible Thinking

Mistakes & Recovery in Risk-Free Environment

Stress & Frustration Management

Classroom:Teaching Self-Regulation

Stress Management, Meditation & Yoga

Sensory Rooms

Biology of Relationships

• Serotonin• Dopamine• Epinephrine• Norepinephrine• GABA

Caregiver Relationship Scarcity“Of the 250,000 years or so that our species has been on the planet, we spent 245,000 years living in small transgenerational hunter-gathering bands of 40-50 individuals”. Bruce Perry

Rapport Killers: Expectations & The Dangers of Over

or Under Estimating

Frustration - EffortImpatience - TimeDisappointment - Capability

Science of Alliance Carl Rogers

Know Your Students, Individualize

Eye Contact/Level, Smile, Call by Name

Speak Calmly, Simply & Clearly

Consistent, Congruent & Authentic

Validation, Reassurance, Reinforcement

Be Kind & Compassionate

Stay Positive

Maintain Boundaries – Don’t Take Personally

De-escalation Intervene as early as possible; be ahead of the crisis Balled fists, fidgeting, shaking, eye-balling, head thrust

forward, clenched jaw, rapid high-pitched speech

Calm can be just as contagious as crisis Appear calm, neutral facial expression, control your breath,

lower voice & keep tone even

Distraction and diversion

Phrases: I wonder if…, lets try…,its seems…,maybe we can…, I want you to…

Avoid: backing into corner, threats, defensiveness, sarcasm, humor unless you are sure it won’t make it worse

Repairing Bond After Crisis Interactive Repair

In Private

Use As A Opportunity to Practice Self-Regulation

Re-Explain The Expectations

Immediate Feedback & Meaningful Consequences

Stay Calm, Avoid Frustration, No Yelling

Golden Rule

Re-entry into Classroom Review & rehearse with student in private when calm

Re-teach expectations, identify supports, early warning signs & self soothing techniques (share with teacher)

Teacher welcomes & models, eye contact, kindness, empathy, “start fresh” approach

Being welcomed back into classroom: “Billy having a rough time, let’s be sure to welcome him back…”

Allow time to re-integrate, avoid putting on spot, “save face”

Special role in classroom

Trauma-Informed Prevention Teach, practice, & model stress management techniques Breathing, yoga, meditation, mindfulness, progressive

muscle relaxation

Teach, practice, & model feelings expression: identify, label & measure of intensity (“thermometer”)

Teach, practice, & model positive self-talk

Incorporate laughter

10:1 Ratio positive to negative feedback

Actively ignoring of negative behavior

Teach, practice, & model collaborative problem-solving

Teach, practice, & model asking for help

Engage the Brain Engage the Emotional Centers: Meaning & Relevance

“HOT” Executive Functioning and “COOL” EF Hot Requires Exposure, Practice, Rehearsal in Safe Place

S.C.O.R.E. SUCCESS: Need for Mastery, Micro-Successes CURIOSITY: Need to Learn & Understand ORIGINALITY: Need for Self Expression RELATIONSHIPS: Need for Involvement with Others ENERGY

Some Learner-Focused Approaches

Small Cooperatives Presentations Role Play Simulation Role Play Projects Demonstration Lab, Experiment Panel/Expert/Q&A

Social Media

Create Media, PSA’s

Debate

Games

Brainstorming

Case Study

“Jigsaw”

Discovery

Specific EF Approaches Intersperse Low with High Appeal Activities

Target Productivity 1st, Accuracy Later

Allow Some Restlessness

Schedule Difficult Subjects for Morning

Highly Structured Materials

Require Note Taking (lecture and reading)

Participatory Methods

Animated & Theatrical

Practice: HOT & COOL EF

Vicarious Trauma “There is a cost to caring”, Charles Figley

Compassion Fatigue, Compassion Phobia

Signs mirror trauma symptoms: emotional, physical, cognitive, behavioral, social, professional, spiritual

Early recognition, be aware of signs/changes

Recognize as an occupational hazard

Don’t go it alone: supervision, teams, professional help

Attend to self-care

Elite Pro’s Require Deliberate Acts of Self-Care

Physical: eat & sleep right, exercise, massage, time off, dance, sports, sex, limit screen-time, wear clothes you like

Psychological: meditate, yoga, stress management, journaling, literature & theories, be curious

Emotional: relationships, positive/praise, laugh, comforts

Spiritual: pray, meditate, sing, community, be inspired

Workplace: breaks, quiet time, chat, set limits, arrange space, peer support, supervision

Balance: work, family, relationships, play & rest

TCallahan@GreeneESC.org