The Power Source Workbook Facilitator’s Guide...The Power Source Workbook is meant to be as self-explanatory as possible. In fact, with supervision and some pre-training, peer-led

The Power Source Workbook Facilitator’s Guide

©LionheartFoundation2017

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Table of Contents Who Is the Power Source Workbook for?..............3 Using the Power Source Program………………….…..6

The Parts of the Power Source Workbook…….…7 ! Circles……………………………………………………………….…8

! Mindfulness Activities………………………………………...8

! The Supplemental Workbook………………………..........9

Getting Started………………………………………………..……...9 ! What You Need…………………………………………….….9 ! What to Say……………………………………………………..10

Frequently Asked Questions about the Power Source Workbook …………………………………….10 Making the Biggest Impact…………………….……….…..15

! Facilitator Presence…………………………..………….15 ! The Importance of Praise………………….....………16 ! Looking at Ourselves with Compassion…...17

o Using mindfulness skills ourselves…………………………17

o Looking at the connection between our own stress, triggers, and trauma history……………………………….....17

o Secondary Trauma………………….…………………............18

What is Emotional Regulation? ………………………….20


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The Power Source Workbook: A Trauma-Informed, Social and Emotional Learning Program for Adolescents Increasingly,researchisconfirmingwhatmostofusknowintuitively--thatitisoursocialandemotionalcompetencesuchasunderstandingandmanagingouremotions,developingandsustaininghealthyrelationships,andfollowingthroughongoalsthatlargelypredictsthequalityofourlives.Helpingyouthdevelopthesocialandemotionalskillscoveredinthisworkbookisamajorcontributorinlaunchingthemtowardtrajectoriesofsuccessandwell-being.Theseskillsnotonlyimpactadolescentsphysicalandmentalhealth,educationaloutcomes,andwork-placereadiness,butshapethequalityoftheirrelationshipsacrossthelifespanaswell.Anyoneworkingwithtrauma-impactedyouthhasmostlikelywitnessedsomefacesuspensionorexpulsionbecausetheystruggledtomanagedifficultfeelingssuchasangerordisrespect.Orwatchedwithfrustrationastheyquithard-to-come-byentryleveljobsbecausetheyhadyettolearntheinterpersonalskillsnecessarytonavigateworkplacerelationshipseffectively,placingtheircareeradvancementandsometimeseventheireconomicsecurityontheline.MostlikelyyouhavealsowitnessedfirsthandthesenseofcompetencyandaccomplishmentyoungpeoplefeelwhentheyusetheseSELskillstosolveconflicts,self-advocate,andexperiencesuccess--thatdeeplyfeltsenseofknowingthatwhenequippedwiththenecessaryskills,“theycandohardthings.”Thegoodnewsisthattheseskillsarenotcapacitiesyouareeitherendowedwithoryou’renot;theyareentirelylearnable.Andthat’swherethePowerSourceWorkbookcomesin.

Who Is the Power Source Workbook for? WhentheLionheartFoundationpublishedthebookPowerSource:TakingChargeofYourLife(PS)tohelpyouthimpactedbytraumaharnesstheirinner-strength,resilience,anddignity,weweretoldoverandovernottowriteabookbecause“kidswon’treadit.”Butsinceitspublication,we’vefoundjusttheoppositetobetrue.TheLionheartFoundationhasreceivedletterafterletterfromyouthwhodiscoveredthroughthisbook,thefactthattheyarenotalonewiththeirpainandsuffering;thattherearethousandsofyouthacrossthecountrywhohavebeen


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sweptupinsimilarcyclesoffamilyviolence,parentaldruguseandincarceration,andthetoxicfalloutofpoverty.Andthatmanyoftheseyouthhavegoneontocreatedecentandproductivelives.ThroughreadingPowerSource,manydiscovered,oftenforthefirsttime,thatasafe,hopeful,andstablelifewaspossibleforthemaswell.

BelowareafewlettersfromyouthwhoseliveshavebeenimpactedbyPowerSource.

Dear Lionheart Foundation,

My name is Jay and I am currently serving a treatment sentence. I would like to recive a copy of the book Power Source. It helped me change in so many ways because at first I was like F The World and didn’t care if I came back to jail. I was doing high-risk behaviors just to feel like I had it in me to steal a laptop or run in a house and steal something. Now that I am in jail I have changed. when I first came in here I said to myself ‘It ain’t gone change me one bit’ But now I have honestly changed I have started to respect the staff When I get out I will try to get a job. if you can may I get a copy of the book sent to me. Thank you - that book changed me so much.

Jay, Ohio To the people who wrote Power Source,

I am writing to tell you how the book Power Source has helped me. Before reading Power Source I thought that I might be the only one with really big problems. This book has taught me that if you want to give up – you are taking the easy way out. Learn from your mistakes and they will help you grow. Thank you so much.

Stevie, CA

I relate to this book Power Source in many different ways. Abandonment, alcohol and drugs, grief. My life has been tough. My dad went to prison 10 years ago. I’m not quite for sure why? I used to cry myself to sleep every single night. The first time I read this book I was so hooked on coke - then I finally realized that I have a kid to look after and drugs weren’t as important as him so I have stopped. I have been in and out of placement since I was 10. I just so happen to come across Power Source. It made a difference in my life BIG TIME.


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Althoughnearly90,000copiesofPowerSourcehavebeendistributedacrossthecountry,wefeltthatevenmoreyouthcouldbereached.PowerSourcewasoriginallywrittenforsomeofournation’smostmarginalizedandunderservedyouth—thoseinvolvedinthejuvenilejusticesystem.Butsoonwenoticedthatawide-rangeofprofessionalsfromschoolsservingtrauma-impactedyouthtocommunity-baseddiversionprogramswereusingtheprogram.

Inresponse,wedecidedtocreatethePowerSourceWorkbooktomaketheprogramavailabletoawideraudience.Usingadevelopmentallysensitiveandtrauma-focusedperspective,ThePowerSourceWorkbookhelpsyouthdevelopthesocialandemotionalregulationskillstheyneedtoentertheworkforce,buildhealthyrelationships,andbreakintergenerationalcyclesofviolenceandaddiction.

In particular, the Power Source book and workbook build youths’ capacity to:

" Developacohesiveandhealthysenseofselfandfutureorientationinthewakeoftrauma;

" Recognizetheemotional,social,andsituationalfactorsthatleadtorisk-takinganddevelophealth-promotingbehaviorsintheirplace;

" Increaseinterpersonalskillsincludingmanagingconflict,repairingrelationships,takingresponsibilityforone’sactions,self-advocacy,andseekinghelp;

" AcquiretheSocialandEmotionalskillsassociatedwithworkplacereadinesssuccess;

" Selectpositivepeersanddeveloptheskillstomaintainthoserelationships;

" Identifyindividualandsituationalfactorsleadingtosubstanceuseandlearnalternativecopingstrategies;

" Learntotolerateandmanagedistressingemotionssuchasanger,disrespect,shame,andfear.

The Power Source Workbook can be used by youth in: " Highschoolsservingtrauma-impactedyouthengaginginhealth-risk

behaviors;

" Secureandnon-securedetentioncenters;

" Diversionandalternativetoincarcerationprograms;


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" Residentialtreatmentcentersandfacilities;

" Afterschoolandcommunity-basedprograms.

Using the Power Source Program PowerSourcewasoriginallydesignedtobedeliveredasa13-sessionfacilitatorledprogram.Andwhilethisisstillanoption(gotowww.lionheart.orgforinformationonorderingthePowerSourceFacilitator’sManual)werealizedthatmanyprofessionalsworkingwithyouthsimplydonothavethetimeorresourcestoplangroupsandorganizethenecessarymaterialstomakethesesessionssuccessful.Wealsofoundthatpeopleneededaresourcethatcouldbeeasilyadaptedtotheuniqueneedsofthepopulationtheywereserving.

ThisledtothecreationofthePowerSourceWorkbook,atheoretically-driven,high-impact,ready-to-useresourcethatrequiresnoexplicittraining,preparation,orplanningandisalsohighlyacceptedbyyouth.

The Power Source Workbook is designed to be used: " ingroupsettings;" one-to-one(withastaff/facilitatorandayouth);" byyouthworkingontheirown.

Ifyouthareworkingonthematerialindependently,it’simportanttocheckinontheirprogressbyreviewingtheirworkandassessingtheircomprehension.InthiscasewerecommendhavingstudentswritedownalloftheiranswerstotheCircleQuestionsposedatthebottomoftheworksheets.

ThePowerSourceWorkbookismeanttobeasself-explanatoryaspossible.Infact,withsupervisionandsomepre-training,peer-ledPowerSourcegroupsarepossible.

A typical group-based session includes: " readingaselectionfromthePowerSourceWorkbook;" completingthecontentoftheworksheet;" amindfulnessactivity;" andsharingtheiranswersinaCircle.


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The Parts of the Power Source Workbook

The Power Source Book

The Power Source

Workbook

Circles Mindfulness Activities " TheBellExercise

" GuidedVisualizations

" BreathCounting

" Meditation

" Mindfulness-BasedRisk-Reduction

Worksheets " ConfidenceRulers

" SpeedWrites

" Checklists

" Drawing

" DecisionalBalances

" Openresponses

" True/False


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Circles AtthebottomofmostpagesofthePowerSourceWorkbookyou’llfindCircleQuestions.ThesequestionscanbeprocessedeitherthroughCircle(simplyhavingseatingsetupinacircleandthengivingeachstudentintheCircletheopportunitytosharetheirresponsewithoutinterruption).OrresponsescanbewrittenoutfirsteitherinthespaceprovidedoronadditionalpaperandthensharedinCircle.Ifayouthisdoingtheworkbookonhisorherownorone-to-onewithanadultfacilitator,theseCirclequestionscanbepassedinforsupportivecommentsordiscussedwiththefacilitator.

Circlescreateanopportunityforyouthtohavetheprofoundlypowerfulexperienceofbeingheardrespectfullyandwithoutinterruptionbypeersandteachers/facilitators.Further,Circlesprovideaforumforyouthtobuildactive-listeningskills,practiceimpulsecontrolbylearningnottointerrupt,andcreateaplatformforyouthtoformulateandsharetheirthoughts.Wearealwaysstruckbythefactthatreservedyouth,oneswhowilloftennotjoinagroupdiscussion,willtypicallysharetheirresponsesthroughCircle.

FormoreinformationonCircles,werecommendtheHeartofHope(2010)orCircleForward(2015),twoexcellentmanualsbyKayPranisandCarolynBoyes-Watson.Theycanbeorderedatwww.livingjusticepress.org.

Mindfulness Activities AllprogramsdevelopedbytheLionheartFoundationhavemindfulnesspracticesembeddedattheircore.Mindfulnesspracticeshavebecomemoreintegratedintotrauma-informedcareasresearchinvestigatingtheirimpactonkeymarkersofphysicalandpsychologicalhealthhasexploded.ThetypeofmindfulnessreferredtoinPowerSourcecanbestbedescribedbyauthor,researcher,andpsychologist,JonKabat-Zinnwhostatesthatmindfulnessistheprocessof“payingattention,onpurpose,non-judgmentally,andinthepresentmoment.”Itisawayforustostepoutoftheautomaticandhabitualpatternsthatoftenrunourlives.Fortrauma-impactedyouththesereactivebehaviorsmightmanifestasyellingatateacherwhenspokentoinawayperceivedas“disrespectful.”Orusingalcoholordrugstoself-soothewhentheiremotionsseemintolerable.Mindfulnesspractices,overtime,helpusbuildtheself-awarenessandself-regulationskillsthatstopusfrombeing“hijacked”byouremotionsandfosterintentionalresponsestotheworld.

Thereisalargebodyofresearchdemonstratingthatmindfulnesspracticeshelpyouthwithattentionandemotionalregulation.InalargeNationalInstitutesof


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HealthstudyconductedbytheLionheartFoundationandtheNewYorkUniversitySchoolofNursing,wefoundthatyouthinthePowerSourceprogramwhomeditateddemonstratedbetterattentionandself-regulationskillsovertimethanyouthwhodidnot.Inthesestudies,a“doseeffect”emerged,meaningthatyouthwhomeditatedmore,derivedgreaterbenefitsintermsofattentionandemotionalregulation.Simplyput,themoreyouthmeditate,thebetter.Linkstothisresearchcanbefoundonourwebsitewww.lionheart.org.

Ifyou’renewtomindfulness,don’tletthisdeteryoufrombringingthisincrediblypotentskilltoyouth.AfteryearsoffacilitatingPowerSourcegroups,wehavefoundthatalmostuniversally,youthstatethatthemeditationisoneoftheirfavoriteandmosthelpfulpartsofthePSProgram.AllyouneedtosuccessfullyteachmeditationisawillingnessandthePSWorkbook.YouthmayalsofindLionheart’smeditationvideohelpful,whichshowsusteachingmeditationtoagroupofyouth.

The Supplemental Workbook

PowerSourcewasoriginallywrittenforveryhigh-riskyouthinvolvedinthecriminaljusticesystem,andthereissomematerialinthePSbookthatmightnotbesuitableforaschoolclassroomunlessthereisaccesstotherapeuticsupport.Therefore,thefollowingchapterswillbeplacedinasupplementalworkbookwhichwillbeavailableonlinebyJune2017:

Chapter5–Families:WhereWeComeFrom

Chapter9–GriefandLoss

Chapter13–ForgivingOthers:GettheMonkeyOffYourBack

Chapter15–Spirituality

ASectionofChapter10–Gangs

Getting Started What You Need Basically,allyouneedtogetstartedisaPowerSourceBookandPowerSourceWorkbookforeachyouth.ThePowerSourcebooksareaninvestmentthatcanbeusedoverandover,whileeachstudentshouldhavehisorherownworkbooktowriteinandkeepafterthegrouphasended.ThePSVideos(seebelow)arehelpfulteachingtools,butnotnecessary.Somefacilitatorsliketobrainstormwith


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youthandfindthatalargewhiteboardtobeusefulinthisprocess.Pencilsandpensareneededforalmosteveryexercise.

What to Say AlthoughthereisnosinglewaytointroducePowerSource,wehavefoundthatthefollowinghighlightsarehelpfulinorientingyouthtothepurposeofthegroups.Weusetheword“group”inthepointsbelow,butjustuseasubstituteifyou’reworkingone-to-onewithayouthorifheorsheisdoingtheworkbookindependently.

KeyPSPoints

# ThisgroupisaboutYOUandfindingwaystokeepyourpowersothatyou’renothandingitoveragainandagaintootherpeople.

# It’saboutfiguringoutwhoyoureallyareandnotlettingthepastdefineyou.

# We’lltalkaboutsomeofthechallengesallpeoplefaceinlifeandwaystodealwiththemwithoutgettingdraggedintocyclesofviolenceordrugsandalcohol.

# It’sabouttakingacloselookatrelationshipsandthepeopleyouwantinyourlife.

# It’saboutlearningtheconnectionbetweenyourthoughts,yourfeelings,andyouractionssothatyoucontrolthemandnottheotherwayaround.

# Finally,inthisgroupwe’lltalkaboutthethingsyoucandorightnowtocreatethekindoffutureyouwant.

Frequently Asked Questions about the Power Source Workbook I am not a trained social worker or therapist. Can I still do the PS Workbook with youth?

Anyonewiththedesire,motivation,andsensitivitytoworkwithtrauma-impactedyouthcanusethePSWorkbook.Thisincludesteachers,guidancecounselors,directcarestaff,psychologists,volunteers,andartstherapists.Ifyouthhavegonethroughtheworkbookandhavedemonstratedpeerleadershipabilities,theWorkbookcanbefacilitatedthroughapeer-ledprocess.Anunderstandingofthewaytraumatypicallyaffectsyouths’social,emotional,andbehavioral


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developmentisalwaysanimportantpre-requisitetodoingthiswork,butnoparticulardegreeortrainingisrequired.FormoreinformationonworkingwithtraumaimpactedyouthseeEQ2:TheEmotionCoachingHandbookatwww.lionheart.orgavailableSeptember2017.

How many worksheets should I do in a session?

Thesimpleansweris‘doasmanyasyoucomfortablycan.’Thereisnosetformulaandthepaceisusuallyinfluencedbythemakeupofthegroup.Theworksheetsaredesignedtobeself-explanatoryandguideparticipantsthroughthekeysocialandemotionalskillsdeliveredthroughthePowerSourcebookandworkbook.Someworksheetswillspurdiscussionsthatadddepthandvaluetothematerial.Weencourageyoutousetheworksheetsasalaunchingpadtoexploreissuesthatarerelevanttotheyouths’socialandemotionaldevelopmentaswellastheirlargerlives.Themoreyoureinforceconcepts,themoreyouthwilltakeholdoftheseideas.

Do you recommend having youth write down their answers or share their answers verbally in the Circles?

Ifayouthisdoingtheworkbookindependently,werecommendhavingthemwritedowntheiranswerssotheycanbereviewedbyanddiscussedwithateacherorfacilitator.Iftheworkbookisbeingdoneinagroup,it’suptothediscretionofthefacilitator,howeverwehighlyrecommendthatyouthwriteouttheirresponses.Writingcanhelpyouthformalizetheirthoughtsandallowsthemtoformulatetheiranswerswithouttheinfluenceofothers’responses.Ifwritingbecomessoburdensomethatitinterfereswithstudents’willingnesstoengageinthematerial,thenwesuggesthavingyouthanswerthequestionsverballyinaCircleformat(seebelow).

I see you use Circles to process the material. Can I do this as a more traditional facilitator-run group instead?

SomePowerSourcefacilitatorshaveexpressedtousthattheyfeelmorecomfortableprocessingthematerialinanopen-format,groupdiscussion,whichisaperfectlyvalidapproachtousewiththisworkbook.Groupdiscussionscanbeavibrantandpowerfulwaytoexploreandshiftyouths’attitudesandbeliefs.However,overtheyearswehaveincreasinglyseenfirst-handthevalueofCircles.


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I work in a school, not a residential center, some of the Power Source material seems to be written for youth involved in the justice system. Can I still use it?

OriginallythebookPowerSource:TakingChargeofYourLifewaswrittenforhigh-riskyouthwhohadeitheroffendedorwereat-riskforinvolvementinthejuvenilejusticesystem.Sinceitspublication,wehavereceivedlettersfromschoolsacrossthecountryusingitinavarietyofwaysincludingasasocialandemotionallearningcurriculum,agangpreventionprogram,andasaharmreductionintervention.ThePowerSourceWorkbookwaswrittenwithabroadaudienceinmind,withtheideathatprofessionalswillusewhatservestheirparticularprogrammingneeds.

We noticed that there are 4 videos that go along with the Power Source Program. How do these connect with the workbook?

Thereare4videostodateinthePowerSourceSeries:

#1Risk-Taking:LifeontheEdge

#2Meditation:It’sNotWhatYouThink

#3LostChildhoods

#4Families:WhereWeComeFrom

Thevideosareproducedinsuchawaythatthereisanopportunitytopauseandreflectaftereachsection.Promptsanddiscussionquestionsareprovidedthroughouteachvideo.Wesuggestusingthevideothatcorrespondstothesectionsoftheworkbook.TheLostChildhoodvideocanbeusedwiththePowerSourceWorkbooksectionentitled,WhenLife’sNotFair.

The facility I work in has adolescents coming and going all the time. Can youth join ongoing groups?

TheLionheartFoundationhasworkedcloselywithresidentialtreatmentprogramsforthepast15years.Weunderstandthatyouthenterfacilitiesonarotatingbasisandtheyvarylargelyintheirlengthofstay.Theworkbookisdesignedsothatyouthcanjoinatanypoint.However,westronglyencourageyouthtodoatleastsomeoftheprecedingchaptersindependentlyorwithateacher/facilitator.CoreconceptssuchasStop,Breathe,andChooseandtheCoreSelfareessentialcomponentsoftheprogram.


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We only have youth for a few weeks at a time. I won’t get through the whole workbook. What do you recommend?

Ifyouknowthatayouthwillonlybeinplacementorinyourprogramforashorttime,thereareseveralapproachesyoucantake.Oneistofocusontheprimaryreferralissueandselectthechaptersbasedonthat.Forinstance,ifayouthisstrugglingwithself-regulation,werecommendfocusingonthemostrelevantchapterssuchasTheCycleofRisk,Meditation,andTakingControlofAnger.

Otherapproachessuchasassigningmaterialasindependentworkorembeddingitthroughouttheschoolcurriculum(forexampleinanEnglish,HumanitiesorHealthclass)canalsohelpcovergreaterground.

Youcanalsousetheworkbookinamorealacartemanner.Forexample,ifayouthisinplacementforaverybriefamountoftimewesuggestfocusingontheStop,Breathe,andChooseworksheetsplacedthroughouttheworkbook.Thisistheprogram’scoreemotionalregulationskillandcanbeapowerfultoolinhelpingyouthbegintoaltertheirrisk-takingbehavior.

Why are some of the worksheets in the PS Workbook more than once?

Atitscore,thePowerSourceWorkbookisanemotionalcompetencecurriculum.Helpingtrauma-impactedyouthregulatetheiremotionsisnotsomethingthathappensinoneortwosessions.Thesearecomplicatedskillsthatdependonbrainmaturation,increasesincognitivecapacities,andskillsacquisition.Developingtheabilitytorecognizeone’sphysiologicalresponsetoatrigger,inhibitdominantresponsessuchasusingaggressionwhenthreatened,andselectanadaptiveresponseisacomplicatedprocessthatrequirestimeandpractice.Further,theprocessnotonlyrequiresyouthtolearnnewskills,butto“unlearn”habitsandoldwaysofreactingtotheworldthathavehurtthem(andothers)inthepast.Bypracticingthesenewskillsoverandover,alternateneuralpathwaysareformedandnewbehaviorchainsareestablished.TohelpreinforcetheseskillswehaveplacedtheStop,Breathe,andChooseworksheetsandexercisesthroughouttheworkbook.Stop,BreatheandChooseistheprimaryemotionalregulationskillthatcanbeusedacrosssettingsandinresponsetomanydifferenttriggers.TheEmotionalWeatherReport(EWR)isrepeatedthreetimesintheworkbook.YouhavepermissiontophotocopytheEWRanduseitasoftenasyou’dlike.Infact,weencourageyoutodotheEmotionalWeatherReportasoftenaspossible.Forinstance,ifthereisaconflictorayouthreactsaggressivelytoatrigger,usea


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Stop,Breathe,andChooseortheEmotionalWeatherReporttoexploretheeventandidentifyadaptiveresponsesforthefuture.

The ‘What Went Down’ Worksheet

WhiledevelopingthisworkbookatEastBostonHighSchoolinMassachusetts,wefoundourselveswishingwehadaready-madesheettoexplorethehigh-risksituationsstudentsreportedengaginginoutsideofschool—andthefactorsthatprecededandsurroundedthoseevents.TheWhatWentDownWorksheet(pages42&43)providesastructuredformattoprocesscriticalincidentsbyfocusingonwhereyouthwere,whotheywerewith,andhowlongtheystayed.Bymakingthesesituationalfactorsleadingtohigh-riskchoicesexplicit,youthbegintounderstandthecascadeofeventsthatoftenresultsinlossoffreedom,physicalinjury,andemotionaldistress.

What is the point of the Bell Exercise and do I have to use the Meditation part of the workbook?

WerecommendbeginningeverysessionwiththeBellExercise.Itisanintroductorymindfulnesstechniquethathelpsyouthpracticefocusingandshiftingtheirattention,twokeyskillsinmindfulnesstraining.Werecommendfollowingthiswiththe7-BreathCount.Instructionsforthese2activitiesareonpage7oftheWorkbook.

Theresearchdemonstratingthebenefitsofmindfulnessmeditationareverycompelling.Ongoingpracticehasbeenshowntoincreaseattentionandemotionalregulationandtodecreasesymptomsofdepression,anxiety,andaggression.Andwhileyoucanusetheworkbookwithoutusingthesetwomindfulnessexercises,itwillnotbeaseffective.Mindfulnesshelpsyouthpayattentiontotheirphysiologicalreactionstotriggers—afoundationalemotionalregulationskill.Directingfocustothebreath,andthentothoughtsthathelpyouthde-escalatearekeystepsinStop,Breathe,andChoose.Themorepracticeyouthgetinbringingawarenesstophysiologicalcuesintheirbodies,theirthoughts,andtheiremotions,thegreaterlikelihoodthattheywillrespondinmoreadaptive(andlessreactive)waystotriggers.


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Making the Biggest Impact Facilitator Presence

ThereisnothinginthePSprogram(oranyprogramforthatmatter)thathasthepotentialtoimpactyouthmorepowerfullythanthequalityandtenoroftherelationshipyoushapewiththem.Relationshipiseverything.Eachpositiveinteractionholdstheseedtotransform,onaneurologicallevel,thewaythatayouthperceiveshimselforherself,aswellasthepotentialtorepairthedamagethathasbeencausedthroughprevious,traumaticrelationships.

Wecallthisfacilitatorstance“relentlesspositiveregard,”andittakessustained,intentionaleffortonyourpart.Itrequiresustorememberthatwhatwasdamagedthroughrelationshipcanalsobehealedthroughrelationship.Itmeansseeingthegoodanddecentessentialnatureofanadolescentdespitetheprotectiveshieldtheymaywearofdistrustandanger.Relentlesspositiveregardmeansthatwedealeffectivelywithayouth’sbehaviorifitisharmfulordestructivewhileneverlosingsightofayouth’sinherentdecency.Traumabecomesalensthroughwhichayouthseesandinteractswiththeworld.Alsotrueisthatthebehaviorsassociatedwithtraumapowerfullycolorthewayweperceiveachildwhetherweareconsciousofthisornot.Wemayfindourselves“walkingoneggshells”oruncharacteristicallytriggeredbytheirbehavior.Theseexperiencesarenaturalandimportanttoacknowledge.Wearenotsuggestingthatyouoverlookdisruptivebehavior,but“relentlesspositiveregard”isachoicetoseethepotentialanddignityineveryyouthonacontinualbasisandwithoutconditions.Itmeanssaying,“Iseeinyousomethingdeeperandworthwhiledespiteyouractions.”InPowerSourcelingo,wecallthisseeingtheCoreSelf.Theonlywaymanytraumatizedyouthwillseetheirinnatehumanvalueisthroughtheirrelationshipwithyou.

Belowisachecklistofeffective,trauma-sensitivePSfacilitatorbehaviors.

Effective Facilitator Checklist

This week as a Power Source Facilitator I… $ Saw the Core Self of a youth (the light instead of the lampshade). $ Praised a youth. $ Listened actively to a youth. $ Stayed aware of my tone of voice, my facial expressions, and my body

language.


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$ Was consistent and calm when interacting with youth. $ Responded to a youth’s emotion rather than his behavior. $ Noticed I was getting triggered early in the wave. $ Used Stop, Breathe, and Choose to manage a situation effectively. $ Helped a youth identify and label their feelings. $ Recognized that a youth was reacting from Survival Brain. $ Apologized if my actions caused harm. $ Used Cool Thoughts like, “This is the trauma talking” or “It’s not

personal” to de-escalate a situation. $ Surfed the Urge (did not say something or do something I would have

regretted.) $ Did something to relieve my stress or took care of myself.

The Importance of Praise Manytrauma-impactedyouthhavenotreceivedagreatdealofpraiseintheirlives,inpartbecauseoftheenvironmentstheycomefrom,andinpartbecauseofhowtraumashapesbehavior.Abusiveandneglectfulfamiliestendtousemorecoerciveparentingstrategiestocontrolbehavior.Notonlydoesthisparentingstyleresultinfewerpositiveparent-childinteractions,butitisshowntocontributetoincreasednegativechildbehaviorsthatemergeathome,inschool,andthecommunity.

Inordertoreinforcetheuseofeffectivesocialandemotionalskills,praisinganadolescent’suseofthemiscritical.OnewaytopracticeusingpraiseistostartoffwithaCircleaskingyouthtorecountatimeduringtheweekwhentheyused(orcouldhaveused)PS’skeyemotionalregulationskill‘Stop,Breathe,andChoose.’Whenpraising,besuretopraisespecificbehaviorssuchasinhibitinganaggressiveurgeorusingapositivecommunicationstrategy.MasteringcomplexSELskillstakestimeandpractice.Praisingyouths’intentions,attempts,andapproximationsattheseskillshelpsshapeandrefinetheiruse.Also,beawareofyourtoneofvoiceandfacialexpressionswhenyoupraise.Beenthusiastic,genuine,andfrequentwithyourpraise.Don’tbesurprisedifayouthfeelsuncomfortableaboutreceivingpraiseorevenrejectsit.Thismaybeanewexperienceforhim(her)andhe(she)mayexperiencetheexchangeasinsincereorunwanted.Theimportantthingistoremainconsistentandundeterred.


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Looking at Ourselves with Compassion HelpingtraumaimpactedyouthgaintheSELskillstheyneedtoleadproductiveandhealthylivesisarewarding,thoughoftentimeschallengingendeavor.Itrequiresawiderangeofsocialandemotionalcapacitiesonourpartincludingtheabilitytotakeanother’sperspective,toaccuratelyreademotions,toshowempathy,tobecognitivelyandbehaviorallyflexible,toinhibitdominantresponsestotriggers,tobeassertive,toeffectivelyde-escalatecrisis,toconnectthroughhumor,tohandlestress,andperhapsmostimportantly,toforgive.ToquoteGandhi,“wemustbethechangewewishtosee.”Ifwewantyouthtopausebeforetheyrespondtoatrigger,wemustdothesame.Ifwearetellingyouthtousecognitivestrategiestohandledisrespect(CoolThoughts),weneedtomodelthisskillconsistently.Nowhereiswalkingthewalkmoreimportantthanwhenworkingwithyouthwhohavebeenabused,neglectedandhurtbytheadultsentrustedtocareforthem.Asaresult,itisimportanttoconstantlytakestockofourownemotionalreservesandreadinesstodothiswork,otherwiseweriskpotentiallyre-traumatizingtheyouthweareintendingtohelpheal.BelowareafewstrategiestosupportourownSELawareness.

Using mindfulness skills ourselves – InPS,meditationisn’tjustforyouth.Infact,tobestteachit,werecommenddevelopingyourownpractice.Thiscanincludetaking15minutes(ormore)adaytopracticethesametypeofbreath-focused,mindfulnessmeditationtaughttoyouth.Whenwetaketimetoslowdownandpracticefocusedawareness,wefindthatwearemoreattunedtoourownemotionalweather.Wearelesslikelytobeoverwhelmedbytriggersandourinteractionswithyouthoftenbecomemoreintentional.Ifyouwouldlikethesupportofaguidedmindfulnessmeditation,youcangotowww.lionheart.org/meditation/.

Looking at the connection between our own stress, triggers, and trauma history – Between1995and1997agroundbreakinginvestigationcalledTheAdverseChildhoodExperiencesStudy(ACE)linkedearlyexposuretotraumaticexperiencessuchasfamilyincarceration,divorce,parentalsubstanceabuseandmentalillnesswithlong-termphysicalandmentalhealthproblemsincludingpartnerviolence,depression,alcoholabuse,smokingandultimately,pre-maturedeath.Perhapsthemostcompellingfindingwastheprevalenceofearlyadversityinthisnon-clinicalpopulation,withtwo-thirdsofthoseinterviewedreportingatleastoneexposureand40%reportingatleasttwo.ThefindingsoftheACEstudysuggestthatnotonlyhavemostofusexperienced


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somedegreeofadversityinourlives,butthatthereisacumulativeeffectassociatedwiththeseexperienceswithhigherlevelsresultingingreaterhealthrisks,impairedrelationships,andincreasedphysicalhealthproblems.

Oneofthemostpotentwaystheseearlyadverseexperiencesshapeourlivesisbyinfluencingthewaywereacttootherswhenfeelingthreatened,unsafe,ordisrespected.Justasyouthtendtoflee,freeze,orfightorinsituationstheyperceiveaspotentiallythreatening,sodowe.Thinkforamomentaboutthelastchallengingorconflictualsituationyouhadwithayouth.Lookingback,howdidyourespondtothesituation?Wasyourinclinationtoarguewiththeyouthorassertcontrol?Didyoubecomemorereservedandtrytowithdrawfromthesituation?Ordidyouseparatetheyouthfromhisorherbehaviorandrespondflexiblyandempathically?Whatemotionsdidtheexperienceleadtoonyourpart?Anger?Feelingsofbeingdisrespected?Compassion?Inordertoworkeffectivelywithtrauma-impactedyouthandtonothavetheseinteractionsbetainted(unconsciouslyornot)byourownearlyadverseexperiences,weneedtobewillingtoaskourselvesquestionssuchas,howdidmyownupbringinginfluencethewayIrespondtotypicaltraumaresponsesinothers?Whatspecificinterpersonalinteractionstriggerme?HowwelldoI“stepback”whenIfeelmyselfrespondingtoayouthinawaythatisn’tmodelingwhatsafeandhealthyrelationshipslooklike?Onlythroughawillingnesstoexamineindetailandwithhonestyallofwhatwebringtoourinteractionswithtrauma-impactedyouthcanwegenuinelyprovidetrauma-informedcare.

Secondary Trauma – Anotherphenomenonthataffectsourwell-being,qualityoflife,andabilityto“showup”effectivelyatourjobsistheamountofstressweexperienceonanongoingbasis.Itisincreasinglyunderstoodthatworkingwithtraumatizedpopulationscandramaticallyincreaseourlevelsofstress.Listeningtothestoriesoftraumatizedyouthwhileexperiencingfirst-handtheoftenintenseemotionalandphysicalmanifestationsoftheirtrauma,canleadtowhatresearcherscall,“secondarytrauma.”Belowareasomeofthewaysthatsecondarytraumacanaffectus:

Signs of Secondary Trauma Emotional – feelings of helplessness, anger, sadness/depression, anxiety, easily irritated by minor stressors, mood swings, emotional numbing, thoughts about youth or work popping up even when you’re not at work, feeling “burned out” Physical – headaches, back pain, unusual tiredness, trouble sleeping, problems with digestive tract, no energy, feelings of always being “on alert”


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Interpersonal – feeling overly worried about your own children/family, short tempered with friends and family, feeling isolated from those who don’t understand the nature of your work, more conflict with kids and/or partner

General – reliance on alcohol or drugs to manage feelings, overeating, nightmares, losing pleasure in activities, feeling cynical and detached, disgusted with humanity (how could people treat their children like this), re-experiencing some of the traumatic events in your own life, getting numb to or minimizing painful situations

Workingwithtrauma-impactedyouthcanoftenseemmoreofacallingthanajob.Itrequiresrenewablepassionfortheworkwedo,deepreservesofempathy,andresilience.Todoitwell,italsorequiresawillingnesstogetsupportwhentheimpactofsecondarytraumaunderminesourwell-beingorourabilitytobeeffectiveadvocatesfortheyouthinourcare.Thefirststepinbeingabletomanagesecondarystressisbecomingawareofitsimpactonourdailylives.Noticingthesymptomslistedinthechartaboveiscriticalindetectingsecondarystressandtraumaearlyinthecycle.Obviously,thereisacertainlevelofstressthatisinherentinthiswork.Mostlikely,oursusceptibilitytofeelingtheimpactofthepainandsufferingthatmanyoftheyouthweworkwithhaveexperiencedalsodrivesourempathyandcommitment.Thekeyisnottonumbourselvestotheexistenceofstress,butinsteadtobecomeincreasinglyattunedtoitspresenceandimpacttominimizepotentiallychronicanddebilitatinghealthconsequences.Reachingouttoothersbothwithinandoutsideofyouragency,school,ororganizationforsupportisalsoimportant.Andfinally,usinghealthylifestylestrategiestoreducehealth-riskbehaviors,re-energizeourselves,andmanagestressonadailybasisbeforewefeelitsaccumulatedimpactarecriticalelementsofcaringforourselves,andinturn,theyouth.A Final Note

Wecongratulateyoufordoingthisincrediblyvaluableworkandacknowledgethatitoftencomeswithchallenges,particularlyifyouareworkingwithyouthwhohavebeenimpactedbyprofoundtrauma.TheLionheartFoundationisdedicatedtoproducinghighqualityresourcestoassistthosecommittedtodoingthiswork.

For more information on Power Source or other programs developed and distributed by The Lionheart Foundation, visit: www.lionheart.org.


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ThefollowingsectionprovidesatheoreticalrationalebehindwhyweuseemotionalregulationastheconceptualcornerstoneofthePowerSourceWorkbook.YoudonotnecessarilyneedtoreadthematerialinordertoeffectivelyfacilitateaPSgroup,butunderstandingthebasicconceptsofemotionalregulationcanhelpbringdepthandbreadthtoyourwork.

What Is Emotional Regulation? Emotionalregulationreferstotheprocesses,bothautomaticandcontrolled,thatweusetomanageouremotions.Formanyadolescentswhoseemotionaldevelopmentandself-regulatorycapacitieshavebeennegativelyimpactedbytrauma,explicitanddifferentiatedinstructionintheseSELskillsarecriticaltotheirabilitytostayinschool,holdjobsand,forsome,avoidthecriminaljusticesystem.Earlyadversityarisingfrommaltreatment,exposuretoviolence,andprofoundneglectunderminestheacquisitionoftheseSELskillsthroughneurobiologicalmechanismsandsociallearningchannels.Asaresult,trauma-impactedyouthoftenexperienceimbalancesintheirphysiologicalresponsestostress,exaggeratedreactionstonegativeemotionalcues,andpossessfewerinternalresourcesforself-soothing.Further,behaviorsthatwereadaptivefortheirsurvivalindangerousorunpredictableenvironmentssuchasmaintainingaconstantphysiologicallevelofarousal(ahair-trigger)orpossessinganegativeattributionalbias(perceivingthreatseventoneutralsocialcues)canleadtoinvolvementinhigh-riskbehaviorinothersettings.Adolescence,withitsincreasedfocusontheselfinrelationtoothers,dramaticbrainchangesincludingincreasesinexecutivecontrolfunctioning,andawarenessoftheimpactoftheiractionsonothersoffersanincrediblewindowofopportunitytobuildtheseskills.

TheCollaborativeforAcademic,Social,andEmotionalLearning(CASEL)hasdefined5interrelatedcorecompetenciesthatarefoundationaltosocialandemotionallearning(SEL).Theseareself-awareness,self-management,socialawareness,relationshipskills,andresponsibledecisionmaking.ThePowerSourceWorkbookaddresseseachofthesecompetenciesindepth.Throughouttheworkbook,therearenumerousexercisesthathelpyouthidentifyfeelings,buildacohesivesenseofself,andsupporttheautonomyandindividuationthatarepartofhealthyadolescentdevelopment.Alloftheseskillsincreaseanadolescent’sself-awareness.Likewise,thePSWorkbooksupportsyouthindeveloping


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perspectivetakingskills,increasingempathy,responsibilitytaking,improvingconflictresolutioncapacities,becomingactivelisteners,learninggoalsettingbehavior,andbuildingapositivefutureorientation,allofwhichcontributeinturntosocialawareness,responsibledecisionmaking,andrelationshipskillcompetencies.ButthecompetencythatismostcentraltothePSprogramisself-management.Thisincludesregulatingone’semotionsacrossdifferentsettings,controllingimpulses,buildingfrustrationtolerance,managingstress,learningtore-directandsustainattention,andusingself-soothingskillstoreturntobaselineafterachallengingemotionalevent.

ThereisconsiderableoverlapbetweentheconstructCASELdefinesasself-management,andtheconceptofemotionalregulationthatservesasthetheoreticalfoundationofthePowerSourceProgram.InGrossandThompson’sprocessmodelofemotionalregulation(seeTheHandbookofEmotionalRegulation,2007forafulldescription),theydescribe5familiesofemotionalregulationprocesses:situationselection,situationmodification,attentionaldeployment,cognitivechange,andresponsemodulation.Thefirstfourstrategiesarelabeledasantecedent-focusedinthattheyoccurbeforea“full-blown”emotionalresponsehasoccurred.Thelast,responsemodulation,occursaftertheeventhaselicitedsomedegreeofanemotionalresponse.PowerSourcebuildsskillsateachpointinthisprocessmodel.

Here’sanexampleofhowPowerSourcetargetssituationselectionandsituationmodification,whichinturn,influenceemotionalregulation.Let’ssayayouthhasahistoryofgettingintofightswhenhegoestohiscousin’sneighborhoodbecausehehasanissuewithanotherkidwholivesonthatblock.Whenhehasencounteredthispersoninthepast,his“full-blown”emotionalresponsetendency(causedbyhiscognitiveappraisalsofthesituation)wastofeeldisrespectedandreactaggressively.Insteadofselectingtoplacehimselfinthatsituationandattemptingtokeephiscoolbyalteringthosecognitiveappraisals,hecouldpre-emptthischainbyusingsituationselectionskillsandaskinghiscousintomeethimsomewhereelse,avoidingthosefeelingsofangeranddisrespectwhichinthepasthaveledhimtofight.Inthisexample,thePSskillthattargetssituationselectionandsituationmodificationiscalledRateYourSpace/ChangeYourPlace.ButPSintervenesateveryotherpartoftheemotionalregulationchainaswell.Forinstance,thePSskillsfoundthroughouttheworkbookthathelpsyouthmodifythenegativecognitiveappraisalsthatleadtodistressingemotionsandhigh-riskbehaviorarecalledCoolThoughts.Andtheresponsemodulationstrategiesthatwouldhelpthisyouthwalkawayfroma


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potentialconflictevenafterhehasbeentriggeredarecalledGoodMoves.

Theoretical Targets of the PS Program

Target ER Skills Description of Power Source Skills

Situation Selection

Identification of situations/activities that place youth at risk and exacerbate distress. Includes healthy peer selection, using physiological cues to detect early arousal, and an understanding of places/situations associated with emotional triggers.

Situation Modification

Intentional avoidance or alteration of situations that increase arousal, risk taking, and undermine healthy development. Underlying factors include building assertiveness skills, increasing awareness of physiological cues, advancing problem solving skills, and improving frustration tolerance/impulse control.

Attention Deployment

Directing or redirecting attention in a given situation to modulate emotion. Mindfulness meditation increases attentional control.

Cognitive Change

Appraising and reappraising the meaning of a situation to alter its emotional impact. Power Source employs a strategy called Cool Thoughts to reinforce and engage cognitive change skills.

Response Modulation

Influencing the physiological, experiential or behavioral responses to one’s environment to modify emotional experiences. The skill Good Moves reinforces response modulation across contexts and in response to a wide range of emotions.

Self-Efficacy

A belief that one has the capabilities to execute actions. Goal setting skills, effective interpersonal communication strategies, problem solving approaches, and locus of control exercises work to build youths’ belief in their ability to influence their self-efficacy.

Social Skill-Building

Facilitating positive interpersonal interaction and communication with supportive others. Adaptive social interactions built through problem solving skills, assertiveness training, and active listening skills increase social skills.

Documents

The Power Source Workbook Facilitator’s Guide...The Power Source Workbook is meant to be as self-explanatory as possible. In fact, with supervision and some pre-training, peer-led