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3/31/2019
Trauma in the Classroom By: Caitlin Robles, Kim Malcolm, and Alicia Bonnington
Definition of Trauma The definition of trauma is very broad and what may be a traumatic experience to one person, may not be to another. Some definitions of trauma: “...a psychological, emotional response to an event of experience that is deeply distressing or disturbing” (The Center for Anxiety and Mood Disorders, 2017). “...an emotional response to a terrible event like an accident, rape, or a natural disaster” (American Psychological Association, 2019). “Psychological, or emotional trauma, is damage or injury to the psyche after living through an extremely frightening or distressing event and may result in challenges in functioning or coping normally after the event” (Cascade Behavioral Health, 2019).
1
3/31/2019
Turn to your shoulder partner and describe a time when it was obvious that a child had suffered a traumatic event. How did that affect your work with that child?
Types of Trauma 1. 2. 3. 4. 5. 6.
Physical trauma Psychological trauma Social trauma Ongoing trauma Vicarious/secondary trauma Historical trauma (Ingram, n.d.)
2
3/31/2019
Physical trauma involves serious injury to the body. Ex: car accidents, abuse to a parent, rape Psychological trauma is the effect of an extremely stressful experience that leaves the victim feeling helpless and with a limited sense of security or safety. Ex: veterans, death of a family member or friend
(Ingram, n.d.)
Social trauma is the response a society has to developing and maintaining themselves after a natural disaster, threat, shortage, or violent conflict. Ex: hurricanes, tornados, earthquakes, etc.
(Ingram, n.d.)
Ongoing trauma is trauma that is repeated and lasts for several years. Ex: sexual abuse, alcoholic parents, poverty, neglect
3
3/31/2019
Secondary trauma is an indirect trauma that stems from hearing about or experiencing others’ trauma Ex: witnessing a parent’s abuse, hearing stories of a friend’s trauma **Teachers can fall victim to secondary trauma after hearing about students’ traumatic events (Ingram, n.d.)
Historical Trauma
(Langworthy, Michael, & Myers, 2015)
4
3/31/2019
“One out of every 4 children attending school have been exposed to a traumatic event.” (Ingram, n.d., p. 15)
Violence When surveying 7th-12th graders, in the last year: ● 12% had a knife or gun pulled on them ● 5% had been stabbed or cut ● 1.5% had been shot at (Jaycox, Langley, & Dean, 2009, p. 3)
5
3/31/2019
Turn and talk With your shoulder partner: What are some examples of traumatic events that students may have experienced?
● Many forms of trauma exist. ● Trauma is dependent on the people experiencing the event. (National Council for Community Behavioral Healthcare, n.d.)
6
3/31/2019
General Signs
(National Council for Community Behavioral Healthcare, n.d.)
Specific Signs in Students ● Trouble forming relationships with teachers ● Poor self-regulation ● Negative thinking ● Hypervigilance ● Executive function challenges
(Miller, n.d., n.p.)
7
3/31/2019
As a child experiences repeated trauma, the amygdala becomes enlarged because it is “continuously overexcited and overworked” (Ingram, n.d., p. 9). Due to previous trauma, the amygdala causes the individual to experience trauma even when it is not occuring, generating a flight or fight response. Students with an enlarged amygdala might be unable to control emotions or responses. (Ingram, n.d.)
Trauma’s Impact on Students Students with trauma may have trouble with the following: ● ● ● ● ● ● ●
Social Interactions Being empathetic Trusting others Physical contact Medical, emotional, and health issues Respecting authority Academic growth (Ingram, n.d, pg. 14)
8
3/31/2019
Cultural Implications According to the International Society for traumatic stress studies, the “actual concept of trauma is inherent or innate to cultures” (Caspi, Ghafoori, Smith, & Contractor, 2003). 1.
SES: Low socioeconomic status may face greater trauma (community violence, physical assault, sexual assault, domestic violence, etc.)
2.
REFUGEES: Refugees experience more trauma than non-refugees, which might be combined with trauma due to ethnicity, race, etc. Also could be due to war and persecution.
3.
SEXUAL ORIENTATION: LGBTQI+ individuals face higher rates of trauma than those that are heterosexual, as well as normative loss (bullying, partner violence, societal stigma, etc.).
4.
RACE: Black children face higher risks of experiencing complex trauma due to contact with police or judicial system, historical trauma, and racism. (Caspi et al., 2003)
Classroom Interventions 1. Classroom Environment -
4. Use specific language! -
Ex: “You did a great job paying attention today!” instead of “Good job today”.
5. 10:1 Ratio! -
The ratio of positive statements to negative statements for traumatized students should be 10 to 1.
-
It is imperative to build a culture of safety and trust in your classroom! Create consistent expectations and behaviors plans based on reward and not punishment. Students should know expectations and should be consistent and fair.
1. Classroom Management -
Actively ignore negative behavior. Utilize non-verbal cues to get students back on track.
(Ingram, n.d.)
Be proactive, not reactive.
1. Sources of Safety -
Demonstrate empathy! Practice active listening. Be a person that a student feels comfortable talking to.
9
3/31/2019
Classroom Interventions 6. Escalation -
If a student is going to escalate, find ways to help them cope: send a note to a teacher, get a drink of water, listen to music, mindfulness exercises, etc. Some teachers have “cool down” corners, where students can calm down.
-
7. Restorative Practice NOT Zero Tolerance -
Restorative Practice focuses on “getting to the root of a student’s triggers, underlying issues, and motives, teaching healthy communication skills” (The Room 24 Team, 2018). Utilize restorative circles within the classroom. (Ingram, n.d.)
Accomodations “..these children are consistently terrified unless certain actions are taken to make them feel safe so that the higher parts of their brains may be turned on for learning.” (Fink, 2016) ● ● ● ● ● ● ● ●
Allowing students to work by themselves instead of in groups Having alternative homework assignments for children or exemption from certain work Letting a student sit or walk beside the teacher Not having timed tests Allowing students to stand at desk Allowing students access to water while in the classroom Having a safe place for kids to go when they need to take a break No usuage of isolation - “time-in” instead of “time-out” (Fink, 2016)
10
3/31/2019
Scenario Maria is a 13-year-old eighth grader. She most often appears disconnected and disinterested. She fidgets, avoids eye contact, mumbles when adults ask her questions, and mostly doesn’t appear to care about anything. She seems to understand the material and sometimes does well on assignments but refuses to engage with others during the school day. Teachers complain that she often puts her head down and attempts to sleep during class. This gets increasingly frustrating for adults who keep prompting Maria to sit up and engage. These power struggles frequently end with Maria either leaving the classroom or putting her head down for the remainder of the period. What would you do to get Maria to stop sleeping in class? (Trauma-Sensitive Schools Training Package, n.d.)
Background Information Maria has an extensive history of trauma. She was removed from her home in second grade and placed with her aunt due to experiences of severe abuse and neglect. Over the years, there have been several failed attempts to reunite Maria with her mother, who struggles with addiction. How would you treat Maria differently if you knew this information?
(Trauma-Sensitive Schools Training Package, n.d.)
11
3/31/2019
Trauma-Focused Difference
(Trauma-Sensitive Schools Training Package, n.d.)
References American Psychological Association. (2019). Trauma. Retrieved from https://www.apa.org/topics/trauma Cascade Behavioral Health. (2019). Symptoms, signs, and effects of psychological trauma.
Retrieved from
https://www.cascadebh.com/behavioral/trauma/signs-symptoms-effects/ Fink, M. (2016, August 18). IEP and 504 Suggestions for Children Affected by Trauma. Retrieved from https://transfiguringadoption.com/iep-and-504-suggestions-for-children-affected-by-trauma/ Ingram, B. (n.d.). Trauma informed approaches to classroom management. [PDF]. Retrieved from https://achieve.lausd.net/cms/lib/CA01000043/Centricity/Domain/260/Trauma%20Informed%20Approaches%20to%20Classroom%2 0Management.pdf Jaycox, L., Langley, A., & Dean, K. (2009). Support for students exposed to trauma: The SSET program. RAND Corporation. Retrieved from http://www.jstor.org/stable/10.7249/tr675nimh Langworthy, S., Michaels, C., Myers, J. [UofMNCYFC]. (2015, March 4). What is historical trauma? [Video file]. Retrieved from https://www.youtube.com/watch?v=AWmK314NVrs Miller, C. (2019). How trauma affects kids in school. Retrieved from https://childmind.org/article/how-trauma-affects-kids-school/
12
3/31/2019
National Council for Community Behavioral Healthcare. (n.d.). How to manage trauma. [PDF]. Retrieved from https://www.integration.samhsa.gov/clinical-practice/Trauma-infographic.pdf Jaycox, L., Langley, A., & Dean, K. (2009). Support for students exposed to trauma: The SSET program. RAND Corporation. Retrieved from http://www.jstor.org/stable/10.7249/tr675nimh Langworthy, S., Michaels, C., Myers, J. [UofMNCYFC]. (2015, March 4). What is historical trauma? [Video file]. Retrieved from https://www.youtube.com/watch?v=AWmK314NVrs Miller, C. (2019). How trauma affects kids in school. Retrieved from https://childmind.org/article/how-trauma-affects-kids-school/ National Council for Community Behavioral Healthcare. (n.d.). How to manage trauma. [PDF]. Retrieved from https://www.integration.samhsa.gov/clinical-practice/Trauma-infographic.pdf
13
Trauma in the Classroom By: Caitlin Robles, Kim Malcolm, and Alicia Bonnington
Definition of Trauma The definition of trauma is very broad and what may be a traumatic experience to one person, may not be to another. Some definitions of trauma: “...a psychological, emotional response to an event of experience that is deeply distressing or disturbing” (The Center for Anxiety and Mood Disorders, 2017). “...an emotional response to a terrible event like an accident, rape, or a natural disaster” (American Psychological Association, 2019). “Psychological, or emotional trauma, is damage or injury to the psyche after living through an extremely frightening or distressing event and may result in challenges in functioning or coping normally after the event” (Cascade Behavioral Health, 2019).
1
3/31/2019
Turn to your shoulder partner and describe a time when it was obvious that a child had suffered a traumatic event. How did that affect your work with that child?
Types of Trauma 1. 2. 3. 4. 5. 6.
Physical trauma Psychological trauma Social trauma Ongoing trauma Vicarious/secondary trauma Historical trauma (Ingram, n.d.)
2
3/31/2019
Physical trauma involves serious injury to the body. Ex: car accidents, abuse to a parent, rape Psychological trauma is the effect of an extremely stressful experience that leaves the victim feeling helpless and with a limited sense of security or safety. Ex: veterans, death of a family member or friend
(Ingram, n.d.)
Social trauma is the response a society has to developing and maintaining themselves after a natural disaster, threat, shortage, or violent conflict. Ex: hurricanes, tornados, earthquakes, etc.
(Ingram, n.d.)
Ongoing trauma is trauma that is repeated and lasts for several years. Ex: sexual abuse, alcoholic parents, poverty, neglect
3
3/31/2019
Secondary trauma is an indirect trauma that stems from hearing about or experiencing others’ trauma Ex: witnessing a parent’s abuse, hearing stories of a friend’s trauma **Teachers can fall victim to secondary trauma after hearing about students’ traumatic events (Ingram, n.d.)
Historical Trauma
(Langworthy, Michael, & Myers, 2015)
4
3/31/2019
“One out of every 4 children attending school have been exposed to a traumatic event.” (Ingram, n.d., p. 15)
Violence When surveying 7th-12th graders, in the last year: ● 12% had a knife or gun pulled on them ● 5% had been stabbed or cut ● 1.5% had been shot at (Jaycox, Langley, & Dean, 2009, p. 3)
5
3/31/2019
Turn and talk With your shoulder partner: What are some examples of traumatic events that students may have experienced?
● Many forms of trauma exist. ● Trauma is dependent on the people experiencing the event. (National Council for Community Behavioral Healthcare, n.d.)
6
3/31/2019
General Signs
(National Council for Community Behavioral Healthcare, n.d.)
Specific Signs in Students ● Trouble forming relationships with teachers ● Poor self-regulation ● Negative thinking ● Hypervigilance ● Executive function challenges
(Miller, n.d., n.p.)
7
3/31/2019
As a child experiences repeated trauma, the amygdala becomes enlarged because it is “continuously overexcited and overworked” (Ingram, n.d., p. 9). Due to previous trauma, the amygdala causes the individual to experience trauma even when it is not occuring, generating a flight or fight response. Students with an enlarged amygdala might be unable to control emotions or responses. (Ingram, n.d.)
Trauma’s Impact on Students Students with trauma may have trouble with the following: ● ● ● ● ● ● ●
Social Interactions Being empathetic Trusting others Physical contact Medical, emotional, and health issues Respecting authority Academic growth (Ingram, n.d, pg. 14)
8
3/31/2019
Cultural Implications According to the International Society for traumatic stress studies, the “actual concept of trauma is inherent or innate to cultures” (Caspi, Ghafoori, Smith, & Contractor, 2003). 1.
SES: Low socioeconomic status may face greater trauma (community violence, physical assault, sexual assault, domestic violence, etc.)
2.
REFUGEES: Refugees experience more trauma than non-refugees, which might be combined with trauma due to ethnicity, race, etc. Also could be due to war and persecution.
3.
SEXUAL ORIENTATION: LGBTQI+ individuals face higher rates of trauma than those that are heterosexual, as well as normative loss (bullying, partner violence, societal stigma, etc.).
4.
RACE: Black children face higher risks of experiencing complex trauma due to contact with police or judicial system, historical trauma, and racism. (Caspi et al., 2003)
Classroom Interventions 1. Classroom Environment -
4. Use specific language! -
Ex: “You did a great job paying attention today!” instead of “Good job today”.
5. 10:1 Ratio! -
The ratio of positive statements to negative statements for traumatized students should be 10 to 1.
-
It is imperative to build a culture of safety and trust in your classroom! Create consistent expectations and behaviors plans based on reward and not punishment. Students should know expectations and should be consistent and fair.
1. Classroom Management -
Actively ignore negative behavior. Utilize non-verbal cues to get students back on track.
(Ingram, n.d.)
Be proactive, not reactive.
1. Sources of Safety -
Demonstrate empathy! Practice active listening. Be a person that a student feels comfortable talking to.
9
3/31/2019
Classroom Interventions 6. Escalation -
If a student is going to escalate, find ways to help them cope: send a note to a teacher, get a drink of water, listen to music, mindfulness exercises, etc. Some teachers have “cool down” corners, where students can calm down.
-
7. Restorative Practice NOT Zero Tolerance -
Restorative Practice focuses on “getting to the root of a student’s triggers, underlying issues, and motives, teaching healthy communication skills” (The Room 24 Team, 2018). Utilize restorative circles within the classroom. (Ingram, n.d.)
Accomodations “..these children are consistently terrified unless certain actions are taken to make them feel safe so that the higher parts of their brains may be turned on for learning.” (Fink, 2016) ● ● ● ● ● ● ● ●
Allowing students to work by themselves instead of in groups Having alternative homework assignments for children or exemption from certain work Letting a student sit or walk beside the teacher Not having timed tests Allowing students to stand at desk Allowing students access to water while in the classroom Having a safe place for kids to go when they need to take a break No usuage of isolation - “time-in” instead of “time-out” (Fink, 2016)
10
3/31/2019
Scenario Maria is a 13-year-old eighth grader. She most often appears disconnected and disinterested. She fidgets, avoids eye contact, mumbles when adults ask her questions, and mostly doesn’t appear to care about anything. She seems to understand the material and sometimes does well on assignments but refuses to engage with others during the school day. Teachers complain that she often puts her head down and attempts to sleep during class. This gets increasingly frustrating for adults who keep prompting Maria to sit up and engage. These power struggles frequently end with Maria either leaving the classroom or putting her head down for the remainder of the period. What would you do to get Maria to stop sleeping in class? (Trauma-Sensitive Schools Training Package, n.d.)
Background Information Maria has an extensive history of trauma. She was removed from her home in second grade and placed with her aunt due to experiences of severe abuse and neglect. Over the years, there have been several failed attempts to reunite Maria with her mother, who struggles with addiction. How would you treat Maria differently if you knew this information?
(Trauma-Sensitive Schools Training Package, n.d.)
11
3/31/2019
Trauma-Focused Difference
(Trauma-Sensitive Schools Training Package, n.d.)
References American Psychological Association. (2019). Trauma. Retrieved from https://www.apa.org/topics/trauma Cascade Behavioral Health. (2019). Symptoms, signs, and effects of psychological trauma.
Retrieved from
https://www.cascadebh.com/behavioral/trauma/signs-symptoms-effects/ Fink, M. (2016, August 18). IEP and 504 Suggestions for Children Affected by Trauma. Retrieved from https://transfiguringadoption.com/iep-and-504-suggestions-for-children-affected-by-trauma/ Ingram, B. (n.d.). Trauma informed approaches to classroom management. [PDF]. Retrieved from https://achieve.lausd.net/cms/lib/CA01000043/Centricity/Domain/260/Trauma%20Informed%20Approaches%20to%20Classroom%2 0Management.pdf Jaycox, L., Langley, A., & Dean, K. (2009). Support for students exposed to trauma: The SSET program. RAND Corporation. Retrieved from http://www.jstor.org/stable/10.7249/tr675nimh Langworthy, S., Michaels, C., Myers, J. [UofMNCYFC]. (2015, March 4). What is historical trauma? [Video file]. Retrieved from https://www.youtube.com/watch?v=AWmK314NVrs Miller, C. (2019). How trauma affects kids in school. Retrieved from https://childmind.org/article/how-trauma-affects-kids-school/
12
3/31/2019
National Council for Community Behavioral Healthcare. (n.d.). How to manage trauma. [PDF]. Retrieved from https://www.integration.samhsa.gov/clinical-practice/Trauma-infographic.pdf Jaycox, L., Langley, A., & Dean, K. (2009). Support for students exposed to trauma: The SSET program. RAND Corporation. Retrieved from http://www.jstor.org/stable/10.7249/tr675nimh Langworthy, S., Michaels, C., Myers, J. [UofMNCYFC]. (2015, March 4). What is historical trauma? [Video file]. Retrieved from https://www.youtube.com/watch?v=AWmK314NVrs Miller, C. (2019). How trauma affects kids in school. Retrieved from https://childmind.org/article/how-trauma-affects-kids-school/ National Council for Community Behavioral Healthcare. (n.d.). How to manage trauma. [PDF]. Retrieved from https://www.integration.samhsa.gov/clinical-practice/Trauma-infographic.pdf
13
