Introducing
Your new presentation assistant.
Refine, enhance, and tailor your content, source relevant images, and edit visuals quicker than ever before.
Trending searches
Resources!
Trauma can leave children feeling overwhelmed and impede problem-solving or reasoning abilities and behavior, according to The National Child Traumatic Stress Network…First, students need to know they’re in a safe, supportive learning environment, even if that’s online.
-Natalie Gross
https://www.educationdive.com/news/school-districts-plan-covid-19-trauma-support-even-as-classes-resume-onlin/583747/
Educational practices that are intended
to cultivate a safe learning environment
and mitigate the impact of trauma on
learning.
A focus on regulation and relationship
before education.
SENSITIVE
Trauma-sensitive refers
to educational practices
and approaches that are
intended to cultivate a
safe learning environment
and mitigate the impact of
trauma symptoms on
student learning.
FOR ALL Informed
INFORMED
Trauma-informed refers to
the delivery of therapeutic
practices and assumes
clinical understanding of
trauma and its impact on
individuals.
FOR TRAINED
THERAPISTS
Emotional dysregulation
Reduced self-awareness
A lack of interpersonal or social skills
Non dialectical thinking
Reacting strongly or disproportionally to events
Symptoms of Trauma and What They Look Like
Difficulties maintaining relationships
Inattention, Lack of focus
Trouble with processing & working memory
Poor achievement
ADHD
Heightened vigilance, inaccurate perception of and
Aggressiveness, Poor anger management Emotional Disturbance
Impulsive response to danger
Withdrawal/Depression
Impulsive response to danger
Anxiety / Phobias
LD
What we are experiencing is not finite. Instead it’s ongoing and uncertain.Furthermore, the antidote to stress (CONNECTION) is affected because of COVID and the need for social distancing.
Historically Marginalized Communities Experience More Trauma & Toxic Stress
Just as COVID-19 is fatal to a small percentage, the pandemic similarly will likely result in PTSD for only a small percentage and trauma effects for most will only be short- term (Griffin, 2020).
The environment before and after the trauma are more predictive than the trauma itself.
1. Sense of safety
2. Personal control
3. Connections -- Connecting with others, as well as giving to others.
4. Self-care & engaging in pleasurable activities.
5. Optimism and feelings of hope -- the expectation that everything will work out
6. Gratitude
7. Reminding yourself of past moments of strength & resilience
8. Mindfulness
9. A sense of purpose in it all
10. Humor
Cognitive effects of stress in the brain structure include: reduced hippocampus, overactive amygdala, activation of limbic system which affects learning and reading emotions
Adverse Childhood Experiences
Abuse: physical, sexual, emotional
Neglect: physical, emotional
Household Dysfunction: mental illness, substance abuse, intimate-partner violence, divorce, incarceration of a parent
1) Talk with family members about their feelings
2) Feel that their families stood by them during difficult times
3) Enjoy participating in community traditions
4) Feel a sense of belonging in high school
5) Feel supported by friends
6) Have at least two non-parent adults who take genuine
interest in them
7) Feel safe and protected by an adult in their homes.
"Positive Childhood Experiences and Adult Mental and Relational Health in a Statewide Sample.
Associations Across Adverse Childhood Experiences Levels"
Christina Bethell, PhD, MBA, MPH1; Jennifer Jones, MSW2; Narangerel Gombojav, MD, PhD1; et al
Find this article here: https://jamanetwork.com/journals/jamapediatrics/fullarticle/2749336
In 1994 Dr. Stephen Porges proposed the Polyvagal Theory, a theory that links the evolution of the mammalian autonomic nervous system to social behavior and emphasizes the importance of physiological state in the expression of behavioral problems and psychiatric disorders.
"Flipping Your Lid"
1
Regulate: help the child to regulate & calm their
flight/fight/freeze responses. How? Soothing but limited language, a safe space to go, stepping back and allowing them time to process. Don’t add to the feelings by shouting or ‘adding fuel to the fire’.
2
Relate: we need to connect with and relate to
the child. How? Develop a calm, sensitive dialogue, acknowledging how they feel and how that is hard for them. “Wow, you must have felt really angry then. That must have been hard for you…”
3
Reason: we can support the child reflect, learn,
remember, articulate and self-regulate their emotions.
How? Teach them the language of emotions, strategies
for regulating them, use story to explore emotions and
remind them of their safe places and safe people
CLICK THIS LINK:
https://safeyoutube.net/w/5uYQ
All behavior is a choice.
When children misbehave, teacher thinks:
- “What’s wrong with that child?
Academics first and foremost
Discipline
It’s all about the kids:
“The child is giving me a hard time.”
We don’t always have conscious choice over the behavior(s) we display. We
can only make conscious decision(s) if our bodies are regulated.
When children misbehave, teacher thinks
- “What’s does that behavior mean?”
Well-being and academics, we must regulate, relate, then reason.
Restorative
Starts with the adults. All school personnel need support.
"They are having a hard time."
The discussion around trauma becomes more complex over time. The most important things to remember are:
Don’t ask “What’s wrong with you?”, but do ask “What happened to you?”
The experience of trauma can lead to post traumatic growth. Changing the language of learned helplessness to that of learned resilience.
Keep the discussion strength based and don’t allow the system to start categorizing children by the worst thing that ever happened to them.
“I see you, I hear you, and what you say matters.” - Oprah
STEP 1: Define terms for the activity
Rose = A highlight, success, small win, or something positive that happened.
Thorn = A challenge you experienced or something you can use more support with.
Bud = New ideas that have blossomed or something you are looking forward to knowing more about or experiencing.
STEP 2: Brainstorm
Give students 30 seconds to a few minutes to sit silently and reflect on their their rose, bud, and thorn. Then give students 5-10 minutes to jot down ideas on a piece of paper or print out the graphic organizer provided here.
STEP 3: Debrief
Share your own rose, bud, and thorn, and then go around the room asking students to share their rose, bud, or thorn or reflect on the activity itself.
Find the instructions and graphic organizer here: https://www.mindfulschools.org/inspiration/mindful-reflection/?fbclid=IwAR28QjE-
Make time for fun - start with informal chats
Brain breaks, Kahoots, morning announcements, hobbies, etc.
Find the full Self-Care Action Plan document here: https://docs.google.com/document/d/15DSDg66otIWs2ZiF9YQURpLe2jiG2AnVU16opYKRsWQ/edit
"Psychology Tools"
Find this free guide here: https://www.psychologytools.com/assets/covid-19/guide_to_living_with_worry_and_anxiety_amidst_global_uncertainty_en-us.pdf
Emotions matter for attention, memory and learning. Positive emotions like joy and curiosity harness attention and promote greater engagement. Emotions like anxiety and fear, especially when prolonged, disrupt concentration and interfere with thinking. Chronic stress, especially when poorly managed, can result in the persistent activation of the sympathetic nervous system and the release of stress hormones like cortisol. Prolonged release of this and other neurochemicals impacts brain structures associated with executive functioning and memory, diminishing our ability to be effective educators and undermining student learning.
Emotions matter for decision-making. When we’re overwhelmed and feeling scared and stressed, the areas of our brains responsible for wise decision-making also can become “hijacked.” In contrast, the experience of more positive states like joy and interest tend to help people evaluate individuals, places and events more favorably compared to people experiencing more unpleasant emotions. Pleasant emotions also have been shown to enhance mental flexibility and creativity, which are key to navigating the novel and evolving demands of living through a pandemic.
Emotions matter for relationships. How we feel and how we interpret the feelings of others sends signals for other people to either approach or avoid us. Teachers who express anxiety or frustration (e.g. in their facial expressions, body language, vocal tone or behavior) are likely to alienate students, which can impact students’ sense of safety in the classroom—and likely at home in a virtual learning environment—thereby having a negative influence on learning. Further, dysregulated emotions can undermine healthy relationships between teachers and parents. For most students, a successful distance learning experience will require a solid partnership between teachers and families.
Emotions matter for health and well-being. How we feel influences our bodies, including physical and mental health. Stress is associated with increased levels of cortisol, which has been shown to lead to both physical and mental health challenges, including depression and weight gain. Both the ability to regulate unpleasant emotions and the experience of more pleasant emotions have been shown to have health benefits, including fostering greater resilience during and after traumatic events.
Emotions matter for performance. Chronic stress among teachers is linked to decreases in teacher motivation and engagement, both of which lead to burnout. Teachers who are burnt out have poorer relationships with students and are also less likely to be positive role models for healthy self-regulation—for their students and their families. It’s no surprise that teachers who are burnt out are more likely to leave the profession, which impacts student learning and puts a huge drain on schools.
Excerpt from: https://www.edsurge.com/news/2020-04-07-teachers-are-anxious-and-overwhelmed-they-need-sel-now-more-than-ever
(This takes learning and practice!)
time to adjust to the new normal of online learning
ways to make virtual learning fun and engaging
need for honesty, respect, kindness, flexibility and patience from their school administrators more realistic expectations, including boundaries around working around the clock.
normalize teacher self-care
strategies to support their own and their students’
wellness and resilience
Found here: https://www.nctsn.org/sites/default/files/resources/fact-sheet/econ-coping-schoolstaff-factsheet.pdf
Found here: https://www.schoolcrisiscenter.org/wp-content/uploads/2020/04/2861_0420-COVID-19-CRD-Supporting-Grieving-Students-Coalition_v4__April-10-2020.pdf
SAMHSA- 6 principles (Substance Abuse and Mental Health Series Administration & the CDC)
Blaming, Shaming, and Minimizing
Toxic Positivity
https://www.thecut.com/article/what-is-toxic-positivity.html
Sample Reentry Scripts
Created by: FRES Summer School Staff Members
Saturday, July 25, 2020
https://cardboardhighfiveteacher.blogspot.com/?fbclid=IwAR2obe6dyJKj_bB3jTnB-
jckbkRSPimlcuAHqKXPlbGPOYUvaPENNDkdHXE
Recommend social stories for parents to read at home before school starts about routines and
structures in school.
https://www.autismresourcecentral.org/social-stories-for-young-and-old-
on-covid-19/
Gratitude Journal and All About Me Journal (Thank you- Liz Barajas-
Trauma Informed Educators Network).
Gratitude Journal
https://docs.google.com/presentation/d/1JjeMkoxpHbejo8rCYtYxasQijuK_Yg58QknE4UqcdAM/edit?usp=sharing
All About Me Journal
https://docs.google.com/presentation/d/1gP8O0RYrRWvWIVbwaVpfpyb_kEc3sE5pMGAy5QHmduI/edit?usp=sharing
Have parents read, The Kissing Hand with their child. There are free read
alouds on youtube. Ex below.
https://www.youtube.com/watch?v=dPUW1t9Gu4s&t=34s
Teachers can reinforce the Kissing Hand with these activities.
https://www.pinterest.com/pin/153755774751174372/?fbclid=IwAR3dUnxoh
hTmHvzaN1ozV68OZr_roq9xBKVVrnccW9LK35W9F76f3G56cls
1-2-3 Clap: A School Team Building
ActivityPartners engage in a counting and clapping team building activity that welcomes mistakes, and reflect on the experience after.
Find this activity hereL https://ggie.berkeley.edu/practice/1-2-3-clap/
"Asking middle and high schoolers to socially distance is like
asking a dog not to bark.”- Caren
1-2-3 Clap: A School Team Building Activity
Partners engage in a counting and clapping team building activity that welcomes mistakes, and reflect on the experience after.
Find this activity here: https://ggie.berkeley.edu/practice/1-2-3-clap/
Elementary In-Person
https://drive.google.com/file/d/1d1vFAZnM7dk3mE33mlV0XCeu_cY5ikPL/view?usp=sharing
Elementary Virtual
https://drive.google.com/file/d/1rImSlz2gXKZ1otvEK2nrMxVF7v_1Sq14/view?usp=sharing
Middle & High School School In-Person
https://drive.google.com/file/d/1amI7Qt02zuB88n4pX5gtdcAdGYyyjpO9/view?usp=sharing
Middle & High School Virtual
https://drive.google.com/file/d/1KLAYMo1Cauq8bAPvxI1ikx2POdFC4B_9/view?usp=sharing
Thank you!