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Understanding and Managing Trauma in the Classroom

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Arianna Caplan

on 21 May 2015

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Transcript of Understanding and Managing Trauma in the Classroom

Bruce Perry M.D, PhD
Fostering Resiliency: Six Core Strengths for
Healthy Development
It is in the nervous system, not in the event
Disregulated nervous system
Fight
Flight
Freeze

Resiliency is what allows us to handle stress and catastrophe
A regulated nervous system
Ability to effectively manage stimulus
Developed coping skills
A Disregulated Nervous System
Level of response
Attachment: Making Relationships
Self-Regulation: Containing impulses
Affiliation: Being part of a group
Attunement: Being aware of others
Tolerance: Accepting differences
Respect: Finding value in differences
The Impact of Trauma on Learning
Comply


React


Ignore
We are in relationship with students at all times!
What you do impacts what they do
Your increased stress will lead to their increased stress
Your ability to stay calm impacts their ability to stay calm
How you talk about them, look at them, think about them, impacts how they respond to you


SELF CARE, SELF CARE, SELF CARE!!!!!
Changing Behavior and Fostering Learning
Routines: Create safety and predictability. Help regulate the nervous system.

Rituals: Are routines with meaning. Create feelings of belonging and connection.

Regulation: The ability to monitor and control our behavior, emotions, or thoughts, altering them based on what the situation demands.

Relationships: The key to learning! Connection, attunement, affection, interaction, respect.
Understanding and Managing Trauma in the Classroom
What is Trauma?
A Regulated Nervous System
Fight
Aggression
Arguing
Threats
Posturing

Flight
Leaving the classroom
Ignoring directions
Avoiding classes

Freeze
Dissociation
Withdrawn
Lack of attention
Playing mindlessly on cell phone
Behaviors Related to Trauma
Joe's Story

Unpredictability or sudden change
Transitions
Loss of control
Feeling vulnerable or rejected
Absence or loss of staff or peers
Feeling alone
Sensory overload
Confrontation
Praise, intimacy, and positive attention
(from ARC, Kinniburgh & Blaustein, 2005)
Common Triggers
Minimizing Triggers when Setting Limits
Name the rationale for the limit

Link the consequence to the behavior, not the person

Name the boundaries of the limit

Move on.

Make adaptations.

Adapted from Kinniburgh & Blaustein (2005)
Provide positive reinforcement
Decrease level of interaction


Calmly provide consistent level of interaction
Remind student of consequences
Provide opportunities for students to regulate
Sensory stimulation (touch, smell, sound, taste, etc)
Follow through on consequences calmly


Calmly increase level of interaction
Physical proximity
Reminding of consequences
Tone of voice
Full transcript