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Toxic Stress and ACEs
“We understand unsafe behavior as an expression of how unsafe this person feels, so we work to increase physical and emotional safety.”
- Gabriella Grant, director of the California Center of Excellence for Trauma Informed Care
Superficially, sarcastic comments add humor to an otherwise tense situation.
"Jon, what part of 'Put your phone away' don't you understand? " a teacher may say.
The children laugh, and the teacher thinks she has shown that she has a sense of humor.
But Jon has just been embarrassed and his trust in his teacher diminishes. The position of the teacher may be diminished in the other students’ eyes as well, even if they laughed, because they no longer see the teacher as an authority who protects their emotional safety but someone who freely uses the currency of insult.
What Traumatized kids need
A feeling of safety
Respect
Choices
Predictability
Empathy
Connection with a caring adult
Looking through a different lens
Separate behavior from student
Behavior has meaning...
What is causing this behavior?
What need is this behavior communicating?
What can be done to address this need?
Try not to shame or embarrass...
or make demands he can't meet..
More tips from UMOM here
The Neutral Body
Many kids who have experienced trauma react strongly to non-verbal cues such as tone of voice, body language and facial expressions
When you approach a child, take a deep breath and do a 10 second scan of your body. Give them space – 3 feet is recommended
Know your physical reactions when you get angry. Does your voice become louder? Do you clench your jaw?
Approaching a traumatized child with neutral body language will help them hear what you are saying instead of focusing on what your body language means.
Panksepp's rats
Rats usually play all day
With 1 tuft of cat hair in cage,
play stopped. After hair was
removed play never returned
to normal level.
One cat hair for 24 hours caused lifelong changes to playing behavior.
Some of them live
with the cat.
We want to make sure that our school is not full of cat hair.
Panksepp, J. (1998) Affective Neuroscience. New York, NY. Oxford University Press.
You will bring out the best in students if you communicate:
Warmth
Respect
Acceptance
Safety
Resulting Beliefs and Feelings
Beliefs
The world is unsafe
People cannot be trusted
It is my fault
I am bad
Feelings
Hopelessness
Sadness
Powerlessness
Anger
Confusion
Guilt
Fear
During trauma, we use the "survival brain"
Conditioned to think of stimuli as threats
Chronic state of fear-related activation
Learning brain used less frequently, resulting in delays in learning, motor skills, etc.
The SURVIVAL brain can hijack the LEARNING brain
Appear zoned-out
Have "who cares?" attitude
Reactions don't correlate with age
Unable to stay on task
Distract others
Impulsive; risk-taking
Truant
Change the Question...
Lying, even when caught in the act, is one of the most common and persistent behaviors of youth who have experienced trauma & neglect
Instead of "What’s wrong with you?”
think, “What has happened to you?"
Many of the kids who lie are being raised in families where that coping mechanism is also used by parents.
The answer provides context for the behavior, fosters
compassion, and helps us to see strengths in face of adversity.
Backstory for the teacher...
“I can’t take one more thing,”
“This student hates me,”
A student arrived late to class, put his head on the desk and refused to answer questions from the teacher.
She had been through a school lock-down the week before and was facing the start of testing the next day.
“I am in danger here.”
Ultimately he pushed a classmate, cursed the teacher and a received a five-day suspension.
Back story for student:
The night before had been a scene of domestic violence at home, with his father taken away by the police. That morning his mother wouldn’t get out of bed, so the student took his siblings to school, which made him late.
"I can never do anything right"
"My teacher hates me."
"I am in danger here."
An overwhelming, overstimulating, or terrifying experience, experienced directly or indirectly
Herman, 1997, Van der Kolk, 2005, APA, 2000
Becoming Trauma-Sensitive
An Overview for Educators