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Working with Trauma
What is Trauma?
Why is Trauma important ?
Principles of learning and Teaching
By Sogan Wahanui
Reduced Cognitive capacity
How does trauma
Unable to learn
Create a safe structured classroom environment where students are supported and can contribute their ideas free from judgment.
Everyone will go through at least one traumatic event in their life time
Trauma is defined as a psychologically distressing event that is outside the range of normal childhood experience and involves a sense of intense fear, terror and helplessness
“ Ultimately what determines how children survive trauma, Physically, emotionally or psychologically, is whether the people around them- particularly the adults should trust and rely upon- stand by them with love, support and encouragement”
(University of Melbourne , 2013).
(Perry & Szalavitz, 2006, p. 55)
Connect with students on a genuine level and be educated of their needs, background and values to inform practice and lessons.
Use school community and greater community as a resource to encourage students to think on big picture levels and model positive, constructive relationships.
Thanks for Listening
Teaching practices and strategies cater for diverse students in your class and promote equality and inclusivity.
“Some of the most therapeutic experiences do not take place in therapy but in natural occurring healthy relationships”
(Perry & Szalavitz, 2006, p.79)
"Programs and organisations don't help people heal, people do".
(American Psychological Association, 2013)
"what works best when working with children who have experienced trauma, is anything that increases the quality and number of relationships in the child’s life".
(Downey, 2007, pg.98)
States Parties agree that the Education of the child shall be directed to:
“(a) The development of the child’s personality, talents and mental and physical abilities to their fullest potential;
(United Nations, 2013)
“Teacher student relationships are fundamental to understanding classroom behaviors by teachers, as well as students and directly affects students outcomes”
American Psychological Association. (2013). Children and Trauma . Retrieved from APA: http://www.apa.org/pi/families/resources/children-trauma-update.aspx
Bowlby, J. (1988). A Secure Base: Clinical applications of attachment theory. London: Routlege.
DEECD. (2009, March 27). Effective Schools are Engaging Schools- Student Engagment Policy. Melbourne, VIC.
DEECD. (2011). Strength-Based Approach A Guide to Writing Transition Learning and Development Statements. Retrieved from https://www.eduweb.vic.gov.au/edulibrary/public/earlychildhood/learning/strength-workingpaper.pdf
Downey, L. (2007). Calmer classrooms- a guide to working wih traumatised children. Melbourne : Child Safety Commisioner .
Perry, B., & Szalavitz, M. (2006). The boy who was raised as a dog- And other stories from a child psychiatrist's notebook . New York: Basic Books.
Phillip, R. (2011). Attachment Theory and the Teacher-Student Relationship: A Practical Guide for Teachers, Teacher Educators and School Leaders. New York: Routledge.
Pierson, R. (2013). Every Kid needs a champion. Retrieved from TED Talks: (https://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion)
Raven, B. (2008). The Bases of Power and the Power/Interaction Model of Interpersonal Influence . Analyses of Social Issues and Public Policy, , 18 (1), 1-22.
Robinson, K. (2013). To understand Creativity, Mr Gove, you must understand it. The Guardian .
United Nations. (2013). Universal Declaration for Human Rights. Retrieved September 21, 2014,
from The United Nations : http://www.un.org/en/documents/udhr/
University of Melbourne . (2013). Australian Centre for Post traumatic Mental Health. Melbourne, VIC, Australia.