Title: Creating Supportive Learning Environments for Children Who Have Experienced Trauma
1Creating Supportive Learning Environments for
Children Who Have Experienced Trauma
- Presentation at the
- Exploring New Possibilities Joint Conference of
the Oregon School Counselor Association, March
2007
2PRESENTERS
- Mary Brown, Med, ESA
- Director of School Counseling Assistant
Professor, Gonzaga University - Kristin Souers, MA LMHC
- Private Practitioner Adjunct faculty member at
Gonzaga University and Washington State
University - Meredith Osborne, MA Candidate
- Graduate Student, Gonzaga University
- Abby Ratley, MA Candidate
- Graduate Student, Gonzaga University
3TRAINING OBJECTIVES
- Participants will
- Understand the prevalence of trauma in the lives
of children in the United States/Washington State - Understand the effects of trauma on academic
performance, behavior and relationships - Explore strategies for creating a
trauma-sensitive environment utilizing a
comprehensive counseling program
4Trauma
- an exceptional experience in which powerful and
dangerous events overwhelm a persons capacity to
cope. (Fitzgerald Groves) - A persons response often involves
- Intense fear
- Horror
- Helplessness
- In children, it may look more agitated and
disorganized
5Acute Trauma vs. Chronic Trauma
- Acute Trauma
- A single traumatic event that overwhelms a
childs ability to cope. - Chronic Trauma
- Exposure to more than one-often many-traumatic
events over time. - (Fitzgerald Groves)
6Complex Trauma
- the experience of multiple or chronic and
prolonged, developmentally adverse traumatic
events, most often of a personal nature (sexual
or physical abuse, war, community violence) and
early life onset. - These exposures often occur within the childs
care giving system - (Spinazzola, et al)
7- Exposure to extremely stressful conditions that
one cant change or escape from can have profound
effects on anyone, regardless of age. It can
alter how we see the world, how we see others,
and how we perceive our own worth. - Mark Katz. (1997). On Playing a Poor Hand Well,
p. 5
8Looking through the trauma-sensitive lens
9Prevalence
- Approximately 1 million children (0-18) each year
are officially substantiated as victims of child
abuse and neglect in the U.S. (US Dept. of Health
and Human Services Administration on Children,
Youth, and Families, 2005). - Victims of abuse are 12 times more likely to
attempt suicide than non victims. (Putnam) - Depression is at least 3-5 times more common in
people who have histories of child maltreatment.
(Putnam) - At least half of all child maltreatment victims
will experience serious school problems,
especially conduct issues. (Putnam)
10Youth Suicide Death Rates, 1990 - 2005
11Juvenile Crime
- Compared to the national average, the juvenile
arrest rate is 17 higher in Washington, and 24
higher in Oregon. - In 2004, individuals under age 25 accounted for
46.9 percent of all the arrests in the United
States. - Source Office of Juvenile Justice and
Delinquency Prevention Bulletin December 2006
12School Environment
- Consistent with the findings from 1999 and 2001,
students in 2005 were more likely to be afraid of
being attacked when they were at school than away
from school. - The percentage of students who reported that they
had been bullied at school increased from 8 in
2001 to 28 in 2005. - Source National Center for Education Statistics
(NCES) Indicators of School Crime and Safety 2006
13Factors that Influence Childrens Response to
Trauma
- Nature and Perception of the Experience
- Age of the Child
- Characteristics of the Child
- Protective Factors
- Risk Factors
14Protective Factors
- those variables that buffer children from
adversity. - Ex. Positive temperament
- Childs intellectual capacity
- Social competence
- Secure attachments
- Living in supportive safe environments/close
knit communities
15Risk Factors
- variables that are associated with an increased
likelihood of poor physical, emotional, and
behavioral outcomes. - Ex. Premature birth
- Parent Mental Illness
- Parent Substance abuse
- Exposure to Violence
- Poverty
- Homelessness
16How does trauma impact Children and Adolescents?
What does it look like?
- Attachment
- Learning
- Cognition Biology
- Self Regulation
- Emotional Behavioral Regulation
- Self-Concept
17Children are like wet cement. Whatever falls on
them makes an impression." Hiam Ginott
18Attachment
- bonds of love between child and parents
- the balance between exploratory and
caregiver-seeking behaviors. - this relationship also provides the scaffolding
for the growth of many developmental
competencies. - A secure attachment pattern is present in
approximately 55-65 of the population - Insecure attachment patterns have been
consistently documented in over 80 of maltreated
children
19Our sense of I is profoundly influenced by how
we belong to a we.Taken from Parenting from
the Inside Out by Daniel Siegal and Mary Hartzell
20How complex trauma may/can disrupt attachment
- Problems with boundaries
- Hesitant to look towards adults for attention or
supportsuspiciousness and distrust - Sense of security and safety can be compromised
or destroyed - Uncertainty about the reliability and
predictability of the world - Difficulty forming trusting relationships with
othershesitant to enlist others as allies - Trouble interpreting emotional signals
21Learning
- Brain Development
- The brain is shaped the most during the first 10
years of life. - Life shapes the brain's development.
- the brain sculpts itself in response to
external experiences at the same time as it is
developing via genetically-based maturation - Cognition
- the mental faculty or process of acquiring
knowledge by the use of reasoning, intuition or
perception
22How complex trauma can/may disrupt the developing
brain
- Sensorimotor developmental problems
- Hypersensitivity to physical contact
- Analgesia
- Problems with coordination, balance
- Increased medical problems
- Somatization
- Potential for lifelong reactivity to stress
23How complex trauma can/may disrupt cognition
- Difficulty in their ability to learn and process
verbal information - Harder to use language as a vehicle for
communication - Difficulty in organizing and remembering new
information - Difficulty understanding cause and effect
- Difficulty focusing on tasks at hand
- Difficulty planning and anticipating
- Problems with orientation in time and space
- Difficulty focusing on and completing tasks
- Tend to have poor problem solving skills
24Self Regulation
- the development of this system enables a child
to exercise control over emotions and behaviors. - A self system of gaining control over attention,
emotions, and behavior.
25How complex trauma can/may disrupt
self-regulation
- Constantly scanning the world for warning signs
- Focus on non-verbals of others (facial
expressions, voice tone, body language) In a
constant state of survival mode - Difficulty describing feelings and internal
experiences - Difficulty communicating wishes and desires
- Poor impulse control
- Lack of mentoring for appropriate behavior and
communication with others - Utilize aggressive behaviors to regain control
over environment or to send message regarding
lack of control - Self soothing behaviors
- Sleep and eating disturbances
- Difficulty complying with rules
- Traumatic play
26Self-Concept
- the whole inner picture that somebody has of
himself or herself, including a complete
evaluation of such traits as competence, worth,
and attractiveness
27How complex trauma can/may disrupt self-concept
- Feel incapable of having a positive impact on the
outside world - Hopelessness
- Difficulty in initiating play or having safety
with imagination and exploration - Low self-esteem--Diminished sense of self worth
- Disturbances of body image
- Shame and guilt Self blame
- Unsure of own needs and often lack capacity to
get needs met
28How might Trauma Present itself in the schools
- Reactivity and Compulsivity
- Aggression
- Defiance
- Withdrawal
- Perfectionism
- Relationship with Peers and School Personnel
29MAKING SCHOOLS TRAUMA-SENSITIVE
- Trauma and learning
- these are new insights into a range of
childhood risks and adversities that are now
recognized as beyond a childs ability to alter,
no matter how hard he or she triesThey are
inescapable and enduring. Trying harder wont
make them go away. - The childs job is to adapt as best as he/she
canthe quest to gain control over ones life - On Playing A Poor Hand Well. Mark Katz
30MAKING SCHOOLS TRAUMA-SENSITIVE
- Looking through the trauma-sensitive lens
- Not realizing that children exposed to
inescapable, overwhelming stress may act out
their pain, that they may misbehave, not listen
to us, or seek our attention in all the wrong
ways, can lead us to punish these children for
their misbehavior - If only we knew what happened last night, or this
morning before she got to school, we would be
shielding the same child were now reprimanding. - On Playing A Poor Hand Well. Mark Katz
31MAKING SCHOOLS TRAUMA-SENSITIVE
- Trauma is a reaction to an external event.
- It is not always possible or appropriate to
discover whether a childs learning,
relationships, and behavioral difficulties are
trauma responses. - By establishing a trauma-sensitive environment
throughout the school and by being aware that
exposure to violence might be the issue, schools
can help minimize the enduring effects of trauma.
32 MAKING SCHOOLS TRAUMA-SENSITIVE The
Comprehensive School Counseling Program
- The comprehensive school counseling program can
- Mitigate the effects of trauma on learning
- Help create systemic change
33MAKING SCHOOLS TRAUMA-SENSITIVE
- Comprehensive School Counseling Programs
- Utilizing the ASCA National Model Framework
- Foundation
- Delivery System
- Management System
- Accountability
- Advocacy..Leadership..Collaboration..Systemic
Change
34MAKING SCHOOLS TRAUMA-SENSITIVEFoundation
- Beliefs, assumptions, philosophy and mission
- Ongoing trauma can impair emotional and brain
development - Ongoing trauma can affect learning
- Early intervention and a supportive learning
community can help. - Schools are childrens communities
- Do we have the responsibility to expand the
protective function of the school? - Schools have a legal, moral and historical
mandate to ensure that there are many adults who
are interested in a particular childs welfare. - Gertrude Morrow. The Compassionate School
35MAKING SCHOOLS TRAUMA-SENSITIVE
- Foundation
- What evidence do we have that there may be
events, experiences or conditions that are
presenting environmental risks to our students? - Out of school? (domestic violence, physical,
sexual, emotional abuse, violence and danger in
the neighborhood, foster home to foster home,
etc.) - In the school learning community? (bullying and
harassment, physical and verbal abuse, behavior
and learning disability, social isolation,
36MAKING SCHOOLS TRAUMA-SENSITIVE
- Delivery System
- Three research based strands
- Key factors common to all competent children
- A strong parent-child relationship, or, when such
a relationship is not available, a surrogate
care-giving figure who serves a mentoring role. - The ability to self-regulate attention, emotions,
and behaviors. - 3. Good cognitive skills, which predict
academic success and lead to rule-abiding
behavior
37Delivery SystemThe ARC ModelSchools are
uniquely positioned to
- A - Build secure Attachments
- Schools can partner with families and strengthen
traumatized childrens relationships with adults
in and out of school - R - Enhance Self-Regulatory Capacities
- Schools can help children to modulate and
self-regulate their emotions and behaviors - C - Increase Competencies Across Multiple Domains
- Schools can enable children to develop their
academic potential/competence and change
capabilities in other areas
38MAKING SCHOOLS TRAUMA-SENSITIVE The ARC Model
- Delivery System
- Crosswalking ASCA National Standards with the
Three Program Delivery Strands - Attachment - Relationship
- Regulation of Emotions
- Competence
39- MAKING SCHOOLS TRAUMA-SENSITIVE
- The ARC Model
- Building Attachments
- Attachment is the ability to form and maintain
healthy emotional connection to another person. - Educators are in a position to affect students
lives in ways that are very profound. Emotional
resilience is learned within a relationship. - Build a solid and caring relationship based on
safety and structure
40The ARC ModelBuilding Attachments
- Its the relationship
- These children arent seeking attention (even
though they will settle for it). They are looking
for a safe and trustworthy relationship
(connection). - The Circle of Security Project 2000
- Cooper, Hoffman, and Powell
- Marycliff Institute, Spokane, WA
41The ARC Model Building Attachments
- Consistent support from caring people
- Safe and trustworthy relationship
- Strong attachment figures are people who are
bigger, stronger, wiser, and kind
42The ARC Model Building Attachments
- Create structure
- Allow the child to know you are in charge and
that your decisions are fair, caring and
trustworthy. - Establish and maintain clear boundaries
- Focus on positives/firm limit on negatives
- Reduce isolation
- Scared, lonely, bored, sad
- Join others, contribute to a group
43The ARC Model Building Attachments
- Establish Predictability clarity of
position/consistency of approach consistency in
responsiveness and availability - Timing of lessons and activities
- Transitions without trauma
- Safety
- Written plans
44The ARC Model Enhancing Self-Regulatory
Capacities
- The ability to self-regulate or modulate
emotions is a key predictor of academic and
social success. - Masten and Coatsworth
- Lack of capacity for emotional self-regulation
so critical to school functioning is probably the
most striking feature of these chronically
traumatized children. - Streeck-Fischer and van der Kolk
45The ARC Model Enhancing Self-Regulatory
Capacities
- Emotional regulation is ones ability to
tolerate distressing emotions. - Self regulation is ones ability to be in charge
of attention, emotion, and behavior rather than
having those be in control of the person. - Teach the relationship between feeling, thinking
and doing and the power of self management
(internal locus of control) to create better
outcomes.
46The ARC Model Enhancing Self-Regulatory
Capacities
- Guidance curriculum
- Individual and group counseling
- Consultation
- Staff development All staff help traumatized
children modulate their emotions and gain social
and academic competence
47The ARC Model Increasing Competencies across
Multiple Domains
- To increase competencies, direct strategies at
- Changing capabilities (e.g. tutoring)
- Context (e.g. parent education, access to
opportunities, school reform) - Finding a better fit between child and context
- Masten and Coatsworth
48The ARC Model Increasing Competencies across
Multiple Domains
- Direct strategies at changing capabilities
- Schools can be a protective influence by
- Stimulating and nourishing talents which might
otherwise go unnoticed. Finding islands of
competence - Multiple ways of presenting information
- Remediating specific areas of vulnerability
- Enhancing social and interpersonal abilities
necessary for friendships and other relationships
to develop
49The ARC Model Increasing Competencies across
Multiple Domains
- Permanently altering the developmental
trajectories of children who would otherwise
develop serious emotional and behavioral
difficulties - Instilling a sense of hope and future in children
and families who would otherwise give up. - Understanding the connection between behavior and
emotion. Identifying and processing feelings. - Avoiding labels
- Consistency
50The ARC Model Increasing Competencies across
Multiple Domains
- Direct strategies at context
- For children who are competent in overcoming
trauma, there is protection within the child,
within the family, and within the community.
51The ARC Model Increasing Competencies across
Multiple Domains
- Direct strategies at context
- The school can be a protective influence by
- Setting the parameters of acceptable behavior
among all. Students must be taught acceptable
behavior and adults must model it. - Balancing accountability with understanding of
traumatic behavior - Teaching rules to traumatized children
- Minimizing disruption of education
- Creating uniform rules and consequences
- Model respectful, nonviolent relationships
52The ARC Model Increasing Competencies across
Multiple Domains
- Direct strategies at finding a better fit between
child and context - Creating a goodness of fit between a childs
strengths and talents and an environment that
recognizes and values these strengths and
talents, opens up opportunities for turning point
experiences to occur. - On Playing a Good Hand Well by Mark Katz
53Accountability
- How are students different as a result of the
comprehensive counseling program trauma sensitive
interventions? - Process e.g. numbers of students, parents
reached - Perception e.g. school climate survey
- Results e.g. achievement, discipline,
attendance, dropout statistics
54MAKING SCHOOLS TRAUMA-SENSITIVE
- Advocacy
- School counselors
- Advocate for students educational needs and
work to ensure these needs are addressed at every
level of the school experience. - Believe, support and promote every students goal
to achieve success in school. - Work proactively with students to remove barriers
to learning. - ASCA National Model
55Be kinder than necessaryWe are all in the same
boat in a stormy sea, and we owe each other a
terrible loyalty. G. K. Chesterton
56Be kinder than necessaryWe are all in the same
boat in a stormy sea, and we owe each other a
terrible loyalty. G. K. Chesterton
57CONTACT INFORMATION
- Kristin Souers, MA LMHC
- ksouers_at_comcast.net
- 703 W. 7th Suite 200
- Spokane, WA 99204
58SOURCES
- Cohen, Mannarino, Deblinger. Treating Trauma
and Traumatic Grief in Children and Adolescents.
Guilford Press. 2006. - Cole et al. Helping Traumatized Children Learn.
Massachusetts Advocates for Children, 2005. - Cook, Blaustein, Spinazzola, and Van Der Kolk
Complex Trauma in Children and Adolescents White
Paper National Child Traumatic Stress Network,
2003. - Dinkes, R., Cataldi, E.F., Kena, G., and Baum, K.
(2006). Indicators of School Crime and Safety
2006 (NCES 2007003/NCJ 214262). U.S. Departments
of Education and Justice. Washington, DC U.S.
Government Printing Office.
59SOURCES CONT
- Fitzgerald Groves, Zero to three. Hope and
healing A caregivers guide to Helping Young
Children Affected by Trauma. 2005. - Groves. Children Who See Too Much. Beacon Press,
2003. - Hernandez, Thomas Seem, Susan. A Safe School
Climate A Systemic Approach and the School
Counselor. ASCA Professional School Counseling.
April 2004. - Jaycox, Lisa, H., Morse, Lindsey K., Tanielian,
Terri, Stein, Bradley D. How Schools Can Help
Students Recover from Traumatic Experiences A
Tool Kit for Supporting Long-Term Recovery. The
RAND Corporation. 2006.
60SOURCES CONT
- Katz, M., On Playing A Poor Hand Well. WW Norton
and Company, 1997. - Koralek. Classroom Strategies to Promote
Children's Social and Emotional Development.
DECA. The Devereux Foundation, 1999. - Putnam, Frank. The Impact of Trauma on Child
Development Juvenile and Family Court Journal
Winter 2006. - Siegel Hartzell. Parenting from the Inside
Out. Penguin Group. 2003
61SOURCES CONT
- Snyder, Howard. Juvenile Arrests 2004 Juvenile
Justice Bulletin Office of Juvenile Justice and
Delinquency Prevention December 2006 - Solomon Siegel. Healing Trauma. Norton, 2003.
- Spinazolla, Ford, Zucker Van De Kolk, Survey
Evaluates Complex Trauma Exposure, Outcome, and
Intervention Among Children and Adolescents.
Psychiatric Annals May 2005. - Van der Kolk, Bessel. Developmental Trauma
Disoder A new, rational diagnosis for children
with complex trauma histories. Psychiatric
Annals Month 200X.