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Keeping the Brain In Mind:The Impact of Trauma
on Learning and Behavior
Keeping the Brain In Mind:The Impact of Trauma
on Learning and Behavior
Impact of TraumaImpact of Trauma
Hypervigilance
Immune to Internal Cues
Affective Dysregulation
Attachment Difficulties
Memory Disturbances
Hypervigilance
Immune to Internal Cues
Affective Dysregulation
Attachment Difficulties
Memory Disturbances
Trauma ImpactTrauma Impact
Learning Difficulties
Numbing of Responsiveness
Intrusive Re-experiencing
Learning Difficulties
Numbing of Responsiveness
Intrusive Re-experiencing
Developmental stage
Temperament
Context
Response/Support
Developmental stage
Temperament
Context
Response/Support
Experience of traumaExperience of trauma
Trauma and DevelopmentTrauma and Development
Recognizing “Cumulative Harm”
development proceeds from simple to complex
early developmental tasks provide critical skills and traits that are the foundation of later more complicated skills
understanding the “foundation” skills that are missing directs the focus of intervention
www.secasa.com.au
Recognizing “Cumulative Harm”
development proceeds from simple to complex
early developmental tasks provide critical skills and traits that are the foundation of later more complicated skills
understanding the “foundation” skills that are missing directs the focus of intervention
www.secasa.com.au
Attachment and Brain FunctionAttachment and Brain Function
Positive experiences of attunement develop neurophysiological mechanisms that allow for:
emotional regulation
responsiveness to social cues
evaluation of meaning
Positive experiences of attunement develop neurophysiological mechanisms that allow for:
emotional regulation
responsiveness to social cues
evaluation of meaning
Brain PlasticityBrain Plasticity
2 approaches to neural change
1) direct intervention and stimulation in specific brain or skill area
2) change in environmental experiences
2 approaches to neural change
1) direct intervention and stimulation in specific brain or skill area
2) change in environmental experiences
InterventionIntervention
StructureStructure
Self-Self-RegulationRegulationAttachmentAttachment
Containment/SafetyContainment/Safety Containment/SafetyContainment/Safety
Working on TraumaWorking on Traumathoughts, feelings, thoughts, feelings,
triggerstriggers
StructureStructure
Consistency and predictability in the schedule
Consistency in expectations
Consistency in environment
Classroom rituals
Consistency and predictability in the schedule
Consistency in expectations
Consistency in environment
Classroom rituals
Kids Have To Think That You CareKids Have To Think That You CareBeforeBefore
They Care What You ThinkThey Care What You Think
Caring ClassroomCaring Classroom
Greet each student
One moment of appreciation or close attention each day
Getting the student involved
Calling students at home periodically
2 minutes for 10 days in a row
apologize for knee jerk reactions
Greet each student
One moment of appreciation or close attention each day
Getting the student involved
Calling students at home periodically
2 minutes for 10 days in a row
apologize for knee jerk reactions
Self-RegulationSelf-Regulation
Stop and Breathe
Visualization and “safe place”
Yoga or tai chi
Music, journaling, art
Daily exercise
Brain gym
Biofeedback
Stop and Breathe
Visualization and “safe place”
Yoga or tai chi
Music, journaling, art
Daily exercise
Brain gym
Biofeedback
Active Teaching and Active Teaching and PracticePractice
Do’s and Don’tsDo’s and Don’ts
Do provide encouragement: Don’t get caught up in arguments
Do use non-verbal means of expression: Don’t get limited to one approach
Don’t give ultimatums: Do offer choices
Don’t overlook inappropriate behavior: Do recognize any move or effort to improve
Do provide encouragement: Don’t get caught up in arguments
Do use non-verbal means of expression: Don’t get limited to one approach
Don’t give ultimatums: Do offer choices
Don’t overlook inappropriate behavior: Do recognize any move or effort to improve
Understanding Disruptive Behavior Understanding Disruptive Behavior
Disruptive behaviors are not accidental, they have a purpose
Disruptive behavior is adaptive: it communicates, impacts the environment
Because they are instrumental and adaptive people do not give them up easily
Disruptive behaviors are not accidental, they have a purpose
Disruptive behavior is adaptive: it communicates, impacts the environment
Because they are instrumental and adaptive people do not give them up easily
Four Types of Stressful Learning Experiences
Four Types of Stressful Learning Experiences
1.Novelty Situations: develop a schedule and review it
2.Unpredictable situations: develop routines and structure
3.Perceived threats to ego: be aware of tone of voice, personal space, etc.
4.Sense of control lost: allow choices, take a trip to Australia
1.Novelty Situations: develop a schedule and review it
2.Unpredictable situations: develop routines and structure
3.Perceived threats to ego: be aware of tone of voice, personal space, etc.
4.Sense of control lost: allow choices, take a trip to Australia
Using directivesUsing directivesUse calm firm voice
Be sure they’re listening
Offer choices
What you need them to do (not what you don’t want)
Have a do-able, available consequence ready
Post everyday rules and chores
Match directives to memory and learning style
(Kagan, 2004)
Use calm firm voice
Be sure they’re listening
Offer choices
What you need them to do (not what you don’t want)
Have a do-able, available consequence ready
Post everyday rules and chores
Match directives to memory and learning style
(Kagan, 2004)
Teacher ResponseTeacher Response
Observe
Empathize
Search
Observe
Empathize
Search
Mindful DisciplineMindful Discipline
1.Train Response-ability
2.Make it safe
3.Act with Intention
1.Train Response-ability
2.Make it safe
3.Act with Intention
ResourcesResources
Saxe, G., Ellis, B.H. and Kaplow, J. (2007). Collaborative Treatment of Traumatized Children and Teens. New York: Guilford Press
Child Development and trauma guide: www.secasa.com.au
Wild Divine: www.wilddivine.com
Lumosity: www.lumosity.com
Saxe, G., Ellis, B.H. and Kaplow, J. (2007). Collaborative Treatment of Traumatized Children and Teens. New York: Guilford Press
Child Development and trauma guide: www.secasa.com.au
Wild Divine: www.wilddivine.com
Lumosity: www.lumosity.com
ResourcesResources
Why Try: www.whytry.org
Barry, P. (2008). BrainWise: A Guide for Building Thinking Skills in Young People. www.brainwise-plc.org.
Fowler, M. (2009). Mindful Discipline for Distressed Learners. In Feifer and Rattan (Eds.), Emotional Disorders. Middletown, MD: School Neuropsych Press.
Kagan, R. (2004). Rebuilding Attachments with Traumatized Children. Binghamton, NY: Haworth Press.
Why Try: www.whytry.org
Barry, P. (2008). BrainWise: A Guide for Building Thinking Skills in Young People. www.brainwise-plc.org.
Fowler, M. (2009). Mindful Discipline for Distressed Learners. In Feifer and Rattan (Eds.), Emotional Disorders. Middletown, MD: School Neuropsych Press.
Kagan, R. (2004). Rebuilding Attachments with Traumatized Children. Binghamton, NY: Haworth Press.
