Transforming Trauma
By Laura Purser
June 2020
Human beings experience the world in a vast variety of ways and
their perceptions are often considered determined by a heady mix of
nature vs nurture or genetics vs upbringing and even character vs
culture. These differing factors and terms are used interchangeably
and is in a way, trying to make sense of the nuances of why some
individuals are able to interact with the world in differing
ways.
When the term trauma is discussed, it is often referenced in
relation to the suffering of an individual in experiencing a
disturbing or damaging event. However, during these turbulent and
changing times, our understanding of what this means may need to be
expanded, as it can now be applied and considered in a different
way; a shared experience impacting and effecting large numbers of
people globally. In some sense, we all have experienced the trauma
of the existence of Covid-19. Perhaps we may observe a societal
shift with a possible glimpse of empathy due to struggles of loss
of control. One thing is clear, trauma is personal. You might have
similar experiences to someone else but be affected in different
ways.
Now within education, this impact can be felt as a shockwave,
rippling through our desire to manage and cope with the situation
occurring presently and set into motion effective plans for what is
ahead for our leaders, teachers, parents and children in schools.
We are stepping precariously into an unknown space where educators
are eager to know how we can best adapt and expand our practices to
support our most vulnerable from the impact of this trauma. Not
forgetting that life does not slow for us to catch our breath and
regroup, and needs continue irrespective of this new challenge we
find ourselves in. We must find a way to upskill ourselves and gain
empowerment to support those who need our care. We must also be
mindful that we ourselves can and will fall into these vulnerable
groups and may need these self-care tools ourselves in order to be
able to cascade our support to others.
At the University of Buckingham, our PGCE trainee teachers are
taught to put on their oxygen mask first before helping others as
they are the role models and guides for the children they are
supporting. Their well-being and mental health are paramount in
priority as we can only shine our lights to illuminate others, if
we invest in nurturing ourselves. This can be seen as true with
regards to managing the mass trauma currently being experienced by
an ever-changing society.
The key notion to hold in mind is that every person experiences
the world through their own personal journey and therefore we may
all have the same initial stimulus triggered but how we choose to
process or cope with it will range significantly across varying
degrees. Therefore, we have adults and children alike displaying
differing presentations of behaviour. This makes it challenging for
our teachers to identify the needs of the children we are
supporting back in schools and makes understanding ourselves in
relation to trauma a difficult concept to grasp. If everyone is
experiencing it differently and simultaneously, how can we fully
empathise with the depth and differing trauma experiences of those
around us? This is the challenge we are now and have always been
facing in supporting mental health.
Something struck me, as I was researching the topic of
Post-Traumatic Stress Disorder for our live PGCE training sessions;
that we in the western world consider something damaged with the
need to fix it and bring it back to where it was before. Almost a
nostalgic view of repairing the flaws of ourselves and others to
make it better; as if previously we were whole. This can be
appreciated as a completely noble and well-intentioned ideal.
However, whilst exploring differing concepts, an image appeared as
a visual and conceptual representation of what it might mean to
look at things from a different angle or lens. The concept of
Kintsugi, a Japanese art form, considers the breaks in ceramic,
using golden joinery. The repairs are visible and contributes to
emphasising more beauty in the bowl then there was prior to the
break. Leonard Cohen’s lyrics illustrates, “There is a crack, a
crack in everything. That’s how the light gets in”. When something
breaks, it is changed forever. ‘Shape, structure, form and function
may all be affected, and the way it is put back together and the
bonds forged to fix it, become as much a part of its new
incarnation as its older parts. Perfection is overrated, and the
Japanese have the most graceful and humble way of communicating
reality’ (Candice Kumai). The art of ‘Wabi sabi’ goes further, by
reflecting on the beauty of imperfection and the realisation that
awakened pain can allow the feeling of aliveness. I particularly am
drawn to the idea that without the darkness, light cannot
exist.
This idea could potentially facilitate our understanding of
growth beyond fragmentation of self that may occur within PTSD and
perhaps could pave a path towards understanding those who are able
to transform their trauma into post traumatic growth. If we could
encapsulate and unpick the methods and magic of those individuals
who are able to utilise a certain viewpoint of the world, we can
begin to learn and replicate some of these strategies to support
those who it may not come as naturally.
Differing traits of a resilient person has often been attributed
to viewpoints that lend itself to approaching the world from a
positive perspective. For example, these types of people know that
there are negative things in the world but choose to focus on the
positive. Seligman (2009) believes the need for ‘synergy between
learning and positive emotion’ and argues that the ‘skills for
happiness should be taught in school’. There are various practical
ways promoted. For example, it has been suggested we could write
down three things before bed, focusing particularly on gratitude.
Our minds are set to a thankfully and positive stance before sleep;
an important process in which we sort and make sense of our lives
through emotional problem solving, the psychological manifestation
of dreaming. These individuals have also been known to not dwell on
playing victim to bad things that occur in their lives. They come
away from questions such as, why is it happening to me and perhaps
move towards, what can it do for me?; which may be compared to
Dweck’s (2008) growth mindset mentality. Another question they may
ask themselves is considering how is their choice of their
behaviour now, hurting or harming them? They explore how their
conscious behaviours are in their control and wonder whether their
actions are in service of helping them or are destructive and
damaging in themselves.
If these key identified traits lend themselves towards a greater
chance of developing Post Traumatic Growth, then we can possibly
learn from them and allow it to inform our teaching practices and
the way we support those suffering from trauma. The ultimate aim is
towards a positive personality change following traumatic life
events and a transformation and facilitation of growth.
With pupils going ‘back’ to school, a spotlight has been shone
on the need for supporting child mental health. Something always
prominent in our minds but often pushed aside for the numerous
demands of the packed curriculum and expectations to deliver
progress in the form of attainment. Those who have always put best
practice quality teaching and well-being ahead, have known the
secret for a long time; that safe, contained and happy children
learn and make effective progress. The parallel running pressures
of making up for gaps and supporting the vulnerable with positive
mental health, is a fine balancing act for teachers. Thoughtful and
carefully managed transitions will allow schools to embrace a
compassionate approach to the learning environment, where safety
and reconnection is at the forefront of planning and re—engagement
of pupils into authentic learning will be given the opportunity to
thrive.
Barry Carpenter (2020) has designed the ‘Recovery Curriculum’
that promotes ‘a systematic, relationships-based approach to
reigniting the flame of learning in each child’. It is a crafted
framework of levers that highlight the importance of relationships,
community, transparency of curriculum, metacognition and space to
re-discover self and encourages planning opportunities for a
child’s voice to be heard and validated.
Other organisations that highlight the need for promoting mental
health and access to services for children is YoungMinds. Emma
Thomas, CEO, believes that teachers do not have to be mental health
experts and that by giving teachers the support to signpost, will
help blend the insight of expertise of professionals in supporting
vulnerable children. Too few know where and how to get access to
support, even when it is readily or more likely, scarcely
available. Unfortunately lack of access to support services leads
to the risk of trauma and bereavement.
Children are particularly vulnerable due to their inaccurate
understanding of cause and effect, which means they are less able
to anticipate danger and keep themselves safe and express their
feelings. As professionals in education, we need to arm ourselves
with the tools to engage in highly sensitive conversations related
to bereavement and loss. We need to understand that adults and
children have different styles of grief. I like to think of it as
river and puddle jumping. Children jump in and out of grief through
deep emotional responses that are brief and intense; whereas adults
swim in deep rivers of pain that take time to wade through to the
other side. Children have a lack of understanding of permanence and
therefore the language we choose to use will impact on how they may
process this abstract concept. We would have done well to navigate
these challenging conversations if teachers can continue to build
trust, tell the truth through simple language and avoid using
metaphors. If we can, normalise the feelings and check that the
child understands they are not to blame. If all else fails,
authentic listening and reassurance can go a long way.
We may have heard or be a part of a ‘Trauma informed school’ and
in essence this is the approach that teachers take in believing
that a child’s actions are a direct result of their experiences. It
may be a spring boarding off the adage that ‘behaviour is a
communication’. Facilitating that when a child disengages or shows
inappropriate behaviours, the teacher may ask themselves certain
questions, such as ‘what has happened to you, rather than what is
wrong with you?’. Which could be perceived as intrinsically blaming
the individual and reinforcing the perpetuating self-fulfilling
prophecy. McInerney & McKlindon (2009), believe that by ‘being
sensitive to students’ past and current experiences with trauma,
educators can break the cycle of trauma, prevent re-traumatization,
and engage a child in learning and finding success in school.’
It is key that as practitioners that we are aware of the
possible impacts of trauma on mental health and ways we can support
in our classrooms. For example, being aware of attachment, where
teachers can provide a secondary secure ‘safe base’ to support
insecurity. Awareness of anxiety and depression, at risk of forming
from prolonged toxic stress and lack of agency. We also need to be
open to the vulnerabilities of self-harm, exacerbated by lack of
opportunity or skill to express difficult feelings with less
distraction and more time to ruminate. Teachers on our PGCE courses
are trained to be cognizant to individual differences and that
pupils will display a vast array of behaviours that may be
indicators that flag a need for further exploration and support
e.g. anger, tantrums and self-blame, clinginess, presenting as
withdrawn and anxious, demonstrating behaviours that are regressive
and asking questions repeatedly. In particular, anger is often a
mask for a multitude of emotions, and it may be that the tools we
want to provide our pupils with, when dealing with trauma, is the
emotional vocabulary to articulate the wave of emotions inside,
rather than allowing them to fall back on overwhelming anger and
aggression as a tool for ‘coping’.
By developing emotional literacy, naming and approaching a
feeling with curiosity, we may be able to point those towards the
perspective of transforming trauma into something for growth. Like
the Kinsugi art form, perhaps we can view our cracks as a process
of metamorphosis and embrace the art of precious scars, carved from
our experiences of trauma.
Laura is the Head of Primary, Prep and EYFS, PGCE Teacher
Training https://www.buckingham.ac.uk/education/pgce/pgce-primary
& also leads on SEN & Inclusion, Mental Health &
Well-Being at The University of Buckingham. She has designed and
leads the master’s level NASENCO course, training SENCOs for
accreditation. (https://bit.ly/33CPoO9). Laura aspires to ensure
that all Teacher and SENCO training develops quality inclusive
practitioners who are person-centred to ensure positive outcomes
for both learning and positive mental-health and well-being.
https://bit.ly/2WIhxl8. – Blog ‘Navigating Your Internal
Compass’.
References:
Barry Carpenter, B. (2020) A recovery curriculum: Loss of Life
for our children and schools post pandemic.
http://www.recoverycurriculum.org
Dweck, C.S. (2008) Mindset: The new psychology of success.
Random House Digital, Inc.
Kumai, C. (2018) Kintsugi Wellness: The Japanese Art of
Nourishing Mind, Body, and Spirit, Harper Wave
McInerney, M. and McKlindon, A., 2014. Unlocking the door to
learning: Trauma-informed classrooms & transformational
schools. Education law center, pp.1-24.
Seligman, M. Ernst, R. Gillham, J. Reivich, K. Linkins, M.
(2009) Positive education: positive psychology and classroom
interventions, Oxford Review of
Education, 35:3, 293-311, DOI: 10.1080/03054980902934563
Young Minds (2020) Coronavirus; the impact on young people with
mental health needs. www.youngminds.org.uk
