Learn the Child: Helping traumatised children to learn

Learn the Child:

Helping traumatised children to learn

© Kate Cairns Associates 2011 2

About trauma

Trauma means injury

In the context of recent research on brain function, trauma has a specialised meaning – it means acquired brain injury as a result of unregulated stress

Usually stress is good for us – when we can regulate stress, it enables us to function at our best

But when for some reason we are not able to regulate stress we receive an overdose of stress hormones that is toxic to the brain – traumatic stress

Changed blood supply to key brain areas then leads to lasting injuries, from which we will need to recover

Trauma is a normal part of human life


What leads to unregulated stress?

Two key factors

The extent of the stress

Our vulnerability – how able we are to self-regulate

Some stress is so great that anyone would be injured by it

Some people are so vulnerable that any stress may injure them

Everyone is vulnerable to trauma

Resilience and vulnerability change constantly


The impact of trauma

Traumatised people may find it difficult to:

Self-regulate – stress, impulses, shame

Process information accurately – make sense of the world around them and of their inner world of feelings

Make and maintain relationships – understand and be interested in the inner world of others

For children, these difficulties have an impact on the ability to learn and the ability to manage school

In addition, those who live and work with the traumatised person may be affected by secondary trauma

Attitudes and behaviour may change

The network around the victim of trauma may disintegrate


Vulnerable children and young people ..

.. may be less able to self-regulate stress

They may quickly become hyperaroused

They may dissociate and be switched off

They may alternate between these extremes

They may be driven by unmet baby needs to generate stress in others around them, especially those with whom they have an attachment relationship

.. are more likely to be traumatised

Being unable to self-regulate they can be injured by stresses that would not injure someone more resilient

They may be driven to seek out high-risk situations

They may be targeted by perpetrators of harm


What stops traumatised children learning?

Regulatory disorders – challenging behaviour

Stress – hyperarousal and dissociation

Impulse – inability to manage or account for behaviour

Shame – hypersensitivity to criticism or apparent lack of remorse



Processing disorders – impaired understanding

The world around them – difficulty making sense of sensory information

Their inner world – difficulty making sense of feelings



Social function disorders – social exclusion

Understanding others – difficulty with empathy

Feelings of worthlessness – difficulty with self-esteem

Anhedonia – loss of the capacity for joy


What helps traumatised children to learn?

1 Safety first: soothing hyperaroused children

2 Engaging: stimulating interest and teaching about trauma

3 Trusting and feeling: learning connectedness

4 Managing the self: regulating impulse and regulating the body

5 Managing feelings: choices and emotional processing

6 Taking responsibility: making sense of the world we share

7 Developing social awareness: learning self-control

8 Developing reflectivity: promoting self-esteem

9 Developing reciprocity: learning that life can be joyful


Safety first: creating a safe space

Attachment-related ideas Provide and sustain a relaxing

environment

Ensure that adults set the emotional tone

Encourage and enable the child to turn to adults for soothing

Bring relaxation into the awareness of the child and encourage practice

Discourage dependence on high stimulus activities

Trauma-related ideas Stay aware of the terror

Think first of the physical environment: lowest level interventions

Five senses tour of the environment

Create safe spaces at home and at school

Use self appropriately to deal with a terrified flight animal: voice, gestures, expression

Use groupwork skills to create sense of safety


Engaging: building a nurturing community

Attachment-related ideas Provide appropriate environmental

stimulation for adults and children

Use storytelling and activities requiring use of the imagination

Encourage expression of experience and development of emotional intelligence

Bring dissociation into awareness, develop sense of protector self and observer self

Trauma-related ideas Learning about the effects of

trauma is part of the treatment

Everyone around the child can contribute to this learning

Each child needs us to learn how to teach them what they need to know

Stories and metaphors are powerful tools for teaching about overwhelming events


From an Ofsted report

This is an outstanding school. Day by day, it significantly enhances the life chances of its pupils of all backgrounds and needs, and is rightly very highly regarded by parents and the local community.

The pupils really enjoy coming to school; they are not completely uncritical but they recognise that their school truly cares for them and helps them make excellent progress.

Every pupil matters and they know it.


A safe space, a nurturing community

Leadership

Moral purpose and shared vision – school and community

Honest evaluation and clear plans

Staff commitment to do the best for all pupils

Feeling valued

Valuing training, assistance and guidance

Systems

Pastoral support and behaviour management

Partnership

Schools, local authority departments and community groups

Documents

Learn the Child: Helping traumatised children to learn