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Presented by:
Marisa Biolo, MSW, LICSW
Carrie Johnson, MSW, LICSW
Michael D. Carlson, MSW, LICSW
St. Paul Public Schools
Kiley Krocak, MSW, LICSW
Family Innovations, Inc.MACMH Conference – Duluth, MNApril 25th, 2016
Today you will learn:
The definition of trauma, what ACES are, and some of the neuroscience behind it all
The journey of Bruce Vento Elementary School and the collaboration with Family Innovations to create a trauma sensitive community
Tools and strategies to begin addressing trauma in your school or organization
Demographics:
St. Paul, Minnesota 575 students, Pre-K – 5th 97% Free and Reduced Lunch Diverse student body
64% ELL Many immigrant families Large variety of racial/
ethnic backgrounds
Demographics:
American Indian – 1% Asian – 53% Hispanic – 8% African American – 35% White – 3%
Demographics we don’t have:
% who have (or their parent has) a mental health diagnosis % who don’t have adult supervision at night % who live with someone who
struggles with addiction % who don’t have any food at
home % who have been or currently are
homeless % who have experienced some
form of trauma
Trauma is an emotional response to a terrible event like an accident, rape or natural disaster. Immediately after the event, shock and denial are typical. Longer term reactions include unpredictable emotions, flashbacks, strained relationships and even physical symptoms like headaches or nausea. While these feelings are normal, some people have difficulty moving on with their lives. Psychologists can help these individuals find constructive ways of managing their emotions.
Adapted from the APA Help Center article, "Recovering emotionally from disaster."
The ACE study is one of the largest studies ever conducted connecting early adverse experiences and later difficulty in health and well being. This is a study conducted by the Centers for Disease Control and Prevention (CDC) in 1997 that examines the health and social effects of Adverse Childhood Experiences (ACE) throughout the lifespan among 17,421 members of the Kaiser Health Plan in San Diego County.
Prior to your 18th birthday:
1. Did a parent or other adult in the household often or very often… Swear at you, insult you, put you down, or humiliate you? or Act in a way that made you afraid that you might be physically hurt?
2. Did a parent or other adult in the household often or very often… Push, grab, slap, or throw something at you? or Ever hit you so hard that you had marks or were injured?
3. Did an adult or person at least 5 years older than you ever… Touch or fondle you or have you touch their body in a sexual way? or Attempt or actually have oral, anal, or vaginal intercourse with you?
4. Did you often or very often feel that … No one in your family loved you or thought you were important or special? or Your family didn’t look out for each other, feel close to each other, or support each other?
5. Did you often or very often feel that … You didn’t have enough to eat, had to wear dirty clothes, and had no one to protect you? or Your parents were too drunk or high to take care of you or take you to the doctor if you needed it?
6. Was a biological parent ever lost to you through divorce, abandonment, or other reason?
7. Was your mother or stepmother: Often or very often pushed, grabbed, slapped, or had something thrown at her? or Sometimes, often, or very often kicked, bitten, hit with a fist, or hit with something hard? or Ever repeatedly hit over at least a few minutes or threatened with a gun or knife?
8. Did you live with anyone who was a problem drinker or alcoholic or who used street drugs?
9. Was a household member depressed or mentally ill or did a household member attempt suicide?
10. Did a household member go to prison?
Incarceration of Caregiver
No food
Homelessness Domestic Violence
Abuse
Neglect
Mental illness in the home
Immigration related trauma
Substance abuse
Crime
Low frustration tolerance
ADHDDifficulty ConcentratingHigh activity
Increased aggressionDelinquency
Precocious Sexuality Sleeplessness
1. Always empower, never disempower
1. Empower: to give ability to; enable or permit
2. Provide unconditional positive regard
1. Treat students with simple sustained kindness
3. Maintain high expectations
1. Consistent expectations, limits, and routines send the message that the student is valuable
4. Check assumptions, observe, and question
1. Take the time to put yourself in the student’s shoes
5. Be a relationship coach
1. Maintaining the relationship is the antidote to feeling worthless
6. Provide guided opportunities for helpful participation
1. Helping others strengthens resiliency
Trauma Therapy vs. Trauma-informed Schools
Trauma Therapy Trauma-Informed Schools
• Licensed clinical mental health professionals or practitioner
• Intervention occurs in therapist’s office in 1:1 or group sessions and a DSM 5 diagnosis
• Focus is on addressing trauma reactions & reducing symptoms
• Licensed educators & student services professionals with varied mental health training
• Sensitivity & accommodations occur throughout the school
• Focus is on students’ educational success through emotional & physical safety, empowerment, trust, choice, & collaboration
Designed by Lesley University and the Massachusetts Advocates for Children in 2012
Asks staff to rate 26 elements in 5 different component areas that are involved in creating a trauma-sensitive school
1 – 4 rating scale: Not at all in place; Partially in place, Mostly in place, or Fully in place
Used for baseline in September 2014 and for post-data in May 2015
Component September 2014 Average
School-Wide Policies and Practices (8 Question)
2.67
Classroom Strategies and Techniques (8 Questions)
2.78
Collaborations and Linkages with Mental Health (5 Questions)
2.05
Family Partnerships (3 Questions) 3.23
Community Linkages (2 Questions) 2.94
September 2014 Data
Monthly PLC’s with grade level teachers
Modeling for and collaborating with teachers in classrooms
Monthly 30 minute trainings with paraprofessionals
Monthly Newsletter to all staff, custodial and dining hall included
Bulletin Board in office near staff mailboxes
Monthly cohort for social workers, Trauma-focused Cognitive Behavioral Therapy
Strategic Collaboration with Community (Family Innovations and the University of Minnesota)
Staff Kudos for those who demonstrate trauma informed practices.
What is Trauma?
Trauma and the Brain
Creating Safety
Secondary Trauma and Self Care
Attachment and Attunement
Relationships
Collaborative Problem Solving
Co-Regulation
Impact of Trauma on School
Classroom Interventions
Family Innovations
Description of agency, team, and services
Adaptation of delivery of mental health services
Team created to work directly with Vento Elementary
Results and data
Client progress
Student story
May 2015 we re-visited the checklist after our intense work with staff in the building and our collaboration with Family Innovations and the U of M
Data from May 2015 Quantitative - Checklist
Qualitative – Questionnaire
Component September 2014 Average
May 2015 Average
Score Difference
Percent Change
School-WidePolicies and Practices (8 Question)
2.67 2.97 +.3 7.5% Increase
ClassroomStrategies and Techniques (8 Questions)
2.78 3.01 +.23 5.8% Increase
Collaborations andLinkages with Mental Health (5 Questions)
2.05 2.81 +.76 19% Increase
Family Partnerships (3 Questions)
3.23 3.13 -.1 2.5% Decrease
Community Linkages (2 Questions)
2.94 3.1 +.16 4% Increase
Questionnaire included 3 questions:
What did you like about the Trauma Informed PLC’s?
What didn’t you like about the Trauma Informed PLC’s? What would you change?
Other comments or questions?
Highlights included:
“Learning about trauma: brain development, terminology to use, ways to calm students”
“Connecting info to individual students past and present – It makes sense!”
“Small doses of information with strategies that could be applied immediately”
“Provided strategies to help students, provided more information to have a deeper definition and understanding of what it means to have trauma”
“It made me realize how “clueless” I was in the past – because this is nothing new. It’s so sad that we don’t know what they and their families are going through.”
Provide a safe, predictable classroom Routine
Structure
Explicit Rules/ Expectations
Provide a safe, understanding adult relationship (Trust) Empathy
Listening
Reliability
Calm presence
Self Awareness
Create a caring community in your classroom Community Circles
Morning Meetings
Inclusiveness
Respect for all
Appreciation of Differences
Creating a supportive environment for staff Kudos
Encouraging Self Care
Train staff on the impact of secondary trauma
Safe spaces for staff to be open/seek consultation
Zones of Regulation
Movement Breaks Fitness Trail (GET LINK)
Go Noodle
Safe Spaces in Rooms
Fidgets
Calm Down Kits Wiki Stix
Fidgets
Visuals (Board Maker)
Cares Buddies
iPad Apps See handout
Environmental Accommodations Sensory and Calming Rooms
Dim Lighting in Classrooms
Academic Differentiation
Social Thinking Curriculum
Therapy Dog
The principal of Lincoln High School in Washington, shares his personal experience applying trauma-sensitive practices, specifically in the role of discipline.
(see handout)
Nadine Burke-Harris TED Talk
ACE websites (ACEStooHigh.com, ACEstudy.org)
NCTSN – National Child Traumatic Stress Network
Lost at School – Ross Greene
Collaborative Problem Solving
www.LivesInTheBalance.org
Paper Tigers – Host a showing
www.papertigersmovie.com
Resilience
http://kpjrfilms.co/resilience/
Note to Educators: Hope Required when Growing Roses from Concrete, Jeff Duncan Andrade, Harvard Review
http://www.unco.edu/cebs/diversity/pdfs/Duncan_Note%20to%20Educators_%20Hope%20Required%20When%20Growing%20Roses%20in%20Concrete.pdf
Alive: Creating Trauma Informed Schools
http://www.traumainformedschools.org/home.html
Michael Carlson: [email protected]
Carrie Johnson: [email protected]
Marisa Biolo: [email protected]
Kiley Krocak: [email protected]
