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3/21/2016
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N. Ann Lowrance, M.S., C.D.S.V.R.P.Department Head of Social Services
Oklahoma State University, Oklahoma City
Shock Waves: Children
Exposed to Trauma
One out of every 4 children
attending school has been
exposed to a traumatic
event that can affect
learning and/or behavior.
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Types of Traumatic Stress
Physical Abuse
Neglect
Sexual Abuse
Domestic Violence
Early Childhood Trauma
Natural Disasters
Medical Trauma
Community Violence
School Violence
Terrorism
Traumatic Grief
Refugee Trauma
Poverty/Hunger
Trauma impairs learning.
Single exposure
Jumpiness
Intrusive thoughts
Disturbed sleep hygiene
Anger/moodiness
Social withdrawal
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Trauma impairs learning.
Chronic exposure
Adverse impact on attention, memory and cognition
Reduced ability to focus, organize and process information
Interferes with problem solving and planning.
Feelings of frustration and anxiety
Impact of Trauma
Physical
Affective
Cognitive
Behavioral
Trauma challenges day-to-day ability to cope.
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Fight, Flight, Freeze
Behavioral Characteristics of Traumatized Children
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Behavioral Characteristics
Negative view of self
Inability to use symbols
Doesn’t know how to play
Impoverished language
Disconnectedness
Indiscriminate attachment
Unable to play
Lying, stealing, hoarding
Alternately fearful and aggressive
Prone to meltdowns and tantrums
Inability to give or accept comfort
Struggles with routines
Low frustration tolerance
Short attention span
“No” carries no meaning
Anxiety, fear, and worry about safety of self and others (more clingy with teacher or parent)
• Worry about recurrence of violence
• Increased distress (unusually whiny,
irritable, moody)
• Inconsistent academic performance
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• Changes in behavior:
• Increase in activity level
• Decreased attention and/or concentration
• Withdrawal from others or activities
• Angry outbursts and/or aggression • Absenteeism
• Distrust of others, affecting how children interact with both adults and peers
• A change in ability to interpret and respond appropriately to social cues
• Increased somatic complaints (e.g., headaches, stomachaches, overreaction to minor bumps and bruises)
• Changes in school performance
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Recreating the event (e.g., repeatedly talking about, “playing” out, or drawing the event)
Over- or under-reacting to bells, physical contact, doors slamming, sirens, lighting, sudden movements
Statements and questions about death and dying
• Difficulty with authority, redirection, or
criticism
• Re-experiencing the trauma (e.g., nightmares or disturbing memories during the day)
• Hyperarousal (e.g., sleep disturbance, tendency to be easily startled)
• Avoidance behaviors (e.g., resisting going to places that remind them of the event)
• Emotional numbing (e.g., seeming to have no feeling about the event)
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Trauma-Based Behavior
• Physical symptoms like headaches and stomachaches
• Poor control of emotions
• Unpredictable and/or impulsive behavior
• Over or under-reacting to bells, physical contact, doors slamming, sirens, lighting, sudden movements
Trauma-Based Behavior
• Thinking others are violating their personal space, i.e., “What are you looking at?”
• Blowing up when being corrected or told what to do by an authority figure
• Fighting when criticized or teased by others
• Resisting transition and/or change
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Trauma impacts school performance.
Lower GPA
Higher number of absences
Increased drop-out
More suspensions/expulsions
Decreased reading ability
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Things You Need To Know About Childhood Trauma
1. Kids who have experienced trauma aren’t trying to push your buttons.
2. Kids who have been through trauma worry about what’s going to happen next.
3. Even if the situation doesn’t seem bad to you, it’s how the child is feeling that matters.
4. Trauma isn’t always associated with violence.
5. You don’t need to know exactly what caused the trauma to be able to help.
6. Kids who experience trauma need to feel they are good at something and can influence the world.
7. There is a direct connection between stress and learning.
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8. Self-regulation can be a major challenge for students suffering from trauma.
9. It’s OK to ask a child directly what you can do to help them through the day.
10. You can help kids with trauma even when they’re outside the school environment.
(Weareteachers.com retrieved 3/3/16)
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Trauma Informed Services
Trauma-Informed Services involve understanding, anticipating, and responding to issues, expectations, and special needs that a person who has been victimized may have in a particular setting or service. (Moses, Reed, Mazelis, & D’Ambrosio 2003)
Basis of Informed Services:
Safety
Trustworthiness
Choice
Collaboration
Empowerment
Environmental Safety
Placement in the room
Be sensitive to environmental triggers
Get physically on the student’s level
Avoid loud, unexpected noises
Provide breaks for physical movement and “free time”
Provide a safe place for the child to talk about what happened
Give simple, honest, realistic answers to questions about traumatic events
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Emotional/Sensory Safety
Develop and announce predictable routines and schedules
Observe and intervene in other children’s behavior
Speak in a even, slower voice; Avoid shouting and other loud noises
Alert students to any safety drills, or other activities which are out of the ordinary
Trustworthiness
Let students know what is expected, and why
Keep your word! When you can’t, explain why
Words count…..choose them wisely and kindly
Set clear, firm limits for inappropirate behavior
Anticipate difficult times
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Choice
Allow students choices when possible
Flexibility in scheduling
Make accommodations when possible:
Shorten assignments
Allow additional time
Permission to leave class to get support
Additional support for organizing and remembering assignments
Collaboration
Collaborate with the parents and guardians when safe to do so
Collaborate with other school personnel
If you have to report abuse, tell the student why
Recommend tutors, if needed
Know about available community resources
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Empowerment
Teach the child coping skills
Praise often
Find things the student does well, and give an opportunity to do those often
Point out safety features, plans
Help student safety plan
The Cost of Caring
Recognize compassion fatigue as an occupational hazard.
Be aware of the signs.
Reach out for help.
Ask for help from colleagues.
Seek help for your own traumas.
Attend to self care.
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Resources
National Child Traumatic
Stress Network http://www.nctsn.org/
Substance Abuse and Mental Health Services Administration http://www.samhsa.gov
Van Der Kolk, Bessel (2014). The Body Keeps the Score. New York, NY: Penquin Books
Contact Information:
Ann Lowrance
(405) 945-8173
