Trauma in the Classroom Looking at Student Behavior Through a
Different Lens Sherry Franklin, LMSW School Social Worker Trainer
National Institute for Resiliency and Wellness Mecosta-Osceola
Intermediate School District Sources include: Micsak, John, MA,
LLPC, CTC, National Institute for Resiliency and Wellness Vaughn,
Sandy, LCSW, PPCI, Prezi Ame Edstrom, Eagle Village, Power Point
Dr. Ormand Hook, MOISD, Power Point Southwest Michigan Childrens
Trauma Assessment Center, Kalamazoo, MI Perry, Dr. Bruce and
Szalavitz, Maia, The Boy Who Was Raised as a Dog: And Other Stories
from a Child Psychiatrist's Notebook--What Traumatized Children Can
Teach Us About Loss, Love, and Healing
Slide 2
Learning Objectives 1. Gain a basic understanding of trauma and
how it impacts: 1.Brain Development 2.Behavior 3.Learning 2.
Recognize and respond to symptoms of trauma 3. Learn what you can
do to support and connect with challenging students with a history
of trauma.
Slide 3
Our Kids and Families: Some Statistics Osceola County
12%Unemployment Rate 32%Food Assistance 94%Health Insurance
14%Special Education 29%Living in Poverty 20%Not Graduating on Time
27%Confirmed Child Victims of Abuse or Neglect Kids Count in
Michigan Michigan League for Public Policy 2010-2011 school year
Mecosta County 11%Unemployment Rate 31%Food Assistance 93%Health
Insurance 19%Special Education 29%Living in Poverty 31%Not
Graduating on Time 33%Confirmed Child Victims of Abuse or
Neglect
Slide 4
Define Trauma Symptoms that can result from an event or series
of events that pose a threat, or a perceived threat of death,
serious injury, or violations to the physical safety of the self or
others. (APA, 2000) Types of Childhood Trauma: Child abuse
(physical, sexual, emotional, or neglect.) Poverty Victim/ Witness
of Violence Domestic/Community Violence Accidents/Disasters
Traumatic Loss Immigration War/Terrorism Medical Procedures
Slide 5
Trauma During Childhood Leads to: Negative Beliefs The world is
unsafe People cant be trusted Its my fault I am bad. Piled Up
Feelings Powerless Hopeless Guilt Anger Fear Confusion
Worthlessness Unlovable Sadness
Slide 6
WHY ? Lets look at student behavior through a different
lens.
Slide 7
The Brain Research: Survival Brain Fight, Flight, Freeze
Arousal, Heartbeat, Respiration Sleeping & Eating states
Reactive Emotional Brain Affect Regulation Empathy Affiliation and
Connection Tolerance Thinking Brain Abstract Reasoning Problem
Solving Creativity Respect Cause and Effect Thinking Anticipate
Consequences
Slide 8
Emotional Brain (Limbic System) Response to exposure to acute
stress? 1. Threat!! 2. Emotional brains alarm is
activated/chemicals released 3. Turns on sympathetic nervous system
4. Body is mobilized for fight/flight 5. Activity in Thinking Brain
(cerebral cortex) is suppressed 6. Once threat is over
homeostasis/regulation What if the exposure to traumatic stress is
chronic/prolonged ? 1. Chronic threats/stressors!! 2. Ongoing
physiological arousal in childs fragile and undeveloped regulatory
system 3. The threat never ceases homeostasis/regulation is never
achieved 4. Physically altered biological/neural systemthe brain is
physically and permanently changed 5. Persistent
fight/flight/freeze states can wear down the body 6. Hyper
vigilance state is persistent and always turn on Humans are
engineered to handle acute stress, NOT chronic stress.
Slide 9
The Survival Brain Hijacks the Thinking Brain
Slide 10
At School We Might Describe the Behavior We Observe Traumatized
Students to Display as: Zoned Out Disinterested Unmotivated
Withdrawn Giving Up Easily Displaying a Who Cares? Attitude
Learning Disabled/Delayed Truant Unable to Stay in Class
Perfectionists Excessively Compliant
Slide 11
Or as: Hyperactive Impulsive Acting out Risk taking Off task
Distracting Defiant Aggressive Explosive Over reacting
Slide 12
Common Adult Misperceptions: Students dont care Students choose
to be rude, disinterested, bad, bullies, unmotivated, lazy Students
disruptive behaviors erupt out of nowhere
Slide 13
Looking through a different lens, instead, we might describe
the student as: Having a physically altered brain chemistry
Exhibiting persistent fear response (Fight/Flight/Freeze) Existing
day to day in survival mode Always hyper-vigilant In a continued
state of arousal
Slide 14
Chronic trauma (abuse/poverty) physically/chemically derails
functional brain development! The brain is conditioned to interpret
the world as threatening The brain is in a chronic state of
activation and scanning for danger (triggered) The brain is
hypersensitive and always set on alarm The learning brain is used
less frequently, resulting in delays in learning, motor skills,
social skills, etc.
Slide 15
WHAT OUR BRAINS MAY PERCEIVE Mack Amy B., LMSW and Wheatley,
Denise, MA; Through a Childs Eyes: The Impact of Traumatic
Experiences, July 14, 2010
Slide 16
A TRAUMATIZED BRAIN PERCEIVES Mack Amy B., LMSW and Wheatley,
Denise, MA; Through a Childs Eyes: The Impact of Traumatic
Experiences, July 14, 2010
Slide 17
WHAT CAN WE DO?
Slide 18
CONNECT!
Slide 19
Research Based, Data Driven, Clinical Studies Have Shown
Repeatedly that Traumatized Students Need: Respect Information
Connection Hope Empathy Relationships lessen the effects of brain
chemicals which cause the arousal and fear response.
Slide 20
Collaborative Problem Solving With Student (such as Love and
Logic) Step 1 Empathic questioning and listening to elicit
responses and to understand the students concerns. Use open-ended
questions, build rapport Ive noticed youve been coming to class
with a frown on your face. Whats up?
Slide 21
Collaborative Problem Solving Such as Love and Logic Step 2
Define the problem Working as a team with the student, what is the
concern? Check for understanding. So youre having a hard time
reading in front of the class? (keeping your hands to yourself,
etc.)
Slide 22
AT SCHOOL, WHEN A STUDENT IS TRIGGERED... 1. Fight or flight
kicks in there are no choices being made 2. Survival brain is in
total control 3. Thinking brain is off-line Its been Hijacked 4.
Attempts to reason or to give consequences are usually futile, and
often exacerbate the situation 5. Brain energy is always being used
to regulate emotional and physical responses, depleting any energy
available for cognitive engagement
Slide 23
TRIGGERS Common Triggers that Dysregulate the Traumatized
Brain: Unplanned changes or unpredictability Transitions Loss of
control Feeling vulnerable, singled out Loneliness Sensory overload
Confrontation Praise, intimacy, and positive attention Kinniburgh
and Blaustein, 2005
Slide 24
Our body language Many kids who have experienced trauma have
brains that react strongly to non-verbal cues such as tone of
voice, body language, and facial expression When approaching a
triggered child take a deep breath and do a scan of your body. Give
the student physical space3 feet. Know your own physical reactions
when you get angry. Does your voice become louder? Do you clench
your jaw? Gesture? Approaching a traumatized child with neutral
body language will help her/him hear what you are saying instead of
focusing on what your body language might mean.
Slide 25
When a student is triggered DoDont Work with the student, help
re- establish a feeling of safety and control Use a calm and caring
voice Use slow speech Speak more softly than the student Use slow,
neutral body language Use empathetic communication (What do you
need to help you calm down? I can see youre upset. I wonder if this
makes you feel?) Make demands the student cant meet (Stop crying!
Sit down! Just focus!) Use embarrassment or shame Take it
personally Make the mistake of thinking that when a student is
triggered it is a good time for reasoning or for disciplining.
Slide 26
AVOID TRIGGERS BY PROVIDING CLASSROOM STRUCTURE Predictable
school and classroom routines Consistency Explicit preparation for
transitions and changes Assume nothing! Always check for
understanding Visual schedules Uncluttered classroom appearance
Ease transitions using grounding and breathing exercises,
stretching, etc.
Slide 27
AFTER THE STUDENT HAS CALMED DOWNFIX IT Invite the student to
meet with you in a quiet space to problem solve collaboratively.
Help her/him to identify the trigger which precipitated the
reaction Teach your class specific coping skills: calm down
breathing, requesting help, disengaging from stimuli, etc.
Slide 28
There is HOPE for the Thinking Brain!! A childs brain is still
developing and positive emotional states produce neurological
activity which can rewire the developing brain and increase its
capacity for : Attention Memory Learning
Slide 29
Wrapping Up Trauma impacts your students Trauma causes
measurable physical changes in the brain We are the key. Lets look
at student behavior through a different lens. Lets look through the
Trauma Lens.
