who am i, and why am i doing this? how am i? 1-10? one frustration i have with this issue…...

Reaching and Teaching the Wounded Child

Susan Kinneman, Ed. S.The Pinnacles Group Educational ConsultantsDropout Prevention SpecialistsLaramie CSD1Nov. 11, 2010www.thepinnaclesgroup.com

Who am I, and why am I doing this?How am I? 1-10?One frustration I have with this issue…Anything else you might need to know…

While I am doing this, Tell us your name, position, school where you are based

Name one frustration with helping students you know who are suffering from trauma, neglect, and abuse…

Introductions

Take five minutes to write your name, position, school where you are based, and e-mail on the note card provided

Describe one frustration with helping students you know who are suffering from trauma, neglect, and abuse…

Introductions

Who are you? Tell us your name, position, school where

you are based On a scale of 1-10 how are you today? Tell us anything else we need to know… Turn in your note card

Introductions

Review the ways trauma affects students Discover greatest issues you and the district

have with helping traumatized children learn.

Discuss ways to assist teachers to help and understand traumatized children.

Provide you with resources to continue your work.

Anything else?

Purpose of this workshop

12:30-2:00◦ Introductions, housekeeping, etc.◦ Wyoming state statistics◦ Dropout Prevention Statistics and Information◦ Identification of the wounded child◦ Wounded by School

2:00-2:10◦ Break-Restroom, phone calls, snacks, etc.◦ Back in seat at 2:10 when lights flicker

Agenda

2:10-3:20◦ How external trauma affects academics,

relationships and behavior in children◦ Power point and activities

3:20-3:30-Finish up, answer questions, etc.

Agenda

3:20-3:30-◦ Draw the winner of the free registration◦ Finish up, answer questions, etc.◦ Provide resources

Agenda

Rules of Engagement◦ Put name tent on its side when you want to share◦ Put phones on vibrate◦ Leave to use restroom when needed◦ Participate fully-be in the moment◦ Use parking garage when as appropriate◦ Anything else?

Agenda

My needs◦ A timer◦ A hander-outer/collector of stuff◦ A mood-monitor◦ Everything you see/hear will be available for you

to access on a flash drive or on the school web site

Agenda

Our Children in Wyoming

Taken from the most recent Children’s Defense Fund Information November, 2008

WY Children’s Health & Safety(from 2009 Wyoming At Risk Behavior Survey)

Percentage of middle school students who had ever been in a physical fight.

Males: 66.4% Females: 39.7%


Percentage of high school students who had ever been in a physical fight in the last 12 months.


Percentage of middle school students who had ever been bullied on school property.



Percentage of high school students who had ever been bullied on school property in the past 12 months.



Percentage of middle school students who had ever seriously thought about committing suicide.



Percentage of high school students who had ever seriously thought about committing suicide in the last 12 months.

Male: 13.6% Female: 21.2%


Percentage of middle school students who had ever tried to kill themselves.



Percentage of high school students who had ever tried to commit suicide in the last 12 months.

Male: 7.9% Female: 10.9%


Percentage of high school students who felt so sad or hopeless almost every day for two weeks or more in a row that they stopped doing some usual activities during the past 12 months.

Not asked of middle schoolersMale: 19.2% Female: 35.3%


Percentage of high school students who had ever been physically forced to have sexual intercourse when they did not want to.



Percentage of high school students who had sexual intercourse for the first time before the age of 13.



Dropout Prevention - WY

Am. Indian

Asian Black Hispanic White Male Female Total

70 4 16 137 765 599 401 1000

7th 8th 9th 10th 11th 12th Total

13 31 131 312 284 273 1044

2008-2009 Number of dropouts disaggregated by grades 7-12

2008-2009 Number of dropouts disaggregated by race/ethnicity in grades 9-12


2008-09 Completion Rate (Reported rates are comparisons of completers to all exiters (dropouts + completers) from a four-year cohort of students. Completers receive any type of diploma or certificate.

Am. Indian


46.64% 91.03% 77.65% 73.52% 84.85% 79.72% 84.98% 1000

Am. Indian


45.94% 88.46 76.47 71.78 84.04 78.72 84.18 81.35

2008-09 Graduation Rate (Graduates are regular diploma recipient.)

School Year Overall Graduation Rates

Number of Overall Graduates

Graduation Rates for Students with Disabilities

Number of Graduating Students with Disabilities

2008-2009 79.29 5,483 59.72 553

2006-2007 79.1% 5,409 52.1% 474


School Year Overall Dropout Rate

Overall number of dropouts

Dropout Rates for Students with Disabilities

Number of Dropouts for Students with Disabilities

2008-2009 5.06% 1,365 7.08% 218

2006-2007 5.3% 1,384 7.70% 228

Dropout Prevention - Cheyenne

Dist. Grad Rate

High School

Dropout Rate

Cohort Graduated

Difference

77.1 Triumph 28.42% 130 50 80

77.1 Central 3.50% 366 320 46

77.1 East 4.93% 461 374 87

High Expectations: We believe students with disabilities can meet or exceed district expectations. Shared Responsibility: We believe the measure of success must be based on the learning of all students. We believe everybody who interacts with students has the shared responsibility to positively impact their lives.

Your Beliefs-Laramie 1Special Services

Maximizing Learning Opportunities: We believe in results-oriented instruction focused on continuous learning for all students and staff. We believe the learning of all students will be maximized by making data driven decisions.

Human Connection: We believe in modeling what we expect from others. We believe in treating everyone with dignity and mutual respect. We believe in developing positive relationships with every student, parent. staff and member of the community.


How do you know stakeholders are fulfilling the following:We believe everybody who interacts with students has the shared responsibility to positively impact their lives.

What data do you use to make data driven decisions?

How do you measure whether or not “We believe in treating everyone with dignity and mutual respect.” is truly happening?


You are caring humans who have a passion for the students in your schools who are wounded, traumatized, unable to cope, unable to learn, unable to form relationships, unable to thrive in the classroom.

You are the experts in therapy, identification, and counseling.

The teachers are the experts in instruction, curriculum, assessment, and classroom management.

The dilemma

Yet, you are not teachers, you can’t be in every classroom.

And these young people MUST go to school, this school, or else…

The dilemma

Identifying the Wounded Student Outward appearance shows no wounds

Internal wounds are identified by behaviors, not physically.

Identifying the Wounded Student Outward appearances (usually) show no

definite characteristics-teachers don’t know which students have been traumatized and which ones haven’t been. They only see the inappropriate behavior or the inability to thrive.

When are you brought in to the picture to assist in the identification of possible trauma that is causing learning and behavior difficulties?

Describe the process in your school and your satisfaction level.

Effective Processes

Small Group Discussion (10 minutes)

◦ List the ways your expertise is used (in the context of identification of a child who has been wounded, neglected, traumatized, and/or abused).

◦ Share with large group-record on flip chart paper◦ Before break, place a red dot on the most

effective

Effective Processes

Some Students Have BeenWounded by School

Frequently moved from school to school with poor transitions for new students

Labeled as “less than” academically (especially students with IEPs)

Have experienced humiliation in a variety of ways and for many reasons-academics, physical characteristics, popularity, social class-in the school setting


Have been bullied by those in authority

Have frequently been singled out as being “less than,” “wrong,” or not “capable”

Have not been protected by those who should protect them


Loss of pleasure in learning Belief that they are not smart-especially LD Re-live the painful, burning memories of

shaming experiences Exhibit chronic, habitual anger toward

teachers and those in authority Low appetite for risk-taking academically

and in other areas (“I don’t care”) Over-attachment for the “right” answers

Wounded by School

What can you do to help teachers and principals?

Wounded by School


Report the bullies!◦ Help me understand why a counselor, who is

aware of serious bullying on the part of a teacher, feels it’s not his/her obligation to take it to the next level?

Wounded by School


Bring pleasure back into learning◦ Assist in finding ways to celebrate all student

achievements

Wounded by School


Avoid labeling◦ Provide teachers with alternatives to “sending

them to the resource room” as a way to exclude them

◦ Insist on confidentiality-reinforce with whatever it takes

◦ Ensure that teachers/principals understand the seriousness of the behavior plan and that it is followed

Wounded by School


Help students regain the belief they can learn◦ Are teachers allowing students to have some

choice in their topics, their method of learning, their method of showing what they have learned?

Wounded by School


Understand the deep wounds of shame

◦ Raise your hand if you remember a shameful incident from school.

◦ Can you even tell a colleague sitting next to you about a “shameful” incident that happened in your early schooling?

Wounded by School


Understand the deep wounds of shame

◦ Might “fear of shame” prevent a student from sharing, reciting, participating, risking making a mistake?

◦ Might “fear of shame” cause a rise in a student’s anxiety level triggering negative behaviors?

Wounded by School

What can do to you help teachers and principals?

Understand hostility and anger is directed towards the system, not at them◦ How often do you witness teachers reducing

themselves to the maturity level of their traumatized student by “engaging” in a power struggle?

◦ Remind them that one of them is an adult, the other is an adolescent.

Do you all know a “moody b^&*(“?

Wounded by School


Take small steps when involving risk◦ Encourage teachers to break down large

assignments into small “bites”◦ Allow students to choose their own “due dates”

within certain parameters◦ Allow students to “opt out” in certain

circumstances-providing them with an alternative to the risky behavior

Wounded by School


Less emphasis on “correctness” more on “learning”

As a new teacher I thought the more I wrote all over the paper (in red), the better teacher I was–I’m so embarrassed

Understanding-not punishment It’s best for teacher to understand that they

CAN’T understand where many students are coming from. ◦ Often teachers will view the students through their own

histories and tell students they know how they feel.

Wounded children are very sensitive to feelings of judgment by others. ◦ Serious reluctance to turn in homework allowing another

to “judge” them.

Understanding-not punishment

Wounded children have low self-esteem and poor relationships. ◦ Inappropriate discipline will reinforce those beliefs.

As a school, concentrate on delivering meaningful, consistent, and clear consequences that make sense.◦ Sometimes the “canned” programs do make sense.

Understanding-not punishmentRemember, being bad, is ALWAYS preferable to being stupid.

As professionals, are you ever asked for advice regarding appropriate discipline?

Understanding-not pity Teachers need help understanding how their

own communication style brings on behavior that hinders learning (disruption, passivity, anxiety).◦ How can you help?

Wounds need to be brought to the surface-this takes time-and is not the teacher’s responsibility-it is up to you, the professional.◦ What can you do when a teacher wants to be the

“therapist?”◦ What do you do when a teacher pushes for

confidential information about a student?◦ When might it be appropriate to share some

information about a student with a teacher?

Activity Questions How can you help a teacher understand the

triggers (transitions, interruptions, etc.) that bring on behavior that hinders learning (disruption, passivity, anxiety).

What can you do when a teacher wants to be the “therapist?”

What do you do when a teacher (or principal) pushes for confidential information about a student?

When might it be appropriate to share some information about a student with a teacher?

Go to your corner

Assign a recorder List possible solutions Be prepared to describe-give examples

Round Robin

followed by your break(Don’t forget to put a red dot on the most effective ways to identify traumatized students

External Trauma Impacts…

Academic Performance

BehaviorRelationships

Language and Communication Skills

Trauma and Academic Performance

Language and Communication Skills failing to understand directions

overreacting to comments from teachers and peers

misreading context

failing to connect cause and effect, and other forms of miscommunication



◦ Organizing Narrative Material

Student may have been raised in households in which rules and routines are subject to the whim of the parent.

Students respond well to classrooms in which there are orderly transitions and clear rules and that offer them assistance with organizing their tasks.



◦ Cause and Effect Relationships

Traumatized children sometimes have difficulty internalizing a sense that they can influence what happens to them.

They can be left wary of the future, which feels to them both unpredictable and out of their control. This may cause some children to become extremely passive.



◦ Cause-and-Effect Relationships

Break down events into very clear cause and effect logical sequences. Make no assumptions that students always understand what will come next.

Create opportunities for students to make choices, to predict aloud the possibilities of future events and why.


Attentiveness to Classroom Tasks ◦ anxiety and fears for their own and others’ safety

chronically occupy their thoughts.




◦ focused on “interpreting the teacher’s mood.”




◦ Focus is on “interpreting the teacher’s mood.”

◦ disassociates from the immediate environment


Scanning the room all the time for danger. Sights, smells and sounds can trigger desperate feelings of panic as reminders of past trauma. Danger may come from behind Life feels safer that way It feels too dangerous to ‘get it wrong’ Too much anxiety to be able to listen

Panic sets in when in crowds

It feels chaotic inside so it feels safer if its around outside as well I was left helpless – I’ll never be helpless again. Life may feel like a lie – I am not sure who I am or what the truth is. I don’t know the difference between fantasy and reality It is clear when math and spelling is ‘wrong’ and being wrong may lead to rejection AGAIN The child has no words to describe his/ her feelings - looking sulky is a cover up

Regulating Emotions

◦ The lack of capacity for emotional self-regulation so critical to school functioning is probably the most striking feature of these chronically traumatized children.


Hyper-vigilance… ◦ Cannot shift away from distressing cues in the

service of maintaining emotional regulation.

◦ Reassure students about the distraction, prepare for it, explain the consequences of it


◦ Regulating Emotions

Ability to identify and express feelings is often underdeveloped and poorly regulated.

Expresses emotions without restraint and seem impulsive, under-controlled, unable to reflect, edgy, oversensitive, or aggressive.

Overreacts to perceived provocation in the classroom and on the playground.



Help teachers understand the need to practice using words that describe emotions-new words: depressed, anxious, peeved, irate, concerned-and give student opportunities to describe their own feelings.

Help teachers understand the importance of providing opportunities for students to predict how they are going to feel and find alternative ways to deal with those feelings.



May appear disinterested, disconnected, or aloof.

Disassociating—completely disconnecting emotions from the events with which they are associated.


◦ Regulating Emotions/Misdiagnosis

Many traumatized children who exhibit the symptoms of anxiety, hyper-vigilance to danger, and language-processing problems are diagnosed as having attention-deficit hyperactivity disorder (ADHD).


◦ Regulating Emotions/Misdiagnosis

Many traumatized children who exhibit the symptoms of anxiety, hyper-vigilance to danger, and language-processing problems are diagnosed as having attention-deficit hyperactivity disorder (ADHD).

Research shows that ADHD and trauma often coexist, but because both disorders have similar symptoms, trauma may be overlooked when a diagnosis of ADHD is made.


Regulating Emotions

If a child is suffering from both ADHD and trauma, appropriate treatment can be provided that responds to both sets of problems.

Thus, it is important to assess whether a single diagnosis is masking the need to evaluate for trauma.


Executive Functions

◦ Executive functions are very important for achieving academic and social success and for establishing vocational goals.

◦ A bleak perspective, expectations of failure, a low sense of self- worth, and a foreshortened view of the future, all disrupt this ability to plan, anticipate, and hope.

◦ No “internal maps to guide them” and that, consequently, they “act instead of plan.”


Executive Functions

◦ Boys with severe abuse histories had particular difficulty with executive-function tasks that required them to refrain from taking actions that would lead to adverse consequences.


Reactivity and Impulsivity

◦ It is helpful for teachers to know what triggers might cause a traumatized child to become hyper-aroused or to re-experience a traumatic event in the classroom.

◦ Behaviorists may be able, through careful observation, to identify some of the child’s triggers. Often, however, the help of a mental health expert is needed to be sure of what may be triggering a particular behavior.

Trauma and Classroom Behavior

Normal Brain Development

In the brain of someone who has experienced a variety of emotional, behavioral and cognitive stimuli, a “top heavy” ratio develops. In this ratio, the brain matures to moderate the more primitive instincts of the midbrain/brain stem.

Abnormal Brain Development

When the developing brain is both deprived of sensory stimuli and experiences traumatic stress, the brainstem/ midbrain to cortical/limbic ratio is profoundly altered.

Offer your services

◦ Invite teachers who have difficult students in their classrooms to observe them in a different teacher’s classroom.

◦ Offer to observe students in their classroom-looking for triggering events for specific behavior.


Aggression

Defiance

Withdrawal

Perfectionism


Relationships with School Personnel

Traumatized children often vie for power with classroom teachers, since they know that they are safe only when they control the environment.

Trauma and Relationships

Relationships with School Personnel

◦ Intense dislike of surprises or spontaneous events, which are perceived as dangerous or out of their control.

◦ Particular difficulty with transitions during the school day.


Positive role models who assist students when dealing with peers can play a major role in the healing process and lead to strong academic, social, and behavioral outcomes.

Researchers point out that it is important for traumatized children to form meaningful relationships with caring adults.


In cases where trauma is known, an understanding of its effects on learning and behavior will help educators plan the most effective responses and support.

It is important to remember that trauma is a reaction to an external event.

Most suitable for a student who has been wounded by school

Most suitable for a child victim of external trauma

Describe the elements of a classroom and teacher…

Calm, yet industrious Transitions are predictable and planned Room is orderly Work is challenging, yet not overwhelming Each child knows his/her role in certain situations (fire drill,

etc.) Students have choice and voice Teacher is consistently predictable, calm, hopeful, and kind Homework is reasonable and valuable

Typical elements of a classroom environment helpful to a traumatized child

Lessons are broken down into small tasks Teacher begins where students are, not where they should

be Bullying and sarcasm do not exist Emphasis is on learning, not test scores Few surprises or interruption in routine without advance

notice Children trust their teacher to protect them More?

Typical elements of a classroom environment helpful to a traumatized child

Administrator Teacher Special ed teacher/paraprofessional School Nurse Parents Case Worker SRO Counselor Social Worker School Psychologist

Teamwork-Essential members

BIT meetings MOU’s Confidentiality Suspicion of lack of discretion Discuss level of “need to know basis” Plan is put in place Monitoring is taking place

Teamwork-Practice the Process

SourcesHelping Traumatized Children LearnMassachusetts Advocates for Children: Trauma and Learning Policy Initiative http://www.massadvocates.org/helping_traumatized_children_learn

Wounded by School-Recapturing the Joy in Learning and Standing Up to Old School Culture Kirsten Olson

Reaching the Wounded Student Joe Hendershott

http://www.massadvocates.org/helping_traumatized_children_learn

http://www.massadvocates.org/helping_traumatized_children_learn

SourcesScars of Love, Tears of Hope

Deborah Goforth, with Mark Graham

The School Leaders’ Guide to Student Learning SupportsHoward S. Adelman and Linda Taylor

The Implementation Guide to Student Learning SupportsHoward S. Adelman and Linda Taylor

The Classroom of ChoiceJonathan C. Erwin

who am i, and why am i doing this? how am i? 1-10? one frustration i have with this issue…...

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